The School Education Department, Government of Sindh, has decided to develop a comprehensive framework to strengthen the governance of institutions responsible for teacher training.
Officials said on Wednesday that the decision includes restructuring existing institutions, defining administrative strategies, and establishing a complete guidance system from teacher training to the acquisition of teaching licences.
The decision was taken in a meeting chaired by Minister for Education Syed Sardar Ali Shah. The meeting was attended by Secretary School Education Zahid Ali Abbasi, Project Director of the Sindh Secondary Education Improvement Project (SSEIP) Rizwan Soomro, Executive Director of Sindh Teachers Education Development Authority (STEDA) Rasool Bux Shah, along with senior officials from monitoring & evaluation, Provincial Institute of Teachers Education (PITE), teachers training institutions (TTIs), and other relevant departments.
The minister stated that the government has decided to introduce comprehensive reforms to make the teacher training system more effective. He emphasized that a clear objective is to strengthen teacher education, continuous professional development (CPD), and the teacher licensing system to enable the teaching workforce to perform more effectively. He further highlighted that institutional coordination, monitoring, and performance management systems will be improved. It was decided to clearly define the roles and responsibilities of STEDA, PITE, TTIs, SSEIP, and the Human Resource Wing to eliminate fragmented efforts and establish a cohesive system.
Under the proposed framework, STEDA will be responsible for teacher quality standards, development of a central database, and oversight of CPD. The PITE will focus exclusively on teacher education and implementation frameworks, including training modules and assessment mechanisms. Meanwhile, TTIs will be activated as district-level training centers to ensure effective delivery of training modules.
The Human Resource Wing will manage teachers’ HR matters and career progression, maintaining a complete record of each teacher from recruitment to professional development stages. The meeting also stressed the establishment of a central teacher database and dashboard to improve training, performance tracking, and planning, along with strengthening monitoring systems through clearly defined Key Performance Indicators (KPIs).
It was shared that under the SSEIP programme, 2,630 secondary school teachers have already been trained across various clusters, with plans to expand further through STEDA and TTIs.
