Directorate of Teacher Training Institutions

Hyderabad Sindh
(TTI’s)

Sindh’s Education Sector Plan (SESP)

Directorate of Teacher Training Institutions
Hyderabad Sindh
Sindh’s Education Sector Plan (SESP)
1. EXECUTIVE SUMMARY

Sindh’s Education Sector Plan (SESP) is a response to this mandate, and represents the first such
document prepared by the province. It continues to be guided by the National Education Policy of 2009,
but represents a significantly new vision of education goals and possibilities specific to the rapidly
evolving context of the province itself.
Sindh is the second largest province in Pakistan, and the most urbanized. It has relatively high rates
ofunemployment and poverty. For the purposes of the Education Sector Plan, perhaps the most
importantcharacteristic of the province is the enormous variation across districts in terms of
socioeconomic status andeducational attainment.

The School Education Sector Plan & Roadmap for Sindh (2019-24) tackles this inequity in the provision
and participation in education as the most importantcross-cutting theme in the sector, and the organizing
principle around which policies and programmes will be implemented over the next five-year period. It
addresses both access to education and quality of learning outcomes through the prism of equity. The
SELD is endeavoring to achieve the MGD-4 with cooperation of various stakeholders.
The program will ensure incorporation of ECCE in pre-service training, institutional analysis of
the capacities of Directorate of HR, STEDA, PITE, and DCAR, TTIs, various stakeholders and
professional development function of SELD.
2. Organizational Introduction
a. BACKGROUND
In 1854 the teacher education was started by British in Sindh which was imparted through
Normal Schools. After independence, in 1970, the Normal Schools were changed to Elementary
Colleges of Education. In 1978, the Elementary Colleges were put under the administrative
control of Bureau of Curriculum and extension wing till 2017.
Since 2017, the Elementary Colleges have been working independently, under the administrative
control of Directorate of Teachers Training Institutes Hyderabad, Sindh.
In beginning, the Normal Schools imparted the courses of Junior Vernacular and Senior
Vernacular. After establishment of Elementary colleges, J.V and S.V were changed to Primary
Teacher Certificate P.T.C and Certificate of Teaching C.T. In addition, Oriental Teacher
Certificate was also initiated which continued up to 2010.
Since 2010, the Elementary Colleges have been offering Associate Degree in Education for two
years and Bachelors of Education Elementary four years’ program. The directorate also has been
working in collaboration with PITE for development and implementation of various training
programmes, with DCAR in curriculum review and content development and with STEDA for
review and technical support.
b. Organizational Objectives and Roles
 To provide Pre-Service Teacher Training through ADE/B.Ed. (Hons.) and
Certifications like OTC/ATC
 Technical support in Continuous Professional Development (CPD) Programmes for
in-service teachers.
 Supporting STEDA in review of Training Material / Manuals
 Managing venues for ECE trainings program for Pre service, In-Service Teachers
trainings with the Collaboration of PITE, DCAR, RSU and UNICEF.
 To establish ECCE Resource Centers at all the Teachers Training Institutions to offer
practicum model to the trainee teachers.
 Strengthen Institutional Capacities For Professional Development Function Of
School Education And Literacy Department
 c. Management

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3. STRATEGIC GOALS UNDER SESP&R

1. The incorporation of ECCE in pre-service training ( Establishment of Early Childhood Care

and Educational Centers in Teachers Training Institutes).
2. An institutional analysis of the capacities of Directorate of HR, STEDA, PITE, DCAR and
TTIs and professional development function of SELD ( . Professional development through
training in Teachers Training Institutes).
3. Partnership by Government of Sindh with private institutions to hand over the management
of Government Elementary Colleges of Education
6. Financial Portfolio during CFY

7. SESP&R Activities Financial Portfolio during CFY

 8. Operational Plan

Annual Funcial M&E External

Portfolio / Implementation Strategy Internal Partners KPI SDGS
Strategy Partners
costing
S. Targe
Main Activity Sub Activity Unit (s)
No t

Estimated

Allocated
Quarterly completio

Gap
Performance Indicators
Milestone n time line

Establish ECCE Resource Plan 2021       Establish ECCE Establish ECCE

Centres In TTIs Resource Centres Resource
enlisted GECE(W/M) July-June Diretorate of Centres enlisted SDG
2021 TTIs UNICEF
2021-22 TTI & JESR GECE(W/M) 4.2
Equitable And
Adequate Train Required Number of Teachers 2021       Train Required Number Train Required
1 Provision Of Existing GECE & Primary of Existing GECE & Number of
School Teachers to support ECCE Attached Schools to Existing GECE &
Infrastructure SDG
Classes support ECCE Classes July-June Diretorate of Attached Schools
2021 TTIs UNICEF 4.1
2021-22 TTI & JESR to support ECCE
SGD4.2
Classes

Successful
Successful Completion Completion of
Organize Orientation Session on Master of Orientation Session July-June Diretorate of Orientation SDG
2021       2021 TTIs UNICEF
ECCE District Level of All Tiers Trainers on ECCE District Level 2021-22 TTI & JESR Session on 4.2
of All Tiers ECCE District
Level of All Tiers

Continues
Professional Conduct CPD Session Conduct CPD
2 Establish ECCE Resource Selected ECCE July-June Diretorate of Session Selected SDG
Development Plan 2021       2021 TTIs  
By TTIs Centers at TTIs Resource Centers at 2021-22 TTI & JESR ECCE Resource 4.2
TTIs Centers at TTIs
Master Trainers
Master Trainers will will train required
Train required number of train required number number of
2021- July-June Diretorate of SDG
existing Primary Teachers to Teachers       of existing Primary 2021 TTIs/   existing Primary
22 2021-22 TTI & JESR 4.2
support ECCE classes Teachers to support Teachers to
ECCE classes support ECCE
classes
3 Support 3.1.1 Develop ECCE standards Set of 2021       Access/Develop ECCE July-June 2021 Directorate STEDA/PITE/RSU/TTI   Access/Develop SDG
effective for institutions, personnel and standards standards for 2021-22 of TTI & JESR ECCE standards 4.a
early learning services institutions for institutions
as
preparedness
for primary
education
 Successfull
Successfull Completion Completion of
of orientation sessions orientation
3.1.2 Organize orientation
on ECCE standards at July-June Directorate sessions on SDG
sessions on ECCE standards at District 2021       2021 STEDA/RSU/TTI  
district level for all 2021-22 of TTI & JESR ECCE standards 4.1
district level for all tiers
tiers/Follow-up of at district level for
Program all tiers/Follow-up
of Program
Establish
monitoring
Establish monitoring system for
3.1.3 Establish monitoring
system for alignment of alignment of SDG
system for alignment of ECCE Monitoring
ECCE services with July-June Directorate ECCE services 4.a
services with standards by system in 2021       2021 STEDA/RSU/TTI  
standards by upgrading 2021-22 of TTI & JESR with standards by SGA
upgrading existing monitoring operation
existing monitoring upgrading 4.2
application
application existing
monitoring
application
Appoint focal
Appoint
Establish an intra-departmental person/committe
focalperson/committee
coordination committee to scale Committee 2021- July-June Directorate e members to SGD
      members to scale 2021 STEDA/PITE/RSU/TTI  
ECCE and create linkages with operating 22 2021-22 of TTI & JESR scale ECCE and 4.2
ECCE and create
ECE create linkages
linkages with ECE
with ECE

Organize
Oraientation
Session
Organize Oraientation
parenting
Session parenting
education, and
education, and
Create linkages for parenting strengthen
strengthen
education, and strengthen collaborations
collaborations with local
collaborations with local with local
2021- communities including July-June Directorate SGD
communities including WASH, Programme       2021 STEDA/RSU/TTI   communities
22 WASH, students’ birth 2021-22 of TTI & JESR 4.4
students’ birth registration, including WASH,
registration, Health,
Health, Nutrition and Polio/EPI students’ birth
Nutrition and Polio/EPI
Immunization registration,
Immunization, with
Early learning Health, Nutrition
support of
as and Polio/EPI
UNICEF/STEDA
4 preparedness Immunization,
for primary with support of
education UNICEF/STEDA
Establish
availabe (11)
Establish availabe (11)
Establish and equip ECCE GECE's equip for
Classroom GECE's equip for July-June Directorate SDG
classrooms in line with 2021       2021   UNICEF ECCE
s ECCE classrooms in 2021-22 of TTI & JESR 4.a
standards classrooms in
line with standards
line with
standards
Develop teacher
Develop teacher
Develop teacher education education
2021- education programmes July-June Directorate SDG
programmes in ECCE for Programme       2021 PITE/EU//TTI UNICEF programmes in
22 in ECCE in line with 2021-22 of TTI & JESR 4.C
existing Primary Teachers ECCE in line
standards
with standards
 Provide induction
Provide induction
training to new
Provide induction training to new training to new
Teachers and
Teachers and orient Head Head 2021- Teachers and orient July-June Directorate
      2021 PITE,TTI   orient Head SDG4.4
Teachers on ECCE concepts teachers 22 Head Teachers on 2021-22 of TTI & JESR
Teachers on
and standards ECCE concepts and
ECCE concepts
standards
and standards
Conduct training
Conduct training for
Conduct training for Teachers for Teachers
Head 2021- Teachers linked to CPD July-June Directorate SDG
linked to CPD and related to       2021 TTI,PITE,EU UNICEF linked to CPD
teachers 22 and related to 2021-22 of TTI & JESR 4.4
Curriculum, and related to
Curriculum,
Curriculum,
Access and
Access and Distribution
Text Books and Learning All (11 July-June Directorate Distribution of SDG
2021       of Text Books and 2021 RTP UNICEF
Material Units) 2021-22 of TTI & JESR Text Books and 4.5
Learning Material
Learning Material
Conduct Training
Needs
Conduct Training
Implement Assessment of
Conduct Training Needs Needs Assessment of
policy on serving teachers
Assessment of serving teachers serving teachers based
cluster-based 2021- July-June Directorate based on Student SDG
based on Student Assessment       on Student Assessment 2021 PITE ADB
Continuous 22 2021-22 of TTI & JESR Assessment 4.4
(SAT and PEACe) along with (SAT and PEACe)
Professional (SAT and
5 CPD material Report along with CPD
Development PEACe) along
material
for teachers, with CPD
head-teachers material
and Development of
Conduct Training for teachers CPD Programme
administrators 2021- July-June Directorate CPD Manual SDG
linked to CPD Programme and       content for in-service 2021 PITE ADB
22 2021-22 of TTI & JESR content for in- 4.4
related to Curriculum,Textbook support
service support
9. Internal Directorate Link ages / Partners (Activity wise)

It will be an essential part for TTIs to be fully engaged with the plan. Each level of the system
will need to understand its responsibilities for monitoring responsibilities for performance and
for monitoring and reporting results according to the agreed indicators and targets. The TTIs
internally and RSU and other stakeholders externally will be responsible for the development of
a detailed annual operational plan based on the Implementation Plan that accompanies the
SESP&R for Sindh and shall conduct day-to-day monitoring of this implementation. Reporting
to the central strategic planning, implementation and monitoring unit of SESP&R shall be done
on a monthly basis.

EQUITABLE AND ADEQUATE PROVISION OF SCHOOL INFRASTRUCTURE

Goal I. Increase equitable enrolment and ensure retention for children and adolescents at all levels, including provision of literacy for youths

Main activities Unit Internal Directorate

Linkages/Partners (Activity
Wise)

2.4.5 Establish ECCE Resource Centers at TTIs Plan Education Works

2.4.7 Train required number of existing Primary Teachers to support ECCE classes Teachers UNICEF/EU

2.4.8 Establish addi- tional ECCE classrooms Classrooms Education Works

2.4.9 Nomination and train ECCE Teachers (particu- larly females) Teachers Curriculum Wing UNICEF/EU/WB/RSU

2.4.10 Equip ECCE classrooms with teaching learning materials including ECCE Kits Classrooms Education Works
 EQUITABLE ENROLMENT AND RETENTION

Goal I. Increase enrolment and retention at all levels for all children and adolescents, and provision of literacy for youth

Objectives Main activities Sub activities Unit Internal

Directorate
Linkages/Partners
(Activity Wise)

“D. 3.1 Support effective 3.1.1 Develop ECCE standards for institutions, personnel Set of STEDA/PITE/RSU/TTI
Increase equitable enrollment and early learning as preparedness and services standards
retention at alllevels, especially for primary education
for girls and marginalized children“

3.1.2 Organize orientation sessions on ECCE standards at District STEDA/RSU/TTI

district level for all tiers

3.1.3 Establish monitoring system for alignment of ECCE Monitoring STEDA/RSU/TTI

services with standards by upgrading existing monitoring system in
application operation

3.1.4 Establish an intra-departmental coordination committee Committee STEDA/PITE/RSU/TTI

to scale ECCE and create linkages with ECE operating

3.1.5 Create linkages for parenting education, and strengthen Pro- STEDA/RSU/TTI
collaborations with local communities including WASH, gramme
students’ birth registration, Health, Nutrition and Polio/EPI
Immunization

3.1.6 Establish and equip ECCE classrooms in line with Class- UNICEF
standards rooms

3.2 Increase availability of 3.2.1 Develop teacher education programmes in ECCE for Pro- PITE/EU/UNICEF/TTI
professionally trained ECCE existing Primary Teachers gramme
Teachers, particularly in
disadvantaged areas

3.2.3 Provide induction training to new Teachers and orient Head teachers PITE,TTI
Head Teachers on ECCE concepts and standards
QUALITY INPUTS AND PROCESSES

GoalII.Improvecapacityofqualitydeliverysystemsatprovincialanddistrictlevelsincluding:meritoriousteacherrecruitment,teachertrainingandprofessionaldevelopment;curriculum,textbookandlearningmate
rials;studentlearningoutcomes andqualityassurance
Objectives Unit Internal Directorate
Main activities
Linkages/Partners
(Activity Wise)

5.3.3 Conduct training for Teachers linked to CPD and related to Trained teachers TTI,PITE,EU,UNICEF,RTP
Curriculum, Text Books and Learning Material

MERIT BASED TEACHER RECRUITMENT, QUALIFICATIONS AND PROFESSIONAL DEVELOPMENT

GoalII.Improvecapacityofqualitydeliverysystemsatprovincialanddistrictlevelsincluding:meritoriousteacherrecruitment,teachertrainingandprofessionaldevelopment;curriculum,textbookandlearningmateri
als;studentlearningout- comesandqualityassurance

Objectives Main activities Sub activities Unit Internal Directorate

Linkages/Partners
(Activity Wise)

F. Implement policy on cluster-based 4.5 Update 4.5.1 Conduct Training Needs Assessment of serving Report PITE, ADB
Continuous Profession- al CPD Pro- teachers based on Student Assessment (SAT and PEACe)
Development for teachers, head- gramme along with CPD material
teachers and administrators content for in-
service support
10. External Stakeholders and partners

SELD,in collaboration and cooperation with national and international donors reforming the
education sector according to SDG-4. In this connection the stakeholders; TTIS, DCAR, PITE,
STEDA, RSU, UNICEF, EU, WB, ADP and others are well forward to increase and strengthen
literacy rate.

11 – Implementation Strategy

An implementation plan accompanies the strategic directions of this plan document (see Annex).
Thisaction-oriented plan identifies the units responsible for each main area of activity.
Coordination andmonitoring of implementation shall be done through an M&E mechanism and
processes outlined inthis section.

This section of the SESP&R 2019-2024 describes the arrangements for monitoring
performanceof one year Plan. It includes a set of proposed Key Performance Indicators(KPIs),
and a results framework corresponding to the objectives and main activities of the
priorityprogrammes attached in the Annex.

12 – IM-SESPUpdation Strategy

IM SESP is a web-based System, developed for monitoring status on implementation of Sindh

Education Sector Plan2019-2024.

TTIs will update the various activities, implemented and conducted by TTIs, through this web
based system. However, the following strategies / activities will be focused and updated on.

1. Training the TTIs faculty to offer the ECCE program at TTIs different GECEs.

2. Establishing ECCE Resource Centresby RSU and different stakeholders at GECEs.

3. Induction training for ECCE teachers.

4. Conducting CPD.

13 - MONITORING AND EVALUATION

MONITORING

It will be an essential part for TTIs to be fully engaged with the plan. Eachlevel of the system
will need to understand its responsibilities for monitoringresponsibilities for performance and for
monitoringand reporting results according to the agreed indicators and targets. The TTIs
internally and RSU and other stakeholders externally will beresponsible for the development of a
detailed annual operational plan based on the ImplementationPlan that accompanies the
SESP&R for Sindh and shall conduct day-to-day monitoring of thisimplementation. Reporting to
the central strategic planning, implementation and monitoring unit ofSESP&R shall be done on a
monthly basis.
The Central Strategic Planning, Implementation and Monitoring Unit or RSU will call for
regular,monthly and quarterly progress reports on plan implementation. However, TTIs will
follow the same internally and accordingly. These will follow a standardisedformat based on the
plan itself and will permit a transparent summary of progress.DG M&E, other departments and
donor-led projects already report separately on findings againstseparate KPIs. Greater
coordination will increase efficiency and sustainable use of resources. Thecentral strategic
planning, implementation and monitoring unit will report on progress to the SteeringCommittee
on a quarterly basis, who will be able to recommend corrective action where necessary.

EVALUATION

Evaluations of plan performance at mid-term and at the end of the plan period shall be
conducted.The findings and recommendations will be discussed with stakeholders at JESRs. The
mid-termevaluation will be formative feedback based internally and externally into programme
implementation to improve performance.The final evaluation will be summative, not only to
assess impacts and outcomes, relevance, costeffectiveness, and sustainability, but also to analyse
the reasons results have been achieved or notachieved, and to derive lessons for policy revision
and for preparing the next plan.

14. Focal Persons

This programme proposes to create a strategic planning and implementation unit at SELD to
work asfocal office for implementation of all programmes in SESP&R 2019-24. However, the
TTIs additional director is authorized to nominate himself or any other faculty member to be the
focal person of the province and focal persons for individual centres at each GECE centre.