National Accreditation Council for Teacher Education, NACTE Pakistan

Accreditation Levels




The Accredited Status is of four (4) levels including Conceptual Framework, which is mondatory. The levels are as follows:

Benchmarks Approved by National Accreditation Council for Teacher Education (NACTE) for the Teacher Education Programs.

Applicable for the Programs applications recieved after 14th February 2018.

A.1 The vision and mission of the institution are in accordance with its legal and educational mandate.
A.2 Goals and objectives are aligned to each other and to the vision and mission statements.
A.3 The curriculum and instructional strategies relate to the goals and objectives.
A.4 The document presenting the mission statement contains a brief description of the assessment and evaluation system of the program
B.1 There is evidence of inter and intra coherence and integration among all components of the program i.e., the courses, teaching strategies, performance standards of prospective teachers, methods of assessment and evaluation, adequateness of infrastructure and efficiency of the program.
B.2 The plan of the program is aligned with its mission, goals and objectives.

Pre-Requisites for the Level
3.2.5 The library comprises of various types of information sources (i.e. print, non-print, electronic and digital materials).
4.1.1 There is a formal appointment/placement policy for teacher educator.
4.4.2 Workload of teacher educators allocates time for planning of instruction, supervision, practice teaching, research and participation in community outreach.
4.3.1 The program has a documented teacher educators’ professional development process based on justified priorities.
4.5.2 The program implements an incentive-based strategy to foster retention of qualified teacher educators.
6.1.2 The planning and conduct of research is in consonance with local and national priorities.
6.1.3 Research addresses the issues related to teacher education programs and institutions to ensure and improve the quality of education.
6.2.2 There are documented mechanisms to improve the teaching and learning processed based on the research findings and results.
7.1.1 The institution has developed a well thought out plan of extension projects based on social needs and educational issues of the community.

Requisites
Pre-Requisites of levels X, Y, Z.
20 indicators of Standard 1.
10 indicators of Standard 2.
5 indicators of Standard 3.
8 indicators of Standard 4.
8 indicators of Standard 5.
3 indicators of Standard 6.
2 indicators of Standard 7.

Pre-Requisites for the Level
2.4.2 The system provides mechanisms for the assessment of teacher educators’ knowledge, skills and dispositions.
3.1.7 Classrooms and laboratories are equipped with the facilities and equipment required for the courses hosted there.
4.1.1 There is a formal appointment/placement policy for teacher educators.
4.1.2 The institution recommends the required number of positions.
4.4.3 A prescribed prospective teacher – teacher educator ratio is consistently followed for all program related activities.
5.1.5 There is evidence that efforts have been made to accrue funds for outreach programs.
5.2.8 The annual calendar of the program is disseminated and available to all the stakeholders.
5.3.1. The program keeps records of enrolment, promotion and retention.
6.1.1. There is evidence that the program develops and executes a research plan

Requisites
Pre-Requisites of Z, Y.
15 indicators of Standard 1.
12 indicators of Standard 2.
6 indicators of Standard 3.
7 indicators of Standard 4.
10 indicators of Standards 5.
3 indicators of Standards 6.
3 indicator of Standard 7.

Pre-Requisites for the Level

1.2.11 Information and Communication Technology is integrated into the curriculum.
1.2.12 The curriculum or its course outlines provide lists of web sites and recommended books of recent editions for each course.
2.1.8 Quality improvement plans are developed, implemented and monitored based on the assessment results, feedback and complaints of the stakeholders.
2.3.2 The system provides for the assessment of prospective teachers’ knowledge, skills and dispositions as laid down in the National Professional Standards for Teachers is Pakistan.
3.1.1. The institution is located in an independent building or buildings.
3.1.2 The institution is located in a hazard free environment.
3.1.5 There is an adequate number of classrooms, lecture theaters and laboratories to accommodate the number of courses offered.
3.1.6. Classrooms, lecture theaters and laboratories are of adequate size to accommodate the expected number of prospective teachers.
3.2.1 The library is strategically located to be accessible to all teacher educators and prospective teachers.
3.2.8. There is evidence for recruitment of the necessary number of specialized and professional teacher educators
4.1.3 There is evidence for recruitment of the necessary number of specialized and professional teacher educators.
5.1.4 There is evidence that efforts have been made to accrue funds to conduct and disseminate research.
5.2.9 The program follows an admission policy and clear pre-requisites.*
5.2.12. The graduation and certification requirements of the program are well-defined, clearly stated and documented.
5.2.13. The institution has procedures to verify that the graduating teachers have met the requirements for certification.
7.2.2 The program is conducted in a conducive, open and harmonious environment

Requisites
Pre-Requisites of level Z
12 indicators of Standard 1 Other than the pre-requisites.
8 indicators of Standard 2 Other than the pre-requisites.
5 indicators of Standard 3.

Pre-Requisites for the Level

A.1 The vision and mission of the institution are in accordance with its legal and educational mandate.
A.2 Goals and objectives are aligned to each other and to the vision and mission statements.
A.3 The curriculum and instructional strategies relate to the goals and objectives.
A.4 The document presenting the mission statement contains a brief description of the assessment and evaluation system of the program.
B.1 There is evidence of inter and intra coherence and integration among all components of the program.
B.2 The plan of the program is aligned with its mission, goals and objectives.
1.1.1 The curriculum is designed in line with the provisions of the national education policies and professional standards for teachers.*
1.1.3 The curriculum is approved by the competent authority.*
1.2.7 The course credit hours and duration of the program meet the minimum requirements of the Higher Education Commission. *
1.5.1 The program has mechanisms, guiding procedures and stipulated durations for teaching practice / internship.
2.2.1 The assessment system is documented and disseminated.
3.1.5 There is an adequate number of classrooms, lecture theaters and laboratories to accommodate the number of courses offered.

Requisites
8 indicators of Standard 1 Other than the pre-requisites.
5 indicators of Standard 2 Other than the pre-requisites.



Applicable for the Programs applications recieved before 14th February 2018.

A.1 The vision and mission of the institution are in accordance with its legal and educational mandate.
A.2 Goals and objectives are aligned to each other and to the vision and mission statements.
A.3 The curriculum and instructional strategies relate to the goals and objectives.
A.4 The document presenting the mission statement contains a brief description of the assessment and evaluation system of the program
B.1 There is evidence of inter and intra coherence and integration among all components of the program i.e., the courses, teaching strategies, performance standards of prospective teachers, methods of assessment and evaluation, adequateness of infrastructure and efficiency of the program.
B.2 The plan of the program is aligned with its mission, goals and objectives.

Pre-Requisites for the Level
4.1.1 There is a formal appoinment/placement policy for teacher educator.
4.3.1 The program has a documented teacher educators’ professional development process based on justified priorities.
6.1.2 The planing and conduct of research is in consonance with local and nationl prioritites.
6.1.3 Research addresses the issues related to teacher education programs and institutions to ensure and improve the quality of education.
6.2.2 There are documented mechanisms to improve the teaching and learning processed based on the research findings and results.
7.1.1 The institution has developed a well thought out plan of extension projects based on social needs and educational issues of the community.

Requisites
Pre-Requisites of levels X, Y, Z.
20 indicators of Standard 1.
10 indicators of Standard 2.
5 indicators of Standard 3.
8 indicators of Standard 4.
8 indicators of Standard 5.
3 indicators of Standard 6.
2 indicators of Standard 7.

Pre-Requisites for the Level
2.1.8 Quality improvement plans are developed, implemented and monitored based on the assessment results, feedback and complaints of the stakeholders.
2.3.2 The system provides for the assessment of prospective teachers’ knowledge, skills and dispositions as laid down in the National Professional Standards for Teachers is Pakistan.
2.4.2 The system provides mechanisms for the assessment of teacher educators’ knowledge, skills and dispositions.
3.1.7 Classrooms and laboratories are equipped with the facilities and equipment required for the courses hosted there.
4.4.3 A prescribed prospective teacher – teacher educator ratio is consistently followed for all program related activities.
5.1.4 There is evidence that efforts have been made to accrue funds to conduct and disseminate research.
5.3.1. The program keeps records of enrolment, promotiom and retention.
6.1.1. There is evidence that the program develops and executes a research plan

Requisites
Pre-Requisites of Z, Y.
15 indicators of Standard 1.
8 indicators of Standard 2.
3 indicators of Standard 3.
7 indicators of Standard 4.
3 indicators of Standards 5.
2 indicators of Standards 6.
1 indicator of Standard 7.

Pre-Requisites for the Level

1.2.7 The course credit hours and duration of the program meet the minimum requirements of the Higher Education Commission.*
1.5.1 The program has mechanisms, guiding procedures and stipulated durations for teaching practice / internship.
2.2.1 The assessment system is documented and disseminated.
3.1.1. The institution is located in an independent building or buildings.
3.1.2 The institution is located in a hazard free environment.
3.1.5 There is an adequate number of classrooms, lecture theaters and laboratories to accommodate the number of courses offered.
3.1.6. Classrooms, lecture theaters and laboratories are of adequate size to accommodate the expected number of prospective teachers.
3.2.1 The library is strategically located to be accessible to all teacher educators and prospective teachers.
3.2.8. There is evidence for recruitment of the necessary number of specialized and professional teacher educators
4.1.3 There is evidence for recruitment of the necessary number of specialized and professional teacher educators.
5.2.9 The program follows an admission policy and clear pre-requisites.*
5.2.12. The graduation and certification requirements of the program are well-defined, clearly stated and documented.
5.2.13.The institution has procedures to verify that the graduating teachers have met the requirements for certification.
7.2.2 The program is conducted in a conducive, open and harmonius environment

Requisites Pre-Requisites of level Z
8 indicators of Standard 1 Other than the pre-requisites.
5 indicators of Standard 2 Other than the pre-requisites.