Bridging Global Standards and Local Classrooms: A Teacher Competency Framework for Sindh

Abstract

The role of teachers in educational transformation is universally recognized. Countries like Finland and Singapore have demonstrated how structured competency frameworks can enhance teaching quality and system accountability. In contrast, the Sindh province of Pakistan continues to struggle with fragmented teacher preparation systems, insufficient professional development, and the absence of a localized competency framework aligned with global standards. This study addresses the need to contextualize UNESCO’s teacher competency frameworks within the public education landscape of Sindh.

Adopting a convergent mixed-methods approach, the study collected data through 242 teacher surveys, 60 classroom observations, and 20 semi-structured interviews across six districts. It also involved document analysis of UNESCO frameworks, Pakistan’s National Professional Standards for Teachers (2009), and the Teaching License Policy (2023). Findings revealed considerable gaps between policy expectations and teaching practice, especially in digital pedagogy, formative assessment, and reflective teaching. Based on the convergence of global frameworks and empirical data, a nine-domain Sindh Contextual Teacher Competency Framework (SCTCF) was developed.

The SCTCF offers a practical, scalable model to support teaching license implementation in Sindh. It reflects the complexities of local classrooms while aligning with international quality standards, and serves as a policy tool for curriculum planners, teacher educators, and regulatory bodies.