This study examined the effectiveness of an accreditation mechanism for teacher education
exclusively with a fragile higher education system in Pakistan. A quantitative research method
was employed. Using the stratified technique, 614 participants from 24 higher education institutions were selected.
Questionnaires were used to collect data from participants. The findings revealed that the standards of national
accreditation council for teacher education (NACTE) cannot win wide acceptability and support of educators. The
accreditation mechanism in Pakistan has emerged less effective in meeting standards of imparting modern, relevant
and quality teacher education in the country. A comparative perspective to explore the factors affecting the
effectiveness of accreditation in assuring quality teacher education in an academically underdeveloped country
Pakistan is discussed at the end of this article. This study provides essentialities of accreditation in teacher education
programs. It carries the value of graduate attributes that is a brand image in the quality of teacher education
1-Hina Jalal Student,Department of Education, Government College University Faisalabad, Punjab, Pakistan.2-Muhammad Ayub Buzdar Assistant Professor, Department of Education, Government College University Faisalabad, Punjab, Pakistan.3-Bushra Naoreen Assistant Professor, Department of Education, Government College University Faisalabad, Punjab, Pakistan.
Teacher Education, Program Quality, Accreditation, NACTE, Higher Education