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Managing Director

While each program pursues its own objectives, all of them work together within the overarching framework of Sindh Education Foundation (SEF). This approach enables their different pursuits to interact and reinforce the mission of SEF which is to facilitate disadvantaged communities towards social change by creating and promoting new approaches to learning and education.

COMMUNITY BASED LEARNING
The Foundation places primary emphasis on community based learning and recognizing the community as a source of knowledge. In this regard, the SEF aims, not just to promote the concept of schooling for education, but also to provide a forum for the communities’ empowerment. Indigenous forms of knowledge and learning are also recognized and promoted as part of the Foundation’s community based learning program.

PULIC-PRIVATE PARTNERSHIP
SEF envisages extensive collaboration between the public & the private sector with the aim of supporting the public and private sector in service delivery of education, health and other social welfare services.

EDUCATIONAL INNOVATIONS
SEF is a leading advocate and practitioner in educational innovations and believes that education should be a largely participative process in which communities determine their learning needs, both in terms of content and access in order to ensure that the form of education being imparted is relevant to their contextual needs.

QUALITY ASSURANCE
For the purposes of maintaining quality SEF has a support system organized in terms of separate units; these units cover areas such as research, advocacy, monitoring and teacher training as well as publications.

Governing Body
Thematic Framework
Partners
Contact Us
Organizational Chart
Find out more about SEF’s organizational structure.
Geographical Intervention
The Foundation supports more than 1,000 schools across the province of Sindh which provide education benefits to more than 100,000 women and children.
Copyright 2006-2007 Sindh Education Foundation, Government of Sindh. All rights reserved.
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