Changes have taken place in the funding and organisation of INSET in England and Wales following the MSC's TRIST initiative and circular 6/86 issued by the DES. This article analyses the growth of the ‘new INSET’, broadening out from the traditional model of courses provided by higher education for individual teachers towards a school‐focused approach which sees staff development and INSET as a cyclical process of needs identification, programme implementation and evaluation. Political and economic changes in England and Wales have had a direct impact on the Education System (especially on curriculum 14‐19+) and, with INSET becoming increasingly curriculum led, some questions are raised regarding implications for the management of staff development in schools and colleges.
No takes yet. Share an insight, caveat, or question.
Jones et al. (1987) studied this question.
Synapse has enriched one closely related paper. Consider it for comparative context: