Overhauling In-Service Teacher Development in India
Since the enactment of the Right to Education Act (2009), India has shifted its focus from educational access to quality. Teachers play a central role in this transformation, but current in-service training models are outdated and ineffective. A structured, needs-based approach could bring national practices on par with global standards.
Challenges in India’s In-Service Teacher Training
Despite annual investments exceeding INR 500 crore under Samagra Shiksha, teacher training remains ineffective due to:
- One-Size-Fits-All Approach: Training programs treat all teachers alike, regardless of experience.
- Low Engagement: Teachers perceive mandatory training as repetitive and disruptive to teaching schedules.
- Lack of Monitoring: Current initiatives, such as NISHTHA, lack rigorous tracking mechanisms to assess learning impact.
Lessons from High-Achieving Nations
Countries such as Singapore, South Korea, and Australia emphasize teacher autonomy, structured career progression, and incentives. For instance, Singapore funds professional courses for teachers, and South Korea links professional development to salary increments.
Proposed Reforms for India
A credit-based teacher development system can help address existing gaps by:
- Strengthening SCERT and NCERT to define credits, ensuring quality training.
- Building a Digital Platform (like DIKSHA with DigiLocker integration) for tracking teacher progress.
- Linking Credits to Rewards, including promotions, salary increments, and recognition awards.
By transitioning to a flexible, incentive-driven model, India can elevate teaching as a dynamic profession, ultimately improving student learning outcomes.
