Since the enactment of the Right to Education Act (2009), India has shifted its focus from educational access to quality. A key factor in this transition is the professional development of teachers. However, India’s current in-service teacher training system is ineffective, operating on a one-size-fits-all model that disregards teachers’ diverse needs and expertise.
The Current State of In-Service Teacher Training
India spends over INR 500 crore annually on teacher training under Samagra Shiksha. Training content is developed by the State Council of Education Research and Training (SCERT) and disseminated through a cascade model from master trainers to district resource persons, and finally to teachers. However, this approach results in significant loss of information and effectiveness at each stage.
Although recent efforts, such as online training platforms, attempt to improve accessibility, systemic issues persist. The National Education Policy (NEP) 2020 recommends that every teacher complete 50 hours of professional development annually, but this fails to account for existing challenges.
Key Issues in the Current System
- Rigid and Generalized Training
The system assumes teachers need generic training rather than acknowledging their varied experience levels. Early-career and veteran educators are required to attend identical sessions, reducing relevance and engagement. - Lack of Teacher Motivation and Engagement
Surveys by Leadership for Equity across four states and 36 districts reveal that mandatory training leads to teacher fatigue. Many perceive these programs as repetitive, unhelpful, and disruptive to their school schedules. - Ineffective Monitoring and Evaluation
Initiatives like NISHTHA, which aim to enhance teacher skills, lack reliable tracking mechanisms. There is no clear method to verify if teachers complete courses themselves, assess learning outcomes, or ensure practical implementation.
Lessons from High-Achieving Nations
Countries that perform well in the Programme for International Student Assessment (PISA) prioritize structured, needs-based teacher development:
- Singapore: Funds professional development and allows teachers to specialize in curriculum, mentorship, or school management.
- South Korea: Requires teachers to complete 90 hours of training every three years, with additional courses leading to salary hikes and promotions.
- Australia: Mandates continuous training through endorsed courses, ensuring that teachers remain equipped to meet evolving student needs.
A New Approach: A Credit-Based System
India can improve teacher development by introducing a structured, incentive-driven credit-based system.
1. Defining Professional Development Credits
A national framework should define credits, their value, and pathways for earning them. SCERT and NCERT, in consultation with experts, can design training modules aligned with the National Professional Standards for Teachers.
2. Building a Digital Tracking System
A digital portfolio can record teachers’ training history, much like the Academic Bank of Credits (ABC) for students. Integrating this with DIKSHA, India’s national teacher education platform, would enable seamless tracking and verification.
3. Linking Credits to Career Progression
To encourage participation, credits should be tied to promotions, salary increments, and recognition. High achievers could qualify for district and national awards or international exchange programs.
Conclusion
A flexible, credit-based professional development model, supported by digital infrastructure and incentives, can transform India’s teacher training approach. Shifting from a compliance-driven system to one that values continuous learning and career progression will enhance teacher engagement, improve classroom practices, and ultimately strengthen India’s education system.
