Transitioning from INSET to CPD: A 70-Year Exploration of Teachers Professional Development in India

Abstract

The study examined the transition from In-Service Training (INSET) to Continuous Professional Development (CPD) within India's educational landscape.  It highlights evolving strategies for CPD, and comparative insights from global practices in Japan, Finland, and the United Kingdom. Although CPD has received sustained policy attention, most existing studies have focused on isolated reforms or recent initiatives, providing limited longitudinal analysis of the systematic evolution from INSET to CPD. To address this gap, this study investigates the transition from INSET to CPD in India by analyzing 70 years of policy documents from 1950 to 2024.  The study was conducted through the state-of-the-art (SotA) literature review methodology, based on 50 rigorously selected policy documents, scholarly articles, and institutional reports. The findings of the study indicate a significant shift from uniform INSET approaches to more flexible and context-sensitive CPD frameworks. Key policy milestones such as the Kothari Commission and the National Educational Policy (NEP) 2019 show a growing recognition of teacher professionalism and life-long learning. National initiatives like NISHTHA and institutions like SCERTs and DIETs support this change by leveraging schools and technology to improve training. The study concludes that India has set out a clear vision for CPD, but turning this vision into reality will depend on creating region-specific frameworks, encouraging participation at a broad level, making strong mentoring networks, and using e-portfolios and UDISE+ to track progress aligned with NEP 2019's vision of professional autonomy, quality, and equity. Nevertheless, ongoing challenges remain, such as weak coordination across institutions, limited adaptation to local needs, and a lack of robust mentoring, reflective practice, and accountability systems that prioritize procedures over teaching quality.