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Abstract
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.