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Abstract
This paper discusses significant changes in the funding and organisation of teachers’ In‐service Training (INSET) in England and Wales which have resulted in a decline in the number of secondments to long award‐bearing courses and an increased emphasis on school‐focused INSET, geared to the staff‐development needs of the whole school. A small‐scale survey of local education authorities is reported. The survey results indicate that, whilst higher education (HE) is perceived as still having a valuable role to play, account has to be taken of changes in teacher attitudes, expectations and responsibilities. The implications for HE institutions with an interest in providing INSET are that they need to be more flexible, adaptable and collaborative in responding to training needs. The efforts of teachers involved in INSET need to be recognised. Where possible they should form part of a longer‐term, modular programme in which course credits can be accumulated and, if necessary, transferred between different HE institutions.