Abstract
The huge and sudden increase in the demand for qualified teachers which UPE has occasioned is obliging many countries to develop alternatives to conventional initial training, notably ‘distance’ programmes and the use of headteachers as trainers of their staff. Universal primary, but not secondary, education also implies changing the content of the training curriculum. All these innovations should not be viewed as threatening constraints but as opportunities for progress towards a policy of lifelong professional development. Features of such a policy would include a review of the respective contributions of initial, induction and inservice training, school-based and school-focussed alternatives to ‘the course’, a concern with the cost-effectiveness of different strategies, and the active involvement of teachers in their own training.
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