May 6, 2009 
With the recent emphasis on annual and recurrent in-service training of elementary teachers under various universalization of elementary education (UEE) projects, the mode of training has come under a scanner due to the in effectiveness of mass-scale training with a cascade model.
One needs to put teachers central to the educational reforms and quality improvement programme by developing and empowering them continually both through inservice and on-work traing and support.
According to Hawes and Stephens (1990), there is a need to move away from deficit theory of training and make trainings an exercise to illuminate teachers strengths and centrally rather than high lighting their inadequacies.
Shaffer (1986) emphasizes participatory approach to teacher training since the top-down cascade model of training has proved to be ineffective as teachers do not feel to the part of the change or reform process in such a model of training.
Bolin and Judith (1987) also emphasise the centrality of teacher renewal and development in improving the quality of education. It can only be improved through a teacher development and support structure.
Therefore, in India we need to revitalize State Institutes of Educational Research and Training, District institutes of Education and Training, and Block and Cluster Resource Centers. That is the only way to improve the quality of elementary education in India. At, present in most states the bureaucratic solution are being sought to improve government elementary schools leading us no where.
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