The processes adopted or the means of transmission of knowledge to students varies, inclusiv, class to class of students. Education is a gradual process and continued that aims to pass on the information to students.

Use more collaborative instead of individual learning activities in teacher education programmes so less resources, but teachers must also be taught how to teach diverse groups to avoid any cultural insensitivity in learning environment. See attached for elaborating more on the latter.

Best regards,

DFJ.

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I learned from a mentor that sustainable development could be attained through quality education and partnership. Thus, she conceptualized the formula: quality education + partnership = sustainable development. 

I truly appreciate the contributions so far. Debra

Ferdinand thanks for those articles. God bless.

Si consideran importante mis comentarios o respuestas.

Favor solicitarlas en español, que es mi idioma oficial.

La ciencia no es distinta ni especial porque se expresa o escribe en INGLÉS.

In what ways education can we position teacher education particularly in the sciences to fit into ESD? especially in a developing country.

Os critérios de formação de docentes para atender às demandas de um país, que realmente deseja preparar seus jovens para um futuro não muito distante, passa necessariamente pela compreensão das necessidades de cada segmento de atividade do País. Nem todos os jovens querem continuar seus estudos após o curso básico. Também nem todos os jovens desejam entrar em faculdades. Daqueles que entram, 40% não concluem seus cursos ou mudam de cursos, 25% concluem o curso mas não utilizam os conhecimentos apreendidos na realização de suas tarefas, e menos de 10% aplicam o que aprenderam nas atividades que exercem.

Assim, devemos estar preparados para entender o que será necessário para a formação de nossos jovens. Em segundo lugar, devemos pensar que as metodologias e processos de ensino são distintas de regiões para regiões em um mesmo País. Em terceiro lugar, não se podem pensar em desenvolvimento sustentável apoiado em programas de capacitação de professores e alunos se realmente o que os professores ensinam e os alunos aprendem será importante para o crescimento do País. Mudanças dessa ordem de grande se dão ao longo de décadas e não se estará dizendo algo que não seja verdadeiro quando se menciona que os resultados de projetos educacionais mais amplos são colhidos minimamente após 30 anos de trabalho árduo.

You could identify the standards and competencies in current science teacher education and cross-reference that against what graduates should be able to do/what knowledge, attitude, values, and skills they need to not simply teach ESD concepts to make ESD their advocacy. Lots of opportunities for localization too, especially from a developing country's pespective.

Check out http://www.unesco.org/education/tlsf/ for sample lessons. 

there is the need to read on current science education literature on teacher education to appreciate the standards and competency-based training being advocated across countries and cultures and then, place yours in perspective.

Justr wondering if you have seen David Gruenwald's, David Smith's and Wally Penetito's work? Or am I on the wrong track about your question? Is following the Western science education model really a good idea? Could a developing country create new, innovative, creative science education? I think yes. Western models are not the be all and end all and have been too caught up by neoliberalist agendas. Is your development going to align with a neoliberalist framework??? 

Each country has their own cultures and knowledge, if recognized, they should be kept. Much has been discussed about Countries absorb the cultures of other countries only by financial interests. For example: the issue of environmental sustainability should not be perceived as a local problem but of the entire planet Earth (P3). Nothing good is a small country with 30 million inhabitants do your part if your neighbor, of 300 million inhabitants not doing his part.

On issues involving sustainability, sustainable development and preservation of natural resources, it is observed that much destruction has already occurred for centuries, there's even more to mitigate the losses. In addition should be considered the assimilation of cultures of other countries, often they were voracious settlers in the past and that now require that errors are resolved by the population that remained.

I can't argue with my students the issues in enforcing and what we should do, by us and for us. Can be logical that if we're dealing with the same topics should be built a common agenda. But this, cannot conflict with the culture, knowledge and even financial resources of our countries.

I see on television that the technological junk of Europe is being sent to some African countries, seeking to take advantage of what little there is left, and try to live with it. To get remove that "technological trash" their survival, people will continue producing garbage. I wonder if the discard in another country poorer or less mineral resources? Any agreement is only as good as it is for everyone.

When it comes to education is talking in the 50 years 30 projects, which will involve our children, grandchildren and great-grandchildren. We're also talking of culture of our parents and ancestors, which certainly were not as destroyers of the natural environment as we are today, which is very good for those who have an annual income of 500,000 dollars may not be for those who survive on  1,000 dollars a year.

Education should go back to the survival and also to improving the quality of life. I seek to treat these questions clearly, and not in the shadow of the main issues.