This paper examines the role of teacher education in achieving the Sustainable Development Goals (SDGs). The paper first analysed the concept of development from its beginning as a market-oriented model concerned only with economic growth to its gradual shift to basic human needs enabled by criticisms it received from scholars like Amartya Sen who operate from the human development perspective. Similarly, the paper examined the transformative role of education from its earlier deployment to the service of environmental concerns only (as environmental education) to its broadening to take on themes of development and sustainability. However, education's most practical application to sustainability and development was within the context of the United Nations Decade on Education for Sustainable Development (2004-2015). Therefore, the paper reviewed previous evaluations of the implementation of the DESD and extracted lessons from it that are relevant for the implementation of the provisions of the National Teacher Education Policy as revised. This effort fits into the overall argument of this paper that developing countries like Nigeria are better served if they are critical of international development and selectively implement those of its aspects that develop local capacities, institutions and processes. Doing this would enable Nigeria's teacher education system to approach international development from a position of strength.

In accordance with Sustainable Development Goal 4 (SDG 4), countries across the globe are striving to ensure equitable access to inclusive, quality and lifelong educational opportunities for all children, youth and adults by 2030. Teacher education has been identified as one of the key factors in the achievement of the SDG 4 targets. As part of the effort to ensure sustainable teacher education for the achievement of SDG 4 in Ghana, this study applied the four key concepts in the SDG 4: quality, equity, inclusion and lifelong learning, to determine the progress with regards to SDG 4 in the context of teacher education in Ghana. The specific objectives of this study were to determine the inclusive pedagogical practices, values, and knowledge that trainees acquire from the Diploma in Basic Education’s Special Education Needs (SEN) course, the adequacy of the course for preparing teachers to create inclusive classrooms and the challenges associated with the delivery of the SEN course. ...

The teacher is the most important element in any educational program. It is the teacher who is responsible for implementation of the educational processes at any stage. This shows that it is imperative to invest in the preparation of teachers, so that the future of the nation is secure. Also, this is a well documented fact that the quality of teacher education has a direct bearing on the kind of education their students would obtain. It is hence implied that how the teachers are educated has to happen through a considerate, well- supervised and well thought out programs and curriculum. We must create such teachers who can educate students and teach them to become what we foresee our children to be in the future. If we want our students to be skillful, having knowledge of sustainable development and adopting these values in real life too, we must have our teachers trained with this philosophy. This transformation may come about in young children when their educators, i.e. teachers are educated in a holistic manner so that what teachers do is a synonym of their belief system. This may have a deeper influence on the thoughts of young children. It is well known that the quality and extent of learner achievement are determined primarily by teacher competence, sensitivity and motivation. Also, when the goal happens to be sustainable development then training of teachers with this outlook becomes even more important. They ought to be trained and educated how to teach what they teach in a sustainable manner. Therefore, integration of values of sustainable development in teacher education program is the necessary demand to have aware teachers who would produce students fully aware of intricacies of economic, political, global and environmental aspects of the reality they are present in. Our students need to be trained to handle and have a dialogue about big issues such as inequality, public health, global consumption, biodiversity loss and the limits of natural systems. In this paper, we have made an attempt to establish the balance, if any, between the purpose of teacher education as envisioned in UNESCO document and what actually is followed and even mentioned in B. Ed curriculum and the training institutes. Also to explore is there any gaps? What is the nature of these gaps and what plausible steps as a collective response we all must raise? Our paper will shed light on these aspects.

ESD competence is key for teachers to implement ESD in schools so that education can make a real contribution to achieving sustainable development goals. This study analyzes the relationship between perceptions of teacher ESD competence and ESD implementation in Junior High Schools (JHS). This study uses a correlational study. The population in this study included JHS teachers. The research sample consisted of 384 teachers who were taken using a multistage sampling technique by taking teachers from 3 sub-districts in 6 urban districts. The data collection method used is by distributing questionnaires to respondents. Data analysis is using percentage analysis technique amd Pearson correlation analysis technique. The results of this study indicate that teachers need ESD competencies because teachers feel that the implementation of ESD in schools is still in the average category. So teachers hope to acquire competencies related to ESD in more depth. Based on this, it is hoped that poli...

At present, combining sustainable development with education has become one of the school’s missions. Students must master sustainable development skills. In order to explore the ideal method of K-12 teachers’ professional competence in Education for Sustainable Development and determine the talent leadership strategy can enhance the professional competence of teachers in the 21st century sustainable development education, this study uses content analysis. The author systematically reviewed and analyzed related research work on sustainable development education, teachers’ professional abilities and talent leadership strategies. According to the comprehensive results of content analysis, the ideal way for K-12 teachers to achieve professional sustainability is as follows: content focuses on sustainability with 21st century skills, collaboration with peers, active learning, and application of learning sustainability in practice Model, peer guidance, feedback and evaluation, duration, ...

This paper tries to discover the preparedness of prospective teacher for promoting education for sustainable development. The descriptive analytical design was used to accomplish the study. The study was conducted in late 2012. 150 questionnaires were administered and response rate was 75% among them of which 82% were female and 18% were male. The questionnaire was on four point rating scale and statement of each variable was classified into two statuses i.e. present scenario and in future suggested. 79% of the students felt that University of Education (UE) is embedding sustainable development (SD) in its curriculum in one way or the other, whereas 72% voted for "Citizenship Education" as a subject matter for SD taught in UE. 73% of the students thought that the curriculum made them aware about their critical role in local community as well as eco-friendly practices. Nearly all subject matters were favored by students from medium to a large extent to be the part of their curriculum in future. Students suggested with high moral and encouragement to improve the curriculum in perspective of sustainable development focusing greatly on Environmental management and Sustainable communities. Students seemed quite hopeful on the future stance of UE's curriculum regarding and addressing SD.