While part of this process can be led by teacher training institutes, it is important also that guiding policies which govern teacher certification, hiring and promotion paths complement such course requirements. The STEEP project was notable for the fact that it went well beyond curriculum development to look at how environmental principles were upheld at the institutes themselves. More commonly, ESD is present only in optional components focused on environmental education or related issues. This relies on interested students to capitalise on the available ESD entry points, which is unlikely to result in a broad reorientation of teacher education unless policies are changed to incentivise or require ESD coursework. For its part, UNESCO (2007) has published a compendium of good practices in ESD from teacher education institutions, in addition to supporting the international network mentioned above. However, Jamaica is the only one of the focus countries whose primary teacher education institute is a member of this network.