Lunetta and van den Berg have given a wide-ranging and accurate description of some of the problems of science education programs. The article is both timely and a relief. Timely in the sense that it coincides with increasing demands for access as reflected in the 1990 World Declaration on Education for All (WCEFA, 1990) and UNESCO's Project 2000 + , and a relief due to the rapid expansion in enrollments, on the one hand, and diminishing resources, on the other. These demands have placed a severe strain on both human and material resources in the LCs. The recognition of the inadequacy and/or inappropriateness of the graduate programs in science education (with respect to LCs) in the high-income countries comes as a relief since for many years to come, HCs would continue to offer graduate science education programs.
The authors propose a fundamental shift in education to avoid cultural imperialism and an arrogance due to the perceived superiority of Western programs when they are transferred to LCs. HC institutions must work hard at understanding themselves and others so that they may participate in a process of empowerment rather than a process that entrenches the relationship of dependence. This can be achieved through strategic mixture of field research and literature review emanating from LCs. Lunetta and van den Berg go on to suggest some ideas to reduce discrepancies between LC stu- dent needs and program practices.
In response to this article, I would like to make a few points in addition to what they have had to say that in no way detracts from what is presented. They are offered in the hope of making some suggestions more concrete. First, it is important to realize that most teacher-educators in the LCs have never been practicing teachers themselves, their association with the classroom being at a "voyeuristic" level. During the graduate programs, students from LCs countries should be encouraged to undergo teaching internships. Second, the ability and knowledge to develop, implement, and assess science curricula as noted by the authors is very crucial in the LCs. This will facilitate production of locally produced, culturally sensitive materials and minimize the reliance on books and teaching materials designed elsewhere. Finally, collaborative research with teachers in the LC schools should be supported. This will go a long way toward empowering teachers to get involved in classroom-based research, and to move from being the "hapless" researched community to active participants.