It is also not clear whether significant numbers of teachers have been trained to date. However, while new competences and skills are being defined, new courses developed and TVET programming revised in some member States, less than half of member States indicate that significant progress has been made. A number of challenges and obstacles have persisted throughout the Strategy for ESD period, such as securing structural reform of education systems and embedding ESD in mainstream budgets, preparing educators, strengthening mechanisms for cooperation and engagement across a broader cross-section of stakeholders, and addressing the need for more ESD research, monitoring and evaluation.