**4. Discussion**

Involve students in this type of projects where the formal knowledge acquired at university are put to the service of the most disadvantaged populations contributes to the skills student perspectives, values and, ultimately, competitions, that the accompanying in their professional lives by incorporating a way of looking at the real situation of the most disadvantaged population, the possibilities for improvement that can be incorporated and their role in society.

The profile of the student and his environment are different from the reality of life in the village and therefore the life experience of the student in this environment involves a thorough analysis of poverty, its origin and its relationship with the D S.

The lack of resources with which the student works, both in terms of means such as light and internet connection, as well as those that exist in the environment to adopt sustainable technical solutions, favors developing skills that they have not needed to use in learning Formal classroom and now are necessary to achieve the most appropriate solutions for addressing specific context.

Works in real projects it means is that their proposals are going to be implemented, therefore any errors and/or failure will hurt very significantly to very vulnerable population. Each of their decisions in relation to the project design, types and quality of materials, implementation procedure, useful life and maintenance are key to the SD of the local population.

Now, when you talk about SD of a project, is it based on the same premises that the student learns in the classroom? It is here where the trends of developed and underdeveloped countries are shown compared to innovative projects in both places in infrastructure, building, transport and mobility. Here the role of the teachers who accompany the student is complicated. Is the distance when talking about SD between the different countries based on their economy?

The difficulties of reconciling economic development, social improvements linked to the quality of life of the population and protection means environmental magnified when there is no opportunity to propose the best solution if not just before solving concrete problems of the population.

The complex balance between spatial planning and the integration of mobility plans has a significant impact on SD. The sustainable mobility trends that are developing in Europe are generally more holistic in nature, although it must be considered that there is some neglect when it comes to mobility in urban areas.

Mobility and transport are dependent, this implies that, to improve mobility, it is necessary to improve transport. Transport should be understood as the action of moving people and goods from one place to another; therefore, transport is conceived as the technical element of mobility. Therefore, sustainable mobility must be understood as a new way of facing transport problems from an integral framework, which seeks the equitable use of the road system, the reduction of environmental degradation and the increase of accessibility [27].

According to Esteve, J. [28] the new trends expected to take hold in the next decade on the way in which we move are the autonomous driving, " carsharing " by vehicle rentals for short periods of time, intelligent traffic that allows sharing data such as the state of the road, time and destination, mobility understood as a service and intelligent public transport, increasingly clean and efficient to increase frequencies of passage and thus transport more travelers.

All this promoted and managed by public administrations that apart from regular or regulate include mechanisms to promote good practices, encourage innovation in sustainability and favor a change in transport habits in cities and the adoption of healthy habits.

The options of populations neglected by public administrations, in the case of mobility, leave the transportation possibilities of their inhabitants in a very vulnerable situation. In the specific case of the Cerro Verde village and its surroundings, with very deficient infrastructures, consisting of dirt tracks in a very bad condition and a single bus that makes a single round trip per day, mobility is reduced by very significantly and contingent on the particular vehicle, scarce in this area.

In this situation, school mobility plans cannot be governed by the same parameters or approach current trends in sustainable mobility. While in the occidental world, mobility plans are sought based on the number of places offered and the distance that gives more weight to collective and sustainable modes of transport, reduction of greenhouse gas emissions, reduction of noise pollution, increase of social equity in access to all goods and services and access that favor walking to get to school [29]. In less developed areas, students can go to school and be educated academically. It is a look towards sustainability from a solely social perspective, but key to favor the advancement and improvement of the population from the academic training of children and young people.

A similar reflection has to be raised in the part related to the management of water resources, where the priority is that the population have potable water and that diseases associated with the consumption of untreated water are minimized, until public institutions adopt the management of water resources in the area and include a sanitation plan to avoid contamination of aquifers, among other damage to the environment.

The growing trend in the use of renewable energies is practically exclusive to developed countries. It is part of energy policies and is reflected in the legislation of many countries. As noted, Honduras is an example of this type of politics, but the reality is that it is only on paper, is what is also providing electricity, although not renewable, the rural areas across the country, but also only on paper. Therefore, we return to the same point, the actions that can be undertaken are not done looking for sustainability, they only seek to provide the population with energy sources and, therefore, the only indicator that is appealed is the improvement of the conditions of life of society.

The advantages of using native materials for construction are undeniable, both because they avoid the transport of foreign materials, and because of their natural origin and the possibility of recycling that they report. In the case of the town of Cerro Verde, in addition, being an area that reaches very high temperatures many months a year, the houses made of clay, wood and tile preserve temperatures lower than the outside temperatures.

*Globalization and Education: Trends towards Sustainability DOI: http://dx.doi.org/10.5772/intechopen.99974*

As has been pointed out, the lack of resistance of the materials to inclement weather and the wear and tear of use together with the construction typology is what leads to repairs/new constructions with non-native materials, moving away from the sustainable housing models that are currently being promoted in the developed countries.

The case reinforces the idea of the different needs between the first and the third world (mainly in villages) although with certain similarities in rural environments. Rural depopulation in some countries has underlying problems of the same characteristics as those indicated around the Cerro Verde village, all of which are linked to the loss/shortage of basic services and the lack of employment. The characteristics of agricultural and industrial technology, the economic geography of business activity and the highly dispersed nature of the rural population, among other factors, make it difficult for rural populations to resolve these problems [30].

## **5. Conclusion**

The acquisition of skills by students with the incorporation of this type of project is very relevant. Being first-hand participants in decision-making in some cases opposed to the proposals that are currently being made in the classroom allows them to assume and understand that there is no single reality and that actions are built adapting to specific situations. And, the most important thing, that the context where you are going to work must be known in depth to act with coherence and rigor.

In addition, the student verifies that the incorporation of new technologies in some cases brings significant and necessary improvements to the projects, in other cases they are unfeasible because they require elements that are not accessible in the area and in other cases it requires the adoption of innovative solutions to make it viable in that context.

And, on the other hand, it understands and applies a vision of sustainability where it prevails to solve the basic needs of a population, such as water, electricity and education, trying to get as close as possible to the ideals of SD.

They are also witnesses of how populations that were closer to the ideals of sustainable construction revert their situation when using new technologies they could apply improvements to avoid "going backwards" on the road to sustainability.

The important thing in the university is to learn to think, to develop a critical spirit. Development cooperation and international service learning allows us to know other realities, other problems, and even to reflect on given solutions and their consequences. To realize that development cooperation should not be one-off volunteering, but rather a commitment to the planet and sustainable development and a deepening of the anthropological world and its different conceptions of the world. To understand that what they have learned in all the years in college solves some problems for some, but not for all, and that not everything is black and white.

Globalization in the actions carried out by the FCV has had positive effects on the part related to relations with local and national institutions, which are based on good international relations between Spain and Honduras, and which have been favored by the role that the ambassadors who have been in Tegucigalpa have played with the support of the projects carried out. In addition, it is worth noting the cultural exchange that has meant that both the members of the FCV, as well as students and teachers of the European University, lived together in the village in private homes.

The negative effect of globalization is linked to the creation of an ideal of Western life and consumption, which accept models of Occidental Word, traditions and cultures, which generates the loss of their own roots. Market growth proposed globalization occurs only in the countries with raw materials of interest. Therefore, certain countries (in Africa, Asia or America in the developing world) cannot grow or develop because they do not have the ideal raw materials. Globalization only benefits a few because the economic expansion is only sought if it is profitable and also supports a business system that does not respect SD.

The solutions adopted in matters of sustainability are not universal. Not even the order of priorities is. The progress made in certain countries generates different priorities than the countries that have not yet reached them in terms of citizen insecurity, pollution, health systems, infrastructures, etc. In addition, there are situations, such as the sale of used vehicles to the third world that generates more pollution than the existing one.

Furthermore, adopting "western" solutions may lead to situations of greater "unsustainability" than the existing ones. Kapuscinski [31] already related the different needs and conceptions of the world and the problems of different parts of Africa. Perhaps the solution is not to repeat the Western success/failure model, but to devise new solutions from the EMIC perspective (perspective in which the researcher obtains the internal point of view) of the local and not from the ETIC superiority (the researcher looks at the field of research objectively from a distance) of the one who "believes himself superior".

In fact, the solutions adopted do not always work. One of the most important aspects for the management of international cooperation projects for development is the definition of its success and failure factors. However, the perception of what is considered as success or failure varies depending on the perspective from which to observe said management and its results achieved. One of the main problems of international cooperation projects is that the interested of the NGOs/foundations is focused mainly on meeting the project objectives, they do not necessarily reflect at all times the interests, needs and the real expectations of the population to whom they are addressed, but they tend to respond more directly to the institutional policy guidelines of the international cooperation agencies responsible for their financing [32].

In addition, as l to cooperative development rests on microprojects and not in structural soundness of local and national (governance) institutions remain in short - term projects and serve as a "band - aid" but do not solve the problem and even accrue [33].

A very significant fact in this regard is that, after the millions invested in cooperation projects, the data relating to the sustainable development of the most disadvantaged populations does not improve globally.

The role of FCV has been key to improving the living conditions of the inhabitants of the village Cerro Verde and towns nearby, but institutional support is required so that, based on this basis, work is done to provide all these actions with the sustainability they require to guarantee their continuity and preserve the environment. The FCV has been working to achieve this institutional support since the project began. It is being a long and arduous road. Hopefully the FCV succeed.

All this has led to an evolution in the cooperation proposals that are raised in the UE, trying to configure more multidisciplinary teams, with broader points of view, that allow reaching more adapted and sustainable solutions, that understand the complexity and the real scenario, that revert to specific solutions to specific problems.

In any case, it is considered that education in the Occidental Word cooperatively with the third world allows students to learn new solutions, understand new problems and unlearn what they have learned, to adapt, to be critical, to ultimately seek SD that It is different in every part of the world.

*Globalization and Education: Trends towards Sustainability DOI: http://dx.doi.org/10.5772/intechopen.99974*
