Stroud, Marilyn (1993). Reaching the Children: In Celebration of the Rights of the Child. This resource booklet provides teachers with information on the role of the United Nations Children's Fund (UNICEF) and the United Nations Convention on the Rights of the Child (CRC). It also contains activities that teachers can use with children to help them understand the role of UNICEF and the rights outlined in the CRC. The convention guarantees children the right to: (1) affection, love, and understanding; (2) adequate nutrition and medical care; (3) protection against all forms of neglect, cruelty and exploitation; (4) free education and full opportunity for play and recreation; (5) a name and a nationality; (6) special care if disabled; (7) relief in times of disaster; (8) education to learn to be useful members of society and to develop individual abilities; (9) upbringing in the spirit of universal peace and brotherhood; and finally, (10) to enjoy these rights regardless of race, color, sex, religion, or national or social origin. (MDM)… [PDF]

Goldberg, Mark F. (2000). Profiles of Leadership in Education. Nineteen well known figures, with a common interest in disadvantaged learners, are interviewed. Many are respected members of educational institutions with expertise in teacher unions, undergraduate education, school reform, achievement gaps, research universities, preschool education at home, and teacher training. The authors of \Megaskills,\\Cultural Literacy,\ and \In a Different Voice\ are among them. Although the focus is on education issues, many of those interviewed have a serious interest in education but are not professional educators. A designer of computer languages, a mayor of New York City, a paleontologist and writer of popular science, a reporter for National Public Radio, a director of the Peace Corp, and a president of the National Urban League explain the impact of education on their own lives and their impact on education. Those interviewed are: (1) Madeline Hunter; (2) Seymour Papert; (3) Reuven Feuerstein; (4) Shirley Brice Heath; (5) Albert Shanker; (6) Ernest…

Kishenkova, Olga (2001). First Teacher-Training Seminar on Civic Education for Teachers from the Chechen Republic (Pyatigorsk, Russian Federation, November 3-9, 2000). Education for Democratic Citizenship, 2001-2004. A seminar was held in November 2001 for 11 teachers of the Chechen Republic. The objectives of the seminar were: (1) presentation of the textbook "Civic Education" to the teachers and educational staff; (2) introduction in methodology and the matter of civic education; (3) working out of active and interactive methods of work in the sphere of civic education; and (4) reintegration of teachers of the Chechen Republic into the European and Russian educational spheres. This report chronicles the activities of the five days of the seminar. The report identifies the following themes of the seminar based on each day's objective: (1) "Teaching of Democracy in Civil Society"; (2) "Culture of Peace, Human Rights, Democracy Are Foundations of Civic Education"; (3) "Anticipation and Resolution of Conflicts Good Conduction of Negotiations"; (4) "Democratization of School Life, Civic Education and Intersubject Integration"; and (5) "Active…

Boyd, Chyrlene M. (1986). Institutional Opportunities Plan for International Development. This two-part report describes Florida Community College at Jacksonville's (FCCJ's) Institutional Opportunities Plan for International Development, part of a new programmatic thrust encompassing job-specific training, economic development support, cultural exchange, and focus on world issues. The following topics are covered in both parts of the report, with the executive summary providing a narrative discussion and the opportunities plan which outlines specific actions: (1) introduction to the need for international education; (2) the community college role in international development in the areas of education and training, futures assessment, cultural exchange, and spokesperson for world peace; (3) the creation of a network for international development; (4) 1986 legislation affecting international development in Florida; (5) opportunities available in international development, which includes information on the needs of foreign nationals, board of trustee rules which strengthen…

Clark, Mari; And Others (1985). Oral Rehydration Therapy and the Control of Diarrheal Diseases. Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-34. This manual was developed to train Peace Corps volunteers and other community health workers in oral rehydration therapy (ORT) and the control of diarrheal diseases. Using a competency-based format, the manual contains six training modules (organized in 22 sessions) that focus on interrelated health education and technical content areas. Each module begins with a set of behavioral objectives and contains a sequence of sessions that address the specific content area. Session formats include targeted time frame, overview, objectives, resources, materials, procedures, and trainer notes. The modules cover the following topics: climate setting and assessment; diarrhea, dehydration, and rehydration; nutrition and diarrhea; working with the health system; working with the community; and community health education. Extensive examples, sample forms, schedules, and handouts are provided. Materials are illustrated with photographs and line drawings. Suggestions to the trainer for adapting the… [PDF]

Hoopes, David S., Ed. (1973). Readings in Intercultural Communication: Volume III. This document is a compilation of 10 papers exploring various aspects of the new and growing field of intercultural communication. The 11 authors are educators and researchers from institutions of higher education, research centers, and the Peace Corps. The papers are presented in two sections. Section I, Basic Issues in Intercultural Communications Research, contains seven papers. Titles are as follows: (1) Intercultural Communication Research: Where Do We Go From Here; (2) Outline of Intercultural Communication; (3) An Outline of Problems in Intercultural Communications Education, Training, and Research; (4) Black Communication Research: A Problem in Intercultural Communication; (5) Culture Training, Cognitive Complexity and Interpersonal Attitudes; and (6) Communication in Pluralistic Systems. Section II is titled Applications: Cross Cultural Training and the Intercultural Communications Workshop (ICW). (See SO 012 927 for a discussion of ICWs.) The three papers in this section…

Wise, Arthur (1985). Three Scenarios for the Future of Teaching. A Future Paper for Teacher Quality and Effectiveness Center. Three scenarios are offered for the future of teaching. The first includes reforms such as requirements for a full liberal arts program for teacher candidates, a fifth year of professional education, a carefully supervised induction, and tests of subject-matter knowledge, professional knowledge, and performance. The second scenario examines the consequences of a continuation of today's policies for teacher education and practices that have not been effective in the past. The third scenario is drawn on a parallel with the model of the United States Army during the era when the draft existed. A permanent, relatively high-paid cadre of experienced professional teachers inducting, training, and supervising contingents of continuously changing temporary teachers. Temporary teachers would be secured through one of several plans: (1) mandated public service; (2) college loan forgiveness; (3) voluntary Peace-Corps-like teaching corps; or (4) high beginning salaries on a scale which fails to… [PDF]

(1976). A Declaration of Interdependence: Education for a Global Community. A Summary Report of the NEA Bicentennial Program. This report summarizes the projects undertaken by the National Education Association (NEA) in their efforts to help teachers commemorate the Bicentennial. The report begins with a copy of the NEA Declaration of Interdependence and a listing of the Cardinal Principles of Education. Various project descriptions follow. NEA's Pan-Pacific Bicentennial Satellite experiment consists of monthly satellite radio conferences between teachers in Appalachia and teachers in Papua, New Guinea; New Zealand; Saipan; the Fiji Islands; Honolulu, Hawaii; and Fairbanks and Anchorage, Alaska. A special collection of peace studies curriculum materials was assembled for display at meetings and conferences. A Dorros Award which will be presented yearly to two educational organizations that have made a significant contribution to the concept of the global community was established. Other projects include the Global Teacher's Meeting Program through which teachers from nine countries will exchange ideas with… [PDF]

Gillispie, Philip H. (1973). Learning Through Simulation Games. A broad overview of the educational applications of simulation games is provided. The first section of the book offers an introduction to the major concepts of such games and develops the idea that it is relatively easy for individuals to design and use their own simulation games. The remainder of the book serves as a teacher's guide for instructors at the junior and senior high school levels, in higher education, and in adult education. Detailed descriptions of 24 different simulation games are provided, each of which focuses upon one of the following major themes: freedom, life, peace, love, happiness, or communication. Each description contains sub-sections dealing with the individual game's: 1) name; 2) general information; 3) purpose; 4) components; 5) players; and 6) environment; in addition, scenarios are presented for some simulations. A series of appendixes supplies information on the design and effective use of simulation games and details about currently available games….

Erekson, Thomas L. (2005). Examples of Leadership: What We Can Learn from Technology Education Leaders. Technology Teacher, v65 n1 p27 Sep. The author presents his remarks from the Maley Spirit of Excellence Breakfast during the International Technology Education Association Conference in Kansas City, MO, April 4, 2005. There are many perspectives on leadership and how best to develop leaders. When he reflects on the career of Dr. Maley, he thinks of a person who set the pace and demonstrated a model of leadership. His intent is to share several vignettes of educational leaders with the participants and glean from these vignettes a list of key characteristics they should emulate. Therefore, he shares examples, or profiles, of leaders, many in technology education. He closes his remarks with a quote from Nibley: \Leaders are movers and shakers, original, inventive, unpredictable, imaginative, full of surprises that discomfort the enemy in war and the main office in peace\. People like John Wagley, Don Maley, Elmer Traman, Franzie Loepp, Tommy Tomlinson, Doug Polette, and Paul DeVore emulate this….

(1976). Recommendation on the Development of Adult Education. The recommendations are a product of the 19th General Conference of the United Nations Educational, Scientific and Cultural Organization held in Nairobi, Kenya in 1976. They are intended to help member states give effect to the stated principles. In abbreviated form, a few recommendations from the ten sections are (1) adult education must be seen as integral to a global scheme for life-long education and learning; (2) adult education should promote work for peace, international understanding, and cooperation; (3) adult education activities should meet needs for development, community participation, and individual self-fulfillment; (4) adult education methods should take into account incentives and obstacles to adult participation and learning; (5) member states should endeavor to establish a network to meet adult education needs; (6) adult educators should be carefully recruited and should receive initial and inservice training; (7) young people's education should progressively be…

(1947). Second National Conference on Citizenship. Presented are speeches, group reports, and panel discussions from a citizenship conference held in Boston in May, 1947. Sponsored by the Citizenship Committee of the National Education Association, the conference provided an opportunity for political, business, educational and religious leaders to discuss the benefits and responsibilities of citizenship during the period following World War II. Specific objectives of the conference were to devise ways of making citizenship more effective and to indicate how various organizations could contribute to a more active, enlightened, and progressive citizenry. Approximately 100 conference participants heard addresses by and discussed citizenship matters with college presidents, educators, military leaders, labor leaders, members of the clergy, representatives from foundations and non-profit organizations, and government officials including the attorney general of the United States. Topics discussed included special citizenship duties of… [PDF]

Stallones, Jared (2006). Struggle for the Soul of John Dewey: Religion and Progressive Education. American Educational History Journal, v33 n1 p19-28. Religious sentiment served as one of the driving forces behind the progressive movement in education. Indeed, many progressives pursued their theories and reform agendas as a missionary endeavor. Perhaps the primary task in life is growing up, or, put another way, to create a consistent personal narrative to explain people's selves to themselves. One of the most sensitive stages of this process involves harmonizing their early beliefs and worldviews with those they adopt later in life. Progressive educators seem to have followed different paths to the creation of a satisfying personal narrative. Some, like Jerry Voorhis and Frederick L. Redefer, integrated their religious sentiments into their educational theory and practice. Others, like Paul Hanna and William Heard Kilpatrick, divorced their religious lives from their educational pursuits, either by living fragmented lives, or by leaving religious practice behind altogether. Still others, John Dewey, for example, made peace with… [Direct]

McGinnis, Kathleen (1991). Educating for a Just Society, Grades 7-12. This manual examines peace and justice themes with a specific domestic focus on issues rooted in the cultural, political, social, and economic fiber of the U.S. culture and economy. Each unit begins with overall goals for the unit with lessons developed around each goal. The lessons include brief background information for the teacher and suggested classroom activities. Worksheets accompany many units. Recommended written and audiovisual resources are listed. The volume contains the following: (1) "How To Use This Manual"; (2) "Introduction"; (3) "Conflict Resolution and Dealing with Violence"; (4) "Ageism"; (5) "Justice for People with Disabilities"; (6) "Sexism"; (7) "Racism"; (8) "Multicultural Education"; (9) "Poverty in the United States"; and (10) "Advertising and the Media." (EH)… [PDF]

Scott, Richenda C. (1967). Herbert G. Wood; A Memoir of His Life and Thought. This biography of Herbert G. Wood, Biblical scholar, Quaker theologian, and adult educator, tells his life story (1879-1963) and then examines his interest in such topics as: The Quaker doctrine of Inward Light and the Quaker peace testimony; the historical versus the mythical Jesus; the nature of man; the meaning of history; and science and religion. The son of a Baptist minister, Wood was educated in Dames Schools, Regent's Park College (London), and Cambridge. At Woodbrooke, newly-opened Quaker educational settlement in Selly Oak, Birmingham and in Selly Oakes Colleges — an inter-church cooperation in the field of Christian education, and a pioneer movement in adult education in England — he devoted his life until 1940. At this time he was appointed the first Professor of Theology at the University of Birmingham. Wood was also an active member of the Workers' Education Association, at one time acting as chairman of the West Midland District. In addition, from 1947-59 he served…

(1980). Denuclearization for a Just World: The Failure of Non Proliferation. The document discusses the non proliferation policies of nuclear power nations. It specifically focuses on the credibility gap which exists between the actual statements of peaceful intentions made by these nations which express the need for non proliferation of nuclear weapons and their actual conduct with regards to nuclear-related issues in international relations. Described as a declaration prepared by a group of concerned scholars and open for signature by concerned individuals throughout the world, the document is part of a project committed to encouraging research, education, dialogue, and action for a more just world order. Instances in which nuclear nations have endangered world peace are identified. These include allowing politics to become increasingly militarized, neglecting social and human services in favor of increased military expenditures, deploying strategic and nuclear missiles in Europe (both NATO and Warsaw Pact nations are guilty of this), attempting to…

Hsueh, Shou-Sheng (1978). International Education: Problems and Prospects. Keynote Addresses from the Horace Mann Lecture Series and the Paul Masoner International Lecture Series, 1972-1978. The topic of international education and higher education is discussed from an Asian viewpoint. Expectations of higher education, international education in a changing world, and international cooperation in higher education are considered. The expansion of universities in industrialized and in developing countries is noted, and information is presented on the growth of universities in Southeast Asia. Although problems have been encountered in most countries, international education has become an important component of Southeast Asian universities. The creation of the United Nations organization at the end of the Second World War brought in a new era in international education. Among the reasons contributing to the broadening of the scope of international education over recent years are the facts that: (1) internationalism has become a way of life; (2) countries in the modern world have become more interdependent than ever before; (3) the globe has become smaller with the advance of…

Lester, Sid; And Others (1969). A Directory of Research and Curriculum Development Projects in Social Science Education. This directory is designed as a reference for the educator on the activities of the new social studies research and curriculum development projects. It is not an analysis or an evaluation; it merely reports the information supplied by the 100 various projects –name, director, address, purpose, grade, subject, and products. These projects cover all grade levels from kindergarten through the twelfth grade, and include many social studies subjects; for example: American government, American history, anthropology, Asian studies, black history, civics, conservation education, economics, foreign relations, geography, humanities and social studies, intercultural studies, interdisciplinary studies, intergroup relations, international studies, Latin America, law, minority cultures, public affairs, social problems, social science, United States history, war and peace, world affairs, world cultures, world geography, world history. A second and revised edition will be released by the end of… [PDF]

Walach, Stephen (2008). \So Far from the Bamboo Grove:\ Multiculturalism, Historical Context, and Close Reading. English Journal, v97 n3 p17-20 Jan. In May 2006, the summer-reading committee in the author's middle school debated the relevance of \So Far from the Bamboo Grove\ by Yoko Kawashima Watkins and decided against using the book as a required summer-reading selection. Therefore, the author was interested in the controversy that erupted a few months later in Dover-Sherborn, a district near Boston, where Korean American parents protested the book as required reading. \So Far from the Bamboo Grove\ has been read in the New England area for more than a decade. The author is one of sixty recommended by the Massachusetts Department of Education for grades 5 through 8. The book is a compelling read, and such books are always in demand. Written by a Japanese American woman about the Japanese experience during World War II, the book addresses the multicultural requirements of progressive curricula and also fits as historical fiction. By portraying the dissolution of an eleven-year-old's comfortable lifestyle–from privileged kid to… [Direct]

Cherniack, Mark; And Others (1974). Guidelines for a More Reality Based Teacher Preparation Program for the Future. Futures Information Interchange, v2 n1 Oct. It is important to consider the following trends when planning inservice and preservice programs: (a) multiple crisis potential (food, energy, environment, water, war and peace issues, etc.); (b) declining birth rate resulting in smaller numbers of humans in traditional school-age brackets; and (c) increasing demand for continuing education. Following are some ideas designed to meet these needs: (a) lengthening of practice teaching experience and broadening of inservice teachers' experience; (b) involvement of teachers in organized activities outside the standard curriculum and more school/community cooperation; (c) experience in future studies to provide skills in anticipatory decision-making; (d) experience in sensitivity training to develop increased awareness of needs and sensitivities of others; and (e) training in values clarification to aid individuals in building their own value systems. (This document also includes activities in future studies for elementary and secondary… [PDF]

(1997). Update on Law-Related Education, 1997. Update on Law-Related, v21 n1-3. This document consists of 3 volumes of a serial devoted to law-related education (LRE) offering background information on a wide range of legal issues and teaching strategies for LRE. The title themes for the three volumes include "International Law,""Crime and Freedom," and "Civil Law". Background articles are provided along with teaching materials on a variety of topics, such as human rights, war and peace, land mines, global warming, juvenile law, rights of the accused, protecting offenders' rights, free trials and free press, tort law, the civil jury, and Congress. Additionally, issues of "Update on the Courts" provide current information on Supreme Court and other federal court cases and decisions. Teaching materials propose methods that involve class discussion, collaborative learning, and role playing activities. Many lesson plans include student handouts and visuals. (RJC)… [PDF]

Cha, Cher Shou; Hones, Donald F. (1999). Educating New Americans: Immigrant Lives and Learning. Sociocultural, Political, and Historical Studies in Education. This book explores what it means to be a new American through the history of a refugee from Laos, Shou Cha, a community liaison for an elementary school. The experiences of Shou Cha, evangelical preacher, community leader, and father, show the historical and sociological contexts that have shaped his life. These contexts include the history of immigrant education policies. The chapters are: (1) \On Being and Becoming American\; (2) \Visions of America: Narratives of Immigrants, School, and Society\; (3) \A River in the Mountains\; (4) \The Word\; (5) \Generations\; (6) \Making Peace\; (7) \Resourcefulness, Relationship, Respect: Learning from a Life\; (8) \From One Life to Many: Rediscovering America through Autobiography\; and (9) \Epilogue: Research as an Opening.\ An appendix contains a discussion of \Narrative Inquiry and the Life History of a New American.\ (Contains 232 references.) (SLD)…

John Thomas Hornsby (2024). Examining the Changes in Success Rates of Texas Basic Peace Officer Trainees on the State Licensing Examination. ProQuest LLC, Ph.D. Dissertation, Texas A&M University – Corpus Christi. The purpose of this study was to determine if there has been a change to the scores on the Texas State Peace Officer Licensing Examination over a given time, and if been a so, identify subjects where scores improved or declined. By recognizing stagnation or declination in test scores, interventions can be designed to enhance the adult learning experience for peace officer candidates. To determine if a change over time occurred, I utilized a non-experimental, longitudinal, descriptive quantitative analysis research design. My results showed that there was a change in 8 of 23 topics investigated. 7 topics showed a decline in pass rate over the study period and 1 topic showed an increase in pass rate over the study period. The study suggests that topics showing a decline in test scores for academy students correspond with changes in delivery methods brought about by staff changes and the global pandemic. It further suggests that increases in test scores for academy students correspond… [Direct]

Benz, Stephen, Ed.; Carey-Webb, Allen, Ed. (1996). Teaching and Testimony: Rigoberta Menchu and the North American Classroom. The articles collected in this book use the testimonial narrative of Rigoberta Menchu, a Mayan-Quiche of Guatemala and winner of the 1992 Nobel Peace Prize, to engage students in vital and relevant cross-cultural learning in a variety of disciplines, locations, and levels. The book tells teachers' stories of using Menchu's testimonial in their classrooms, and invites reflection on the transformative possibility of integrating previously marginalized voices. The 28 articles in the collection include: "From Peasant to National Symbol" (Arturo Arias); "Why Dinesh D'Souza Has It in for Rigoberta Menchu" (Gene H. Bell-Villada); "Official Violence and Folk Violence: Approaching 'I, Rigoberta Menchu' from the Perspectives of Folklife and Peace Studies" (William Westerman); "Literature from the Land Between: A High School Unit on Central American Literature" (Judith E. Petersen); "The Testimony of Rigoberta Menchu in the Foreign Language…

(1995). National Profiles in Technical and Vocational Education in Asia and the Pacific: Papua New Guinea. One of a series of studies on the development of technical and vocational education in the member states of UNESCO, this report profiles the educational system in Papua New Guinea. The four parts of the document provide information about the following: the geography, the history, and the economy of the country; the educational system; technical education; and a list of technician education institutions. Appendixes provide statistical information about the economy and the educational system. Some of the highlights are as follows: (1) Papua New Guinea is a "lower middle income" country, but its educational status is actually worse than the average of the lowest income countries; (2) the country is made up of at least five ethnic groups, peace is a challenge, and the economy must grow in order to provide employment; (3) mining and education for mining occupations is important for the future of the country; (4) the education system has four levels: primary (grades 1-6), lower… [PDF]

Engle, Shirley H. (1972). Needed: A Democratizing of the Schools?. The goal of civic education, as discussed in this paper, is responsible political activism. Although the word activism tends to conjure a negative image of a revolutionary student body for some, the term is used here to express active participation in the decision making process, respect for others' opinions, and upholding one's beliefs. In this view, education should approve of and encourage student activism. Schools, often in an effort to keep the peace, preserve the status quo regardless of the issue and opt for passivity of students. Activism then, can be explained, not by school activities but, rather, by out of school experiences. When a credibility gap exists between schools and students, activism may be a reaction not only to education, which often ignores social problems and ills of today, but also to schools which do not reflect participatory democracy. If civic education is to effect responsible student activism positively, it needs to provide curricular content… [PDF]

Clewell, Beatriz Chu; Villegas, Ana Maria (2001). Ahead of the Class: A Handbook for Preparing New Teachers from New Sources. Design Lessons from the DeWitt Wallace-Reader's Digest Fund's Pathways to Teaching Careers Initiative. This handbook is a guide to the design of new teacher recruitment programs. It is intended to help new programs make the best possible start in duplicating the success of the Pathways program, which seeks to recruit from three nontraditional pools: paraprofessionals, uncertified teachers, and returned Peace Corps volunteers. Pathways involves: partnerships between teacher education programs and school districts; nontraditional and traditional criteria for selecting participants; a rigorous, innovative teacher education curriculum tailored to the needs of nontraditional participants; and varied supports for participants while they pursue college degrees and teaching certificates. This handbook is targeted to people who are already involved in crafting local solutions to the teacher shortage, especially in urban and rural schools, and in devising recruitment strategies aimed at minority teachers. It begins with a review of requirements for building essential, ongoing partnerships… [PDF]

Millman, Sierra (2007). Piling It On. Chronicle of Higher Education, v53 n41 pA6 Jun. On March 2, Michael J. D'Andrea, professor of counselor education at the University of Hawaii Manoa campus, received a letter informing him that "effective immediately upon your receipt of this letter, you are being reassigned to work at home with pay while the University of Hawaii … addresses several issues concerning your alleged intimidating, hostile and bullying behavior." D'Andrea was also instructed not talk with colleagues at the College of Education, not to meet with students nor contact them by phone. Sending anyone at the college an e-mail message was also restricted. Citing that administrators may prevent him from teaching, visiting his office or being physically on campus, D'Andrea sued the university for infringing his rights of speech. Prior to a hearing in April, the university offered to lift the restrictions on speech. D'Andrea says he has never intimidated, bullied, or threatened anyone and that the university is punishing him for his peace and… [Direct]

(2001). Education International Policy Resolutions: 1995, 1998, and 2001. Education International (EI) convened its affiliates worldwide on the occasion of its third World Congress in Jomtien, Thailand in July 2001. EI is a worldwide trade union organization of education personnel, whose 25 million members represent all sectors of education from preschool to university, 311 national trade unions and associations in 159 countries and territories. At the 2001 World Congress, the EI member organizations stated their wish that EI continue to mobilize teachers, trade unionists, and the international community around issues such as the right to quality public education for all human beings, controlled globalization, greater social justice and better cooperation among people. This document contains a comprehensive presentation of resolutions adopted by EI. This includes resolutions passed at the 1995 World Congress held in Harare, Zimbabwe, the 1998 World Congress held in Washington, D.C., and the 2001 World Congress held in Jomtien, Thailand. Following the EI… [PDF]

Bakke, Amy; Tharp, Bonnie (1994). Building the Global Community: The Next Step. Report of a Conference Sponsored by the American Council on International Intercultural Education and the Stanley Foundation (Warrington, VA, November 28-30, 1994). In November 1994, 24 practitioners from the field of international education and the federal government met to clarify community college goals in international and intercultural education, articulate a clear mission statement, and determine strategies and plans of action. This document provides an overview of the discussions and conclusions reached by participants. First, an introduction describes the role of community colleges in international and intercultural education, pointing to the colleges' community-based and comprehensive mission, and suggests that colleges must develop students knowledge and understanding in the areas of global interdependence; human resources, values, and cultures; global environment and natural resources; global peace and conflict management; and change and alternate futures. The second section describes strategies to ensure that viable global education programs are established nationwide, covering six strategic areas: establishing support among college… [PDF]