Describes the Universal Curriculum, a program designed to prepare students to make constructive contributions to their communities and to actively pursue solutions to global problems. The program helps students deal with major issues confronting humankind and work on making the world a better place in which to live. (MD)

Describes a program, developed in a small Vermont elementary school, that centered on world hunger and global awareness by involving students in helping stop food waste during lunch. Community members and businesses pledged money as an incentive for stopping waste, and the money raised went to UNICEF. (MD)

As required by Assembly Bill 3848, the California State Department of Education has produced this report to help the Legislature determine whether it should promote a program to make nuclear age education more widely available in the public schools and, if so, what type of program would achieve the most desirable results. In preparing the report,…

Contends that there is a need for a strong partnership between industry and education. Outlines the important services that multinational companies perform for the world's peoples. Suggests ways that teachers can help their students succeed in the market place. Calls for maintaining high standards, increased teamwork, and emphasis on work-study.…

Asserts that the world has entered a period of transition and turmoil. Discusses achievements of the United Nations and three realities: (1) the comprehensive nature of the global challenge; (2) the indispensability of the United Nations in the new international context; and (3) the gap between the demands on the Organization and its resources.…

Immediately after the events of September 11, the US was stunned by horror and disbelief, angry at the perpetrators of such awful violence, puzzled by the country's inability to recognize itself in the eyes of the world, and eager to learn more about other cultures from which it felt so alien. Our college campuses reflected this range of…

Argues that the concept of international education is no longer a new idea but that it still is not integrated fully into the curriculum. Emphasizes two parts of international education: (1) education for a global perspective; and (2) education for world-mindedness. Contends that contemporary world problems require effective international…

In this speech to the members of the general conference of UNESCO, the chairman of the International Commission on Education for the Twenty-First Century describes the progress of the Commission's work. The chairman discusses education and the challenges of the world as it enters the 21st century. Changes mentioned include the rapid pace of…