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Discusses the importance of helping students become globally competent citizens in the process of improving international education in U.S. schools. Consideration of ways to intentionally prepare students with international studies during their prekindergarten through college education; Problems associated with the lack of widespread interest in international education in the U.S.; Efforts to encourage students to study abroad and to encourage teachers to focus on world regions, history, geography, or religions; Increase in Internet availability and the growth of the numbers of cable TV channels; Development of strategies that will modernize schools to prepare students for the opportunities and challenges of the global age.

Describes the Internet communication between schools in the United States and Russia. Correspondence project between the North Kitsap, Washington, School District and Omnibus School, Ekaterinburg, Russia; Creation of 12 telecommunications projects for high school or college students; Specifics of the project design, including nine principles; Importance of person-to-person contacts through trips to each country.

Analyzes the Michigan Educators' Exchange Opportunities Abroad Program (MEEOAP). Purpose of the program; Views of participant Sharon Lewis; Requirements of hosts and guests for the program; Attendance at preparatory meetings; Number of exchange programs available; Travel involved; Orientation sessions; Costs; Sharing the experience with students and colleagues; Coordination of the program.

Highlights the Project Overseas, a program administered by the Canadian Teachers' Federation (CTF) that sends Canadian teachers in developing countries to share teaching skills. Expansion of the program in Africa; Other international programs by the CTF; Source of funding for the programs; Attitude of teachers from developing countries toward Canadian teachers.

Highlights the creation and goals of the education network, European Action Scheme for the Mobility of University Students (ERASMUS) in the 1980s sponsored by the European Community. Provision of grants to support university students engaged in recognized international exchange programs; Vision and strategy for ERASMUS; Publicity for ERASMUS in inter-university exchange programs; Enhancement of collaboration and cooperation among universities; Implications for improving education.

Comments on the international competitiveness of the U.S. focusing on improving the contributions of education to the economic potential of the country. Overview of several exchange programs and courses in Japanese language and culture developed in various schools; Importance of the study of foreign language to understand the cultures of other countries to determine economic and cultural potentials; Issues on education and economic development; Role of the National Association of State Development Agencies in setting up overseas trade missions.

According to the author, today more than 120 nations have Fulbright agreements with the United States. The program is in its 36th year of success. From a mere handful of western European countries, the program has grown steadily, until today more than 120 nations have Fulbright agreements with the U.S. In one-third of these countries, bi-national boards of directors that help guarantee freedom from political pressure govern the program. Whatever the original aims of the Fulbright program, the continuing need for exchange programs is unquestioned in a world still filled with international tensions.

An essay is presented on how China promotes its political and economic agenda through educational exchanges with U.S. teachers. The author comments on how U.S. educators are expressing interest in Chinese culture and languages as an aspect of international education. He discusses a trip to China and the creation of Confucius Institutes by Hanban, the Office of Chinese Language Council International. He comments on cultural differences between the U.S. and China.