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The European Students' Union (ESU) believes that open access to all levels of education is the cornerstone of a socially, culturally and democratically inclusive society and a pre-requisite for individual and societal development and well-being. ESU sees higher education as a human right, guaranteed in the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. Addressing higher education as a commodity and students as consumers who purchase the service goes against the fundamental social values and norms attributed to higher education. Students should be treated as members of the higher education community, sharing the responsibility and rights to govern this central institution of our civilization. This position paper focuses on: (1) Higher education as public good and public responsibility (education for sustainable development; commodification; higher education-industry partnerships; economistic and quantitative rhetoric; international trade; commodification and internationalization; and discussion about values); (2) Governance of higher education institutions (conservative approach; new public management; modern collegiality; external representatives; leadership and intersectionality; and leadership and training); and (3) Financing of higher education (background; funding gap; financing of research and training through higher education institutions; optimization of funding of higher education institutions; input factors; performance based funding; property; tuition fee free education; benefits of education; and financing students).

In May 1994, 26 experts from 10 countries attended a technical meeting on economic policies and employment. After hearing and discussing eight papers on the nature of the employment problem and its macroeconomic solution, the group formulated an outline for global action that called on nations to act together to increase their chances of providing remunerative and sustainable work for all their citizens. Among the principles and recommendations included in the outline were the following: (1) the industrial countries of the Organization for Economic Cooperation and Development must coordinate their policies for faster growth; (2) the momentum toward freer trade must be sustained with reductions in tariffs and other barriers by countries at all levels of development; (3) the system of official development assistance should be revamped to concentrate available resources on the countries that need them most; (4) the outstanding debts of the poorest developing countries should be reduced or eliminated; and (5) basic education for all individuals and retraining for adults are essential preconditions for increasing/upgrading employment everywhere. (Appended are lists of 8 background papers and the 26 participants in the technical meeting.) (MN)

This paper asserts that internationalizing or globalizing the community college curriculum will be necessary to meet the emerging needs of an increasingly diverse U.S. workforce and employer demand for international communication skills. The paper discusses globalization, establishes a common base of understanding of where Lakeland Community College (LCC) is with regard to internationalizing the curriculum and other services, and reviews institutional and community resources that might be available and applied to achieve globalization objectives. This report also itemizes some of the regional socioeconomic and demographic forces at work in Ohio that might provide impetus for internationalizing the curriculum, including the growing ethnicity of Ohio; the extent of foreign owned businesses and corporations in Northeast Ohio and in the U.S.; the extent of American owned and international corporations that are expanding across the globe; growth in international trade; the Internet and instant communications networks across the globe; and growth in domestic and international tourism in Northeast Ohio. The document concludes with a review of LCC activities and a description of national, international and foundation resources related to internationalization of curriculum systems. (PGS)

Among the many changes occurring in European society, three "factors of upheaval" are particularly important: the information society, internationalization, and the scientific and technical fields. Education and training can provide two possible solutions to eliminate their pernicious effects. The first involves reintroducing the merits of a broad base of knowledge. The second is building up employability. In addition to the traditional route--the quest for a paper qualification, a more open, more flexible approach is advocated that encourages the mobility of workers. Five general objectives have been identified to implement practical action to achieve a knowledge-based society. The first is to encourage the acquisition of new knowledge through new methods of recognizing skills, supporting mobility, and drawing on new communication technologies. The second general objective is to bring schools and the business sector closer together through apprenticeship/trainee schemes and vocational training. The third general objective is to combat exclusion by promoting two types of pilot schemes: "second chance" schools and voluntary service for young people. The fourth general objective is proficiency in three European Community languages. The fifth general objective is to treat capital investment and investment in training on an equal basis. (Appendixes include data and figures, examples of European Community programs, and statistical tables and graphs.) (YLB)

In the 1990s, vocational training must focus on improving the qualifications and competence of Europe's work force. The need for skilled labor and managerial staff will increase considerably in many European countries. As Europe moves toward economic, social, and political union, vocational education comes into the picture at four levels simultaneously: local, regional, national, and European. This will doubtless lead to an increasing number of disputes over fields of competence. The immediate effects of the internal market on training and further training will be relatively minor. Instead of a mass migration (i.e., emigration), people with special qualifications will move in both directions. Mobility will be intraindustry as well as with respect to particular occupational groups, skills, and regions. Mobility will also emerge in the educational and vocational training systems. The indirect effects of the internal market will be more important than the direct. Pressure to obtain qualifications will increase. Vocational training is already crossing national frontiers. Efforts to establish a European vocational training policy have multiplied and intensified. Milestones along the long road to this policy will be the European vocational training passport and European job profiles. (Appended is information on the European Centre for the Development of Vocational Training.) (Contains 43 references.) (YLB)

Finland is challenged to make the most of globalization by reinforcing its positive aspects. The 1990s taught that success in creating innovations is a key factor for success of business and societies. A precondition, high-level technological and business know-how, requires systematic input into producing social innovations that prevent societal and social development from diverging from economic and technological development. This set of actions constitute the national strategy's core. Internationalization must proceed at the level of the innovation system, and Finland must be able to internationalize its operations and its national science and technology institutions through quality and cooperation. Success in implementing the national strategy entails determined development measures. Finland's foremost strengths in knowledge--the national competencies--must be developed further. Measures must be taken to promote the use of technological and social innovations in business enterprises to accelerate renewal of traditional industries. Research organizations must be developed as active and dynamic cooperation partners for business and industry. Investment in basic information society skills must continue. Research and innovation financing must be increased to accelerate internationalization of the innovation system and improve overall conditions for innovation. Regions face the same internationalization challenges and need to enhance their own factors for development. (Appendixes include report excerpts and policy reports.) (YLB)

Each year, the Policies Commission for Business and Economic Education develops statements regarding business education. The following are among the commission's guidelines regarding planning the business education curriculum for the new century: (1) making business education an integral and equal partner within schools' educational communities requires that business educators proactively respond to industry needs and connect with changing student learning styles; (2) preparing students for emerging careers in e-commerce and other job clusters requires helping them develop both business knowledge/skills and people skills; (3) business educators must teach soft skills by modeling behavior, establishing the classroom culture, and interacting daily with students in a project-based environment; (4) at all educational levels, business educators must transform classrooms into virtual enterprises and help learners apply their learning "just-in-time" for the business's daily operation. (The following attachments constitute approximately 80% of this document: sample scope and sequence for business education courses; a sample philosophy and general goals for graduates; rationales and descriptions of 22 business education courses; information about the Missouri business education competencies; and an overview of integration and articulation that lists five integration models along with the benefits and challenges of integration and guidelines for articulating business education.) (MN)

This paper focuses on career development for next waves of competent leaders and technically trained workers during e-globalization, one of the most difficult challenges advanced nations face. It contains four sections. First, the paper begins with a brief discussion about Vision Quest (VQ) as a technique within strategic planning, focused primarily on economic and technological variables. Second, an example is briefly described that builds upon advances in science focused on quality of life and for which electronically networked communities for career development could be in an ideal preferred scenario. Third, brief comments are made about "bright light ideas" resulting from a preliminary analysis of "Preparing Tomorrow's Teacher To Use Technology" (PT3) projects and a few related activities. Fourth, conclusions with recommendations are presented for five topics: career development in formal education in traditional format; career development e-paradigms; VQ to create career development in electronically networked communities format; student technology assistants; and human resources development. (Contains 11 references.) (YLB)

This paper, written in 1991, examines some of the problems related to technological and cultural change common to American, British, and continental universities citing, for example, global competition; adaptability of the national workforce; changing concepts about the role of higher education; changing relationships among business, governments, and universities; and pervasive cultural changes. The paper forecasts that national success in dealing with these challenges will be significantly influenced by the economic unification of Europe in 1992, the reunification of Germany, and changing relations of eastern and western European nations. Sections of the paper focus on the following issues: (1) the intersection of universities and national policy as it relates to an educated, well-trained workforce; creative research and development responsive to national needs; and effective leadership and management, and providing examples of how different countries are dealing with these issues; (2) various structural administrative and organizational models; (3) adaptive organizational structures, such as the National Aeronautics and Space Administration in the United States, that have responded effectively to significant changes in the environment; (4) differences in American and European administrative structures and functions; and (5) possibilities for American, British, and continental universities to establish inter-institutional programs and activities. (Contains 23 references.) (SM)

This conceptual paper examines the link between emotion and surface-deep learning in the context of the international business curriculum. We propose that 1) emotion and learning have a curvilinear relationship, and 2) the reflective abilities and attitude transformations related to deep-level learning can only arise if the student is emotionally engaged; otherwise, the student will only learn superficially or at the surface-level. We extend the model to take into account the effect of the Internet and related computing technologies. If the student is amenable to the use of the Internet as a learning tool, we argue that it can facilitate deep learning; however, the Internet can create feelings (e.g., isolation, depression, or false confidence) that are counterproductive to in-depth learning. As the business world becomes increasingly complex and diverse, university business school programs will need to develop the critical thinking skills and empathy reflected in deep learning that students need to thrive in this environment. Recognizing the impact that emotion has on learning may bridge the gap between surface and deep learning. (Contains 3 figures.) [Partial funding for the research presented in this document was provided by the Jennings A. Jones College of Business Summer Research Grant program.]

It is argued that while college courses in French business communication aim to introduce business concepts, syllabuses and textbooks for this purpose do not integrate business skill training with business language training. Texts may contain extensive business-related vocabulary, readings, correspondence exercises, and definition of new concepts, but do not emphasize direct application to real business situations and therefore lack purpose. Introducing the business variable depends not only on appropriate materials but also on teacher background in business, and some homogeneity in student needs, motivation, and preparation for the course. Incorporating business-related projects into the French business course has been an effective technique for one professor. Small groups of students with varying language and business skills either research or "create" a small business, depending on course level, and prepare a dossier for class presentation. Parallel use of a textbook provides needed structure for the students. No direct language teaching is used, but all work and discussions are in French. Suggestions are made for preparing faculty and adjusting course content to a limited schedule. A classroom technique for teaching basic financial analysis skills is also offered. (MSE)

This issue paper presents three very different views of the roles that government, job training, and economic development programs play within society. The paper is meant to stimulate discussion among training and employment and community and economic development professionals; it focuses on job retention and emphasizes the role of counties in the future economic development of the United States. The sections of the paper and authors are as follows: Introduction (Clifton Thomas, Jr., Director, Heartland Private Industry Council, Florida); "Workers, Local Government and the Jobs of Tomorrow" (Jeffrey Finkle, Executive Director, Council for Urban Economic Development, District of Columbia); "Economic Growth, Business and Jobs" (Rona Feit, Senior Fellow, Corporation for Enterprise Development, District of Columbia); and "A Broader Role for Job Training and Economic Development Programs" (James Finamore, Director of Job Training, Town of Tonawanda, New York). (KC)

This issue paper, meant to stimulate discussion within the employment and training community, offers three different perspectives on improving conditions in rural areas. However, all of these perspectives share common themes: a belief in the ability of rural areas to recover economically, a commitment to ensuring that this occurs, and the use of job training programs as a major component of that activity. The sections of the paper are as follows: "Introduction: The Rural Dilemma" (Jerald T. McNeil); "Economic Development through Customized Training" (Judy Kuhlman); "Strengthening a Rural Economy" (Linda Odum); and "The Marriage of JTPA (Job Training Partnership Act) and Economic Development in Rural Northern Michigan" (Roberta Volker-Foreman). (KC)

Career development for the next wave of competent leaders and technically trained workers during e-globalization is one of the most difficult challenges advanced nations face. Career development programs that begin in elementary education and have e-paradigms as a logical choice as the preferred scenario are needed by e-commerce in all its variations, health informatics and medical informatics, and an array of new careers in biotechnology, the Human Genome Project, and other fields. Knowledge managers and chief information officers are critical to viability in the private sector and equally essential at all levels of education in this communications revolution. These four steps are involved in being a chief information officer for digital dividends: (1) analyze the four initial questions (What are your personal career development interests and strengths? What awareness do you have about changes of business, engineering, education, or healthcare? What understandings are critical for these careers? and What cognitive, financial, and other outcomes do you hope to achieve from your activities?) and vision for your career; (2) critique progress you are making against that ideal; (3) know what knowledge management action plan you will create during the Summer Institute to realize a satisfactory return on investment; and (4) apply knowledge management concepts to your career development so you will experience part of the role of a chief information officer. (Attachments include information on how to access newsletters and bulletin board pages and a list of topics in strategic thinking newsletters/Web sites.) (YLB)

Political and economic upheavals in the 1990s have left their mark on adult education. A major source of change is globalization of the capitalist economy and its restructuring, which make extraordinary demands on education, particularly adult education. Lifelong learning has become an ideological distraction shifting the burden of increasing adaptability to the worker and a ray of hope for a more democratic, engaged citizenry. A Marxist-feminist framework explains complex social relations that underpin the lifelong learning debate. Marxist feminism views feminism as a conscious intervention in the hierarchically organized regime of gender power. Instead of achieving prosperity for individual workers, reorganization of adult education is concurrent with emergence of a newly segmented working class. Talking about lifelong learning for a unified workforce is actually talking about a highly stratified group. By differentiating skills along lines of race and gender, workers with a wealth of skills, knowledge, and experience are devalued; the commodity value of white male labor continues to rise. An ever cheaper, ever more adaptable workforce is the only way to ensure continued growth of profit in a global capitalist system. As a citizen-centered project of social change, lifelong learning must invigorate its ties with social movements, without which it fails to achieve its full potential. (Contains 13 references.) (YLB)

This essay makes the case for why it is worth learning French for business purposes, even though it is acknowledged that English is increasingly the lingua franca of international business, science, technology, and the Internet. It is asserted that French is still the dominant language in some important markets, and being able to conduct business in French will give the user a significant edge in dealing with French or Francophone customers. (KFT)

The importance of international trade and investment to the achievement of economic diversification objectives has increased need for professionals skilled in trade policy development and negotiation, a field known as commercial diplomacy. A severe shortage of these professionals limits developing countries' abilities to take full advantage of opportunities offered by international trade and investment and globalization of the world economy. Development of networks of regional and national training centers for commercial diplomacy staffed by local experts would alleviate the problem. Local experts would be trained to provide hands-on training, have access to generic training materials reflecting global best practices, and be able to develop materials reflecting local trade policy, laws, institutions, cultural values, and practices. A comprehensive training program calls for courses in many disciplines and would be structured as a sequence of these four stages of instruction: theory, institutions, techniques and skills, and integration. Required training materials are instructional modules, teacher's manuals, textbooks, case studies, negotiating simulations, and guides to preparation of effective operational documents. Distance learning resources should be an important component. Coordination of efforts of various international trade agencies, multilateral organizations, national economic development agencies, and private institutions working in the area is also desirable. (YLB)