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Summarizing results from a 3-day conference on community colleges and globally competent learners, this report presents participants' conclusions regarding the colleges' role in producing globally competent learners. Following introductory sections, a definition is provided of globally competent learners, suggesting that they are empowered by the experience, are committed to lifelong learning, are aware of diversity, recognize global interdependence, are capable of working in diverse teams, and accept responsibility for world citizenship. Requirements for establishing effective global education efforts at colleges are then reviewed, including obtaining commitment from top administrators, implementing global education as an integral component of the mission, conducting a needs assessment for local businesses, allocating resources, and providing support and student services. The current status of global education in community colleges is then reviewed, examining partnerships, faculty development, curriculum enhancement, and diversity, and forces hindering attempts to globalize are reviewed related to attitudes, practices, priorities, and marketing. Strategies are then provided for countering these obstacles and for beginning or expanding globalization efforts. Finally, suggestions for advancing global education beyond the campus are addressed. A list of participants is included. Appendixes provide welcoming remarks by Richard H. Stanley; "Connectedness, Community, and Stardust," the opening address by Margaret B. Lee; and a list of global competencies. (HAA)

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 personnel, business and industry, and the community for global education; utilizing organizational partnerships; harnessing new technologies; consulting with other nations; coordinating efforts among colleges; and celebrating diversity and respect for commonalities. The third section presents a plan of action related to these six areas, and the fourth presents conclusions about the importance of embracing global education. A list of participants, the opening address by Richard H. Stanley, and opening remarks by Ernest L. Boyer are appended. (KP)

The conference described in this report convened to provide a forum for exchanging ideas and opinions on the role of the United Nations in global energy management. The conference was one in a series of international meetings (14 have been held to date) to consider how to increase the effectiveness of the United Nations during the 1980s. The objective of the report was to stimulate study, research, and education with respect to the role of the United Nations in achieving international peace and prosperity. Participants included diplomats, scholars, and energy experts from 17 nations. Conference deliberations focused on petroleum resources, price, and supply; electrical power generation; new and renewable sources of energy; conservation; national energy planning; and the role of the United Nations with regard to energy management. While there were differences in how participants viewed the nature and seriousness of the energy situation, there was broad consensus on many issues including that the era of cheap energy has ended, people must make a transition from petroleum to renewable energy sources, energy conservation is essential, major capital investment is essential to deal with the energy problem and to develop energy sources, and the role of the UN system should be to assist national governments and private sector organizations in planning for and implementing solutions to the energy problem. (DB)

Proceedings are summarized of a conference in which 62 foreign policy professionals met to recommend strategies for peace in the areas of U.S.-Soviet competition in the Third World, space weapons and arms control, objectives of U.S. economic and security assistance, and the United States and UNESCO. Four sections focusing on each of these areas are presented. Section 1 examines the history and development of U. S. and Soviet policies toward the Third World, identifies regions with the greatest risk of direct conflict between the United States and the Soviet Union, evaluates the consequences of U.S.-Soviet competition on individual nations and on the world community, and formulates options for U.S. policymakers. The second section deals with fundamental disagreements about U.S. objectives in space, ways to increase satellite survivability, policy alternatives, antisatellite (ASAT) capabilities and ballistic missile defense (BMD) issues, and methods for improving the arms control debate. The third section describes how participant examination of U.S. foreign aid objectives began with an identification of the major problems in the Third World to which economic and security assistance should be directed. Discussion focused on desirable objectives of foreign aid, security and development, and considerations in achieving aid objectives. The final section focuses on pros and cons of the United States' withdrawal from UNESCO. Sixteen suggestions for the United States, for UNESCO member states, and for the UNESCO organization itself conclude the report. (LH)

Five discussion topics concerning peace were dealt with by conference participants, who included university faculty and officials from national and international agencies and organizations. The first topic, North-South relations and international security, considers U.S. security and the Third World, U.S. economic interests in the developing world, U.S. policies and North-South relations, and the role of the private sector in international relations. Topics in the second discussion series, energy and U.S. security, include the status of the U.S. energy policy; market versus government; political and strategic context of international oil; energy emergencies and U.S. responses; long-range U.S. energy development; and energy, U.S. foreign policy, and alliance cohesion. The third topic, U.S. nonproliferation strategy, emphasizes U.S. policies and the international nonproliferation regimes. The fourth topic, military competition in space, focuses on U.S. military interests and vulnerabilities in space, U.S. interests in antisatellite weapons, and anti-satellite limitation agreements. The final topic involves future U.S.-Soviet relations in the context of the present impasse, the need to resume dialogue, Salt II, the Anti-Ballistic Missile Treaty, and U.S.-Soviet competition in the Third World. (KC)

Knowing that national leaders frequently make decisions based on perceptions of their country's interests, the 1984 conference focused on national interests in turning to the United Nations. Through the use of case studies, participants examined the performance of the UN system and the consequences of member nations ignoring their obligation to resolve disputes peacefully. Lessons were drawn from the study of actual conflicts: chiefly, that the United Nations can be used more effectively to prevent conflict than to rectify the damage done after hostilities have broken out (although through peacekeeping efforts, it can play a role then too). Participants also identified some procedures, which member nations should support because they are in their best interests, to strengthen the United Nations. After taking this realistic look at the United Nations, the participants reached the same conclusions as their counterparts at previous conferences: the United Nations is indispensable and offers the best chance to maintain peace and security. Yet, the benefits of using and strengthening the United Nations will be realized only to the extent that nations develop the will to do so. (Author)

The conference considered a broad range of issues regarding nuclear nonproliferation and U.S. policy objectives for the nonproliferation regime both in the near term and long term. Major areas receiving particular attention were developments affecting the context of the nonproliferation debate; the present status of the nonproliferation regime; threats to the future of nonproliferation; the 1985 Non-Proliferation Treaty (NPT) Review Conference; and U.S. objectives regarding the implementation of full-scope safeguards, enhancing the International Atomic Energy Agency, strengthening the NPT, and broadening the nonproliferation regime. Overriding these issues was agreement that to insure the future stability of nonproliferation, measures must be taken to halt and reverse the vertical proliferation of the superpowers' nuclear arms race. The participants shared the goal of supporting and strengthening the nonproliferation regime and urged the United States to work toward this end. (Author)

This is a report of a conference held to discuss maintaining peace in outer space. Nineteen space specialists participated in the conference. Topics discussed were recent technological developments, international cooperation for peaceful uses of outer space, prevention of weapons in space, and the future role of the United Nations. The report's conclusion states that the space age is moving away from the era of spectaculars. Although manned space flights still occur, the more routine applications of space technology to earth systems have a more direct effect on our lives. Similarly, the space age has moved from an era of seemingly insurmountable technical problems to a time when human, economic, and political issues may pose the greatest impediments to space progress. Chief among these is the lack of national will to assign high priority to managing space matters. Recommendations of the conference include the following: (1) Governments need to devote more resources to peaceful uses of space; (2) All nations need to assess their national needs and priorities regarding space; (3) Further study needs to be conducted of ways to apply advanced technology to basic needs; (4) United States-Soviet talks on antisatellite and other space weapons should be resumed; (5) Attempts should be made to reduce institutional rivalries, a problem that exists throughout the United Nations; and (6) Funding for the UN Secretariat's Outer Space Affairs Division (OSAD) should be increased. (RM)

The conference-based report is designed to help secondary school educators with the difficult and important task of deciding how and what to teach about nuclear arms and national security. The booklet intends to build a rationale and to develop a context or framework to assist in selecting approaches, teaching strategies, and appropriate materials for the school and community. The report includes suggested guidelines for dealing with controversy through the treatment of issues; integrating nuclear arms issues into the established curriculum through organizing topics; and suggestions relating to rationale, goals, materials, approaches, and evaluation. Eight conclusions for nuclear arms education are also presented and include statements on appropriateness, personal involvement, student/community needs, criteria, ultimate goals, and public policy. Two appendices are included: Building a Rationale for Nuclear Arms Education and Clarifying Some Positions on Avoiding Nuclear War. Selected readings are also provided. (TRS)

The Stanley Foundation annually assembles a panel of experts from the public and private sectors to assess specific foreign policy issues and to recommend future directions. The round-table discussion summarized in this report focused on the future of Africa and the changing global context of U.S. policy toward Africa. While the Cold War has ended, in Africa there is little understanding of what that change in policy means for Africa, for the United States, and for policies toward Africa. The group generally agreed that the United States and the Soviet Union must play a greater role in providing assistance and support for reconstruction in the Sudan, Angola, Ethiopia, and Mozambique. It was also agreed, however, that in economic terms the superpowers have never been the dominant force in Africa, that Europe as a whole has always contributed more in development assistance to Africa than has the United States, and that as a result of trends over that past decade, the U.S. is becoming an even less influential force in Africa. The report also includes the keynote address by Richard H. Stanley, in which the conferees were asked to consider two underlying issues in their deliberations: (1) the changing national power relationships, including the relative erosion of U.S. power; and (2) the profound global systemic changes that are rendering old policy assumptions obsolete. (NL)

The Stanley Foundation annually assembles a panel of experts from the public and private sectors to assess specific foreign policy issues and to recommend future direction. The participants in the round-table discussion summarized in this report agreed that the Soviets are moving from a Marxist-Leninist version of socialism to a broader version, and that Gorbachev appears to be ready to bring in a new form of Soviet socialism, in which both the selfless and self-interested urges of people are taken into account. The minimum requirements for this change were identified and the discussion that followed is reported under the following headings: (1) economic aspects of property rights; (2) property relations in a reformed Soviet economy; (3) legal difficulties relating to reform efforts; (4) popular attitudes and related barriers to reform; and (5) policy implications. There exists no model of transition on how to move from a centrally planned economy to a system with aspects of a free market economy. It was agreed that the United States can assist with advice on the institutions of a market economy, on technical expertise, with educational exchanges, and through increased economic relations with the Soviets. The report also includes the keynote address by Richard H. Stanley, in which the conferees were asked to consider two underlying issues in their deliberations: (1) the changing national power relationships, including the relative erosion of U.S. power; and (2) the profound global systemic changes that are rendering old policy assumptions obsolete. (NL)

This report summarizes the roundtable discussion of 19 China experts at a conference on the development of U.S. policy convened four months after the democracy demonstrations that took place in China in spring, 1989. The group's discussion highlighted five major areas of uncertainty over China's course in the short-term to intermediate future: (1) the extent of changes in Chinese life caused by the abrupt political changes of May and June 1989, and the eroding economy; (2) understanding key relationships within the Chinese military and between the military and civilian leaders; (3) how much change has occurred in the balance of power between the center in Beijing and the provinces; (4) the degree of consolidation of power by China's current leaders; and (5) the effect of stricter central economic policies on the long-term performance of the economy. The keynote address by Richard H. Stanley, which is given in full, asked the conferees to consider two underlying issues in their deliberations: (1) the changing national power relationships including the relative erosion of U.S. power; and (2) the profound global systemic changes that are rendering old policy assumptions obsolete. (NL)

For 40 years the primary objectives of U.S. policy in the Persian Gulf have been to assure access by the industrialized nations to the region's oil and to prevent those resources from falling under the control of the Soviet Union or any other hostile power. The recent events in Iran, the Iran-Iraq War and its aftermath, the maneuvering of a powerful post-war Iraq, increasing Soviet activism, and the proliferation of chemical weapons and ballistic missiles call for an examination of what political, economic, and military elements will best serve future U.S. policy and interests in the region. Few conference participants saw any prospects of a genuine peace in the region in the near future, and most agreed there was little threat of Soviet intervention. Participants agreed that a fundamental reassessment of U.S. policy in the region was necessary. They identified several key issues but disagreed on potential outcomes. The major issues for U.S. policy consideration include: (1) the need to shift U.S. attention from deterring the Soviets toward a focus on forces in the Persian Gulf; (2) an exploration with the United Nations to diffuse the Shatt al-Arab River as a trigger for renewed conflict; (3) a reevaluation of U.S. military presence in the region based on the perception of a decreased Soviet threat; (4) an assessment of the opportunities for active U.S. diplomacy in the Gulf; (5) an examination of the potential for developing multilateral regimes for the purpose of promoting rapprochement among the Gulf states; and (6) a determination of what efforts can be made to find a regime to limit both chemical and advanced conventional weapons proliferation. The report could be used as background information for teachers or by secondary level students. (JB)

Multicultural education deals with human diversity at the domestic level. It incorporates the study of racial and ethnic differences, as well as issues related to gender, age, socioeconomic status, and physical disabilities. Its primary goals are to create a sense of understanding and respect for differences, to overcome prejudice and discrimination, to provide an understanding of the dynamics of racism, to replace historical and cultural distortions with accurate information, and to assure that all students receive equitable benefits from the educational system. Global education deals with diversity at the global level. Its primary focus is on those interrelated systems that affect the entire planet. The primary goals of global education are to build understanding and respect for peoples and nations outside the United States, to transcend the narrow Western-centric bias that pervades much of traditional curriculum, to provide an understanding of the dynamics of imperialism and oppression, to create awareness of the earth as an interrelated and holistic system. The relationship between multicultural and global education is interactive. To understand one's own cultural roots and that others may have very different cultural experience means little until learners have examined the impact this diversity has on the world. And learners need to understand that individual behavior and choices can have global consequences in an interdependent world. Programs from either perspective should not be implemented in isolation from the other. (JB)

Recognizing that global education did not speak with one voice, that global educators could not even always find ways to speak to each other, and that this internal situation made it very confusing for those outside the field, the conference planners brought together a group of global educators to discuss what assumptions and beliefs should underlie public education in a democracy. The participants agreed on six assumptions: (1) Schools should value and cherish children. School should be a place where the dignity of the individual is honored and where norms of behavior would allow students to feel safe and free to think critically and speak and act out of personal conviction. (2) Schools should teach students to value democratic principles and practices. (3) Schools should prepare citizens to make informed decisions and participate effectively in local, state, national, and international communities. This would require that schools teach students thinking skills so they can weigh information and make critical judgments. (4) Schools should teach about others with fairness and evenhandedness. (5) Schools should help students make moral judgments. (6) Both the community and professional educators have unique and complementary roles in designing responsive schools. These six assumptions are discussed, and some of the unresolved issues and remaining questions are enumerated. A list of conference participants and information about the sponsoring agencies conclude the document. (JB)

Educators from around the United States convened for a conference focusing on youth leadership. Participants included classroom teachers, independent education consultants, school administrators, individuals affiliated with universities, and educators affiliated with such institutions as the YMCA, the YWCA, exchange programs, and museums. Two ideas emerged as central to the discussion: (1) the distinction between youth leadership and student leadership, and (2) the understanding of leadership as service performed in the context of a community. Student leadership usually refers to activities that students undertake within their schools or as token representatives of students elsewhere. Youth leadership presumes that young people can engage in effective behavior and exercise thoughtful influence on the course of human events. Leadership was generally seen as intentional action that influenced the course of events. Most of the participants wanted young people to develop leadership skills that would serve the welfare of their community and the world. Other issues and ideas that were discussed include: (1) vision, (2) world-view, (3) heroes, (4) personal responsibility, (5) student control, (6) risk taking, (7) process, (8) power, (9) systems, (10) competition, (11) reinforcement, (12) maintaining childhood, (13) skills, (14) obstacles, (15) money, and (16) fellowship. A list of participants and information about the sponsoring agencies concludes the document. (JB)

Recommended guidelines for U.S. policy toward Cambodia, Vietnam, and Laos were developed by a bipartisan group of experts. General premises are stated first, followed by specific recommendations on how to assist in bringing about a settlement in Cambodia; how to pursue U.S. bilateral relations with Vietnam on refugees, the prisoner of war/missing in action (POW/MIA) issue, and exchange programs; and what U.S. policy should be with regard to Laos. The general principles underlying these recommendations are as follows: (1) The long-term U.S. policy goal in the region is to assist in bringing about a peaceful, prosperous, and stable Southeast Asia, in which Cambodia, Vietnam, and Laos are fully integrated as sovereign nations with whom the United States has normal relations. (2) In developing this policy, a proper balance must be maintained between regional and global concerns. (3) U.S. policies toward these countries must be in harmony with U.S. bilateral relations with the countries of the Association of South East Asian Nations (ASEAN). (4) The United States should continue to engage the Soviets in high-level dialogue on Cambodia. (5) The principal leaders and the genocidal practices of the Khmer Rouge should not be given an opportunity to return to Cambodia. (6) U.S. policy should promote less reliance on the Soviet bloc by Cambodia, Vietnam, and Laos, and the removal of Soviet military facilities in Vietnam. (7) In developing policies with the countries of Indochina, the United States must work closely with Japan. A list of conference participants and the conference-opening address are included. (Author/JB)

Over the past 8 years, the debate over U.S. policy in Central America has degenerated into an unproductive partisan clash that has obscured the issues and eliminated the possibility of a bipartisan consensus. Conference participants agreed that Central America, for historic, geographic, economic, and political reasons is of vital interest to the United States and that disengagement is not a viable option. U.S. credibility, in the region and at home, requires a clear set of priorities and congruence between stated and real goals, and it also requires a consensus on the nature of U.S. interests in Central America and how they can be protected and advanced. Defining points of intersection between U.S. goals and interests and those of the Central American countries is also necessary. The group was able to agree on a framework for a workable policy, though not on specific recommendations. The main points of consensus were: (1) The United States must look to revitalize the regional diplomatic option as part of its political agenda. (2) The Central America issue demands immediate attention and should be a top priority. The United States must recognize that it has a stake in the positive resolution of the Central American crisis. (3) Policy must be formed from a bipartisan consensus and must not be implemented without backing from the American people. Whatever policy is agreed upon will work if it is consistent and includes realistic means to achieve realistic ends. A list of conference participants and the conference-opening speech are included. (Author/JB)

Since coming to power, Soviet General Secretary Mikhail Gorbachev has undertaken an ambitious program to reform the Soviet economy. Perestroika touches every aspect of Soviet economic life, including relations with the international economy. Soviet specialists and international economists must find common ground so that they can successfully analyze and prescribe policies for perestroika. The conference participants agreed that Gorbachev is serious about perestroika and that it is above all an internal process. Therefore, the implications for the international economy must rest on an understanding of current domestic conditions. Discussion focused on two basic problems that must be overcome for perestroika to succeed: reform of Soviet agriculture to increase productivity and the introduction of a more realistic pricing system. It was agreed that the Soviets must become more involved in the international economy through trade if they are to succeed in their economic reforms, but that the Soviet Union would remain a marginal trading nation for some time. The group agreed that the question of whether encouraging a stronger, economically viable Soviet Union was in U.S. interests would form the core of the policy debate about U.S. responses to perestroika. A list of the conference participants and the conference-opening address are included. (JB)

The world's political structure and many economic practices are out of harmony with nature. This disharmony threatens environmentally sustainable growth and human survival. United Nations (UN) conference participants discussed the degree of political acceptance of concepts such as environmental security and sustainable development. Their reading of the political situation was then used to analyze possible international responses to environmental degradation and natural resource depletion. Some themes which arose in discussing the international response were: (1) The UN Environment Programme (UNEP) has done a generally good job in carrying out its limited mission with limited resources. (2) There is a need for policy coordination among nations, across international institutions, and bridging sectors such as economics, population, and environment. An intergovernmental body that meets at a high level is needed to cut through bureaucratic rivalries and to put political muscle behind initiatives. (3) A major institutional deficiency of the international system involves the failure to adequately measure and internalize all sorts of production in many economic enterprises. (4) The forthcoming 1992 UN conference on the environment should be a UN meeting, not a UNEP meeting, and there should be high-level participation from nations. If the momentum for change in international environmental efforts can be sustained, there is hope for near-term agreement on measures to curb planet-threatening abuses of the environment. A list of conference participants and the conference opening speech are included. (Author/JB)

The conference reported on in this document focused on the profound changes taking place in the world, changes characterized by their international nature and requiring multinational cooperation. The security of national borders continues to be a concern, but internal threats to governments are the more common phenomenon. The combination of poverty and mushrooming population in the developing nations presents a new threat to security in the North. Other security threats are drug-trafficking, terrorism, and increased worldwide conventional arsenals. New threats to the environment have caught the attention of world leaders. The transformation in global economic activity was targeted as an important change that has yet to be adequately addressed. Directly related to the economic transformation is the technological revolution. The United Nations (UN) has traditionally been handed many of the world's most insoluble problems. Given the recent successes of the UN in defusing regional conflicts and a generally more positive world attitude toward the institution, the outlook for the UN to effectively handle traditional security concerns has improved somewhat. The prospects are not as bright for dealing with new security issues. The problems emerging cannot be contained within national boundaries and are not prone to control either intra- or inter-nationally by governments. World leaders must recognize that the world is entering a new era and develop an agenda that ensures that peaceful change is possible. A list of the participants and the conference-opening address are included. (Author/JB)

The number and depth of global problems is increasing and the capacity of the United Nations (UN) to deal with them is diminishing. The international effort to deal with environmental problems is fragmented and underfunded. The UN has no mechanism for the routine identification and analysis of problems and the proposal of solutions to them. In the peace and security area, the changed objects of war from those that prevailed at the end of World War II confound the UN approach. Most wars that are fought today try to bring down a regime or force it to change its policies rather than seize land from the country. In sum, the participants found the UN wanting as an effective multilateral institution for the management of a growing list of world problems. There is a definite need to address the problem of making the UN a more effective instrument for bringing about a better world. A list of conference participants and the conference-opening address are included. (Author/JB)

The United Nations (UN) enjoyed a renewed prominence in the international spotlight during 1988 as the world recognized UN successes in the areas of peacemaking and peacekeeping. Conference participants agreed that the lessening of tensions between the superpowers has had a very positive impact on the general international political atmosphere. Other factors may have contributed to the UN's accomplishments as well: conflicts were, perhaps, winding down of their own weight or, perhaps, the world is entering a new era of greater peace. To clarify how the UN goes about resolving conflicts, the participants distinguished between peacemaking and peacekeeping activities. Peacemaking is generally thought to be the full range of activities aimed at ameliorating conflicts between nations. Suggestions to strengthen the UN peacemaking role included early intervention and a more assertive stance by the Security Council. Participants gave the Secretary-General much credit for recent peacemaking advances and supported his continued efforts. Often a peacekeeping force is deployed after the first stages of peacemaking have succeeded. Some participants favored overhauling the operational aspects of peacekeeping. Others favored fine-tuning the system. As for the future UN role in peacemaking and peacekeeping, the participants discussed ways of preventing conflicts, how the international community might respond more effectively to massive human rights violations, and how to protect citizens and diplomats who travel internationally. A list of conference participants and the conference-opening address are included. (Author/JB)

Twenty conference participants shared their experiences regarding how each had become involved in a process where significant learning was taking place. After all the experiences (stories) were told, the group collected the insights they had gained. These 50 morals sounded like platitudes or cliches; they had very little power without their stories. There was no common theme throughout the stories, but four themes did recur with great frequency: (1) Many stories told of a personal struggle. (2) Often they were stories of people putting, or attempting to put, their passion into action. (3) They were stories of risk taking and of a willingness to intentionally face the unknown, the unfamiliar, and the unpredictable. (4) Very often they were stories of people deeply moved by their compassion and energized to act. For these educators, a discussion about education was an exploration of how to learn rather than how to teach. The power of storytelling as a teaching device was revealed as people shared their experiences, and it was obvious that this kind of personal sharing and teaching one another, so valuable as a way of exploring the human experience, can only happen among people who are willing to trust one another. A further lesson learned by the participants was that experiencing theories authenticates what one knows. Experiences make what a person already knows to be true (e.g., the 50 cliche-like morals), known at another level. (JB)

Science and technology are helping solve problems around the world as well as creating new problems. The concentration of scientific and technological capabilities in a few countries exacerbates these new problems. The United Nations tried to address this disparity through a program on science and technology for development adopted in Vienna in 1979. That program has faltered. Participants at the Nations Issues Conference asked why, discussed the appropriate role for the United Nations, and identified new challenges. It was agreed that science, technology, and production interact in ways that often are unpredictable. Development was discussed as a society's ability to meet the needs of its people. The term endogenous capacity is used to describe a nation's ability to make informed choices and decisions about how to apply science and technology to economic and social development. Many felt the Vienna Programme of Action had failed because it was political in nature, it did not have sufficient input from the scientific and technological community, and it was unable to build its own constituency among member-nation governments, and therefore it lacked sufficient funds. Conference participants agreed there is no need for a grand scheme for promoting development. The role for the United Nations should be restricted to those areas where a universal, multilateral governmental agency is needed. There is also a role for multilateral organizations to facilitate coordination among efforts to apply science and technology to development. (JB)