By international education, we mean programs of study, service, and research that enlarge the understanding of the world beyond our borders and improve the comprehension of people in other societies of the dynamics and values that shape the United States.

Some of these programs focus on undergraduates; others are targeted on graduate students and faculty members. Some involve study abroad or exchanges of students and faculty; others concentrate on research confined to U.S. centers of scholarship. Some revolve around domestic seminars lasting no more than a few days; and some require an intensive commitment to research overseas, frequently extending over several years. Whether they involve undergraduate or graduate students, U.S. or foreign faculty, short- or long-term study abroad or here at home, all of these efforts advance import and global interests of the United States.

Our country's continued peace and prosperity depends upon government officials, businesspersons, and citizens who are competent in international issues. The United States needs many more citizens who understand how other peoples think, how other cultures work, and how other societies are likely to respond to U.S. actions.

With today's communications, global economy, and shifting national alliances, more and more people are dealing with persons and organizations in other countries. The key lesson learned to date is that whether the issue involves the European, Asian, African, or American worlds, whether it touches on diplomacy, foreign affairs, or commerce and finance -- what nations do not know can hurt them. In commerce, businesspersons have learned, as Senator Paul Simon put it, "you can buy in any language -- but you sell only in the language of your customer."

This is not simply an issue for people dealing with international concerns; our country's own cities, suburbs, rural areas, and business organizations are becoming more culturally diverse. For successful workforces and congenial communities, it behooves us all to increase our understanding of other cultures and our comfort with cultural diversity.

International issues and inter-cultural competence are particularly important to Virginia. More than 10 percent of our workforce is employed in the federal government and military. We are one of the top 10 states for incoming immigrants and foreign nationals. Our booming communications and information technology sector is a global enterprise. Moreover, as one of the top five creators in the country of high-technology jobs, our role in the national and international communities continues to grow.

As a country, and as a state, we need to:

• Develop the experts and diplomats needed to shape foreign policy and guide day-to-day diplomacy;
• Ensure that our graduates are prepared to compete in today's global markets; and
• Develop continuing education to raise the international competence of all employees.

In other words, we need a strong international education program. Businesses and government groups organize training and seminars for their employees to enhance their international skills. These programs, however, do not reach everybody who needs it and by definition are parochial to the interests of the organization.

We need international education at the university level. While Virginia has begun an educational effort with new K-12 standards that should result in heightened awareness of international issues and cultures, it is not enough. Not only will it take years before its success is complete, but it does not address the higher level of knowledge and skills that are necessary for global interaction -- the level of skills generally attained through undergraduate and graduate education.