An assessment is made of international training and education in the United States and other countries; the role of oral, written, visual, and other modes of communication in meeting educational needs of students from the developing nations; and financial support for these educational endeavors. Types of participating agencies and individuals are reviewed, including United States government agency programs, third country training, and activities in Western European and other developed nations. Israeli programs and course offerings are described in particular detail. Language training problems, procedures, applications, and objectives are explained; attention is given to such aspects and alternatives as presentation of programs in foreign languages, presentation in English through interpreters, the use of transition programs, provision of suitable instructional materials, personal contacts and other learning through field trips, and the crucial significance of differing levels of proficiency in English. Financial support and other costs before, during, and after training are examined. Improvements in student classification, curriculum, and other areas are recommended, and general conclusions are noted. (ly)