membership in society based solely on ethnicity, religion, or language. In other words, if systems are to become socially cohesive, they must be inclusive, not exclusive. 3. Adopt pro-active roles helping to create shared values among all groups in developing educational curricular standards as a means of developing social cohesion. It is essential that officials in central governmental ministries maintain leadership role in education to ensure that policies and practices are adopted uniformly in all schools and areas. In order to ease the transition of students who are ethnic and linguistic minorities into schools, instruction should begin in their mother tongue with a gradual transition to the use of the national language with an awareness of cultural differences. 4. Create policies to enhance social cohesion by meeting the needs of all student populations including, but not limited to, those who are of ethnic, religious, and linguistic minorities. 5. Develop national curricula, and accompanying texts, that are drafted primarily by appropriate professionals who can call on outside experts for assistance. Leadership on this important project should be provided by individuals from the respective governmental and educational ministries.