American Indian education needs a framework in which to sequence and prioritize objectives. Broad goals must be translated into specific product, process, and consequence objectives, which realistically consider the future in terms of promoting adaptation to change. A future oriented framework for consideration might be a power inclusion model which depicts a progression from separatism to pluralism and which delineates a multi-cultural society as its major goal. In such a model, separatism acts as a process objective, while power inclusion acts to include all in freedom of choice, self-determination, and self-control. Given the goal of a multi-cultural society in which the whole becomes more than the sum of the parts though the parts are still identifiable, specific Indian education objectives should include consideration of: (1) Indian education as a discipline; (2) action oriented research; (3) educational management by objectives; (4) funding for development of middle management; (5) career education in conjunction with personal and community development; (6) a reemphasis on vocational opportunities; (7) provisions (monetary) for married students in higher education; (8) individualized and self-paced instruction techniques; and (9) long term funding systems. (JC)