Education for a global perspective and its implications for the state of New York are discussed. Economic, political, and social factors are examined. If New York's business community is to succeed in turning around the state's economy and if it is to capitalize upon the uniquely international setting and history of New York state, it will need far stronger support from the state's educational establishment, especially from colleges where languages and international education are taught. Instruction must coincide with business needs. Fewer than one percent of college-aged Americans are now enrolled in any course which specifically relates to international areas. Only about one percent of college professors go abroad each year. One to two percent of college students participated in study abroad programs last year. Of secondary students, only 16% are enrolled in foreign language courses at present. The Iranian crisis and the anti-American wave that swept over West and South Asia in 1979 have highlighted the urgency of both political and educational responses. New York state has already undertaken many cultural and international activities of note. In 1961, the New York State Education Department established a Center for International Programs and Comparative Studies which operates as a principal organizer for international education in schools, universities, and adult education. Discussed are eight focal points for future policy directions including adult and community learning programs, infusion of global perspectives in the curriculum, preservice and inservice training of teachers, second language facility, international business education, educational and cultural exchanges, and research and coordination. (Author/RM)