This paper synthesizes the findings and conclusions of reports from previous studies carried out by Unesco's Institute for Education concerning issues of integration, balance, and relevance in the content of general education. This synthesis identifies and develops guidelines based on the previous studies and is designed for use by curriculum development specialists, teachers, teacher educators, and others. It is expected that these guidelines can be used as a basis for training national curriculum development specialists and for pre-service and in-service teacher education programs. An overview of current thinking practices concerning integration, balance, and relevance in general education from an international perspective is followed by a synthesis of the national level case studies. Guidelines for curriculum developers and teachers also are outlined along with suggestions for national level action and regional and international cooperation. (KM)