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The report identifies five key trends in the development of the U.S. electric vehicle workforce pipeline, focusing on Georgia, Michigan, Nevada, North Carolina, and Tennessee. It finds that public community and technical colleges are the primary providers of training, with a heavy emphasis on vehicle maintenance and repair over manufacturing and charging. The analysis highlights a wide variance in enrollment requirements and program durations, ranging from 20-hour online courses to two-year degrees. It also identifies three critical industry certifications—ASE, AWS, and NIMS—and describes how state-level policies and private investments are driving the creation of these educational pathways to support the transition to zero-emission vehicles.

The South African Institute of International Affairs (SAIIA) operates the Global Classrooms programme in Johannesburg, funded by the United Nations Association of the United States of America (UNA-USA) and Merrill Lynch. The programme uses Model United Nations (MUN) simulations of the UN Security Council to teach students research, negotiation, and diplomacy. Students are paired with tutors from the University of the Witwatersrand for four months of preparation before participating in simulated crises. In 2006, the programme involved 75 schools and addressed hypothetical crises including Mediterranean water quality, nuclear proliferation in Zimbabwe, polio containment in Nigeria, piracy in Somalia, and water rights in Lake Victoria.

The text examines the role of peace education in transforming societies from a reliance on military solutions to a culture of peace. It discusses various typologies of peace education, its implementation in formal and informal settings, and specifically evaluates its application and potential in South Africa and the wider sub-Saharan African region. The author contends that investing in peace educators is significantly more cost-effective than maintaining military budgets and is a necessary component of sustainable regional security.