LIST OF STUDIES IN CHRONOLOGICAL ORDER

An asterik (*) indicates a study which appears on the grid following this list. The unmarked studies contain information not directly pertinent to the grid topics.

*1. Bundy, Harvey H. and James Grafton Rogers. THE ORGANIZATION OF THE GOVERNMENT FOR THE CONDUCT OF FOREIGN AFFAIRS. A report with recommendations for the U.S. Commission on Organization of the Executive Branch of the Government, Herbert Hoover, chairman. Washington, D.C.: Government Printing Office, 1949. p. 1.

*2. REPORT ON AMERICAN OVERSEAS EDUCATION. The Operations Coordinating Board, Harold D. Hoskins, chairman. Washington, D.C.: October 29, 1954. p. 2.

3. FEDERAL ACTIVITY IN THE FIELD OF EDUCATION. Hearings before the Special Subcommittee on Education of the Committee on Education and Labor, U.S. House of Representatives, 83rd Congress. Washington, D.C.: Government Printing Office, 1955. p. 5.

4. REPORT ON OVERSEAS ECONOMIC OPERATIONS. A report prepared for the U.S. Commission on Organization of the Executive Branch of the Government by the Task Force on Overseas Economic Operations, Herbert Hoover, chairman. Washington, D.C.: Government Printing Office, 1955. p. 6.

5. Morrill, James L. A PROPOSAL FOR THE COORDINATION OF THE EXCHANGE OF PERSONS PROGRAMS OF THE INTERNATIONAL EDUCATIONAL EXCHANGE SERVICE AND OF THE INTERNATIONAL COOPERATION ADMINISTRATION. Washington, D.C.: Department of State, 1956. p. 7.

6. GOVERNMENT PROGRAMS IN INTERNATIONAL EDUCATION (A SURVEY AND HANDBOOK). Forty-second report of the Committee on Government Operations, U.S. House of Representatives, 85th Congress, 2d Session. House Report No. 2712. Washington, D.C.: Government Printing Office, 1959. p. 9.

7. Cater, Douglass C. WORLD PROGRESS THROUGH EDUCATIONAL EXCHANGE: THE STORY OF A CONFERENCE. Report of the Third National Conference on Exchange of Persons. New York: Institute of International Education, 1959. p. 9.

*8. THE FEDERAL GOVERNMENT IN INTERNATIONAL EDUCATION. Office of Education staff paper. Washington, D.C.: U.S. Office of Education, 1960. p. 10.

Education, 1900, p. 10.
Education draft paper, Washington, D.C.: U.S. Office of
*8. THE FEDERAL GOVERNMENT IN INTERNATIONAL EDUCATION, Office of
Education, 1928, p. 3.

on Exchange of Persons, New York: Institute of International
THE STORY OF A CONFERENCE, Report of the Third National Conference
J. Cate, Dongfeng C. WORLD PROGRESS THROUGH EDUCATIONAL EXCHANGE;

Washington, D.C.: Government Printing Office, 1928, p. 3.
32nd Conference, 3rd Session, House Report No. 5113.
Government Operations, U.S. House of Representatives,
HAWBOCK), Fourth-second report of the Committee on
*9. GOVERNMENT PROGRAMS IN INTERNATIONAL EDUCATION (A SURVEY AND
Washington, D.C.: Department of State, 1926, p. 1.

SERVICE AND OF THE INTERNATIONAL COOPERATION ADMINISTRATION,
PERSONS PROGRAMS OF THE INTERNATIONAL EDUCATIONAL EXCHANGE

3. Mottrell, James L., A PROGRAM FOR THE COORDINATION OF THE EXCHANGE OF

Government Printing Office, 1928, p. 3.
Operations, Herbert Hoover, chairman, Washington, D.C.;
of the Government by the Task Force on Overseas Economic
U.S. Commission on Organization of the Executive Branch
*11. REPORT ON OVERSEAS ECONOMIC OPERATIONS, A report prepared for the
Office, 1928, p. 2.

3rd Congress, Washington, D.C.: Government Printing
Education and Paper, U.S. House of Representatives,
Special Subcommittee on Education of the Committee on

3. FEDERAL ACTIVITY IN THE FIELD OF EDUCATION, Hearings before the

October 30, 1924, p. 3.

Board, Herbert D. Hopkins, chairman, Washington, D.C.;

*5. REPORT ON AMERICAN OVERSEAS EDUCATION, The Operations Correspondent

19th, p. 1.

Chairman, Washington, D.C.: Government Printing Office,
of the Executive Branch of the Government, Herbert Hoover,
with recommendations for the U.S. Commission on Organization
THE GOVERNMENT FOR THE CONDUCT OF FOREIGN AFFAIRS, A report
*1. Bandy, Harvey H. and James Grattan Regene, THE ORGANIZATION OF
directly pertinent to the Grid topics,
following this fact. The numbered studies contain information not

An authority (*) indicates a study which appears on the Grid

*9. THE UNIVERSITY AND WORLD AFFAIRS. Report of The Committee on the University and World Affairs, J. L. Morrill, chairman. New York: The Ford Foundation, 1960. p. 11.

*10. REPORT OF TASK FORCE ON "EXCHANGE OF PERSONS." James M. Davis, chairman. Ann Arbor: The International Center, University of Michigan, 1961 (mimeo). p. 15.

*11. EXTRACTS FROM THE CONCLUSIONS OF THE PRESIDENT'S COMMITTEE ON INFORMATION ACTIVITIES ABROAD. Mansfield D. Sprague, chairman. Washington, D.C.: December, 1960 (mimeo). p. 20.

*12. Laves, Walter H. C. TOWARD A NATIONAL EFFORT IN INTERNATIONAL AND CULTURAL AFFAIRS. A report prepared at the request of the U.S. Advisory Commission on Educational Exchange. Washington, D.C.: Government Printing Office, 1961. p. 23.

*13. Amendment to Section No. 621 of the Foreign Assistance Act of 1961 (PL 87-195), known as the Humphrey Amendment. Washington, D.C.: Government Printing Office, 1961. p. 29.

14. Coombs, Philip H. STRENGTHENING THE EDUCATIONAL AND CULTURAL COMPONENT OF UNITED STATES FOREIGN POLICY: A REPORT TO THE SECRETARY OF STATE. Washington, D.C.: June 5, 1962. p. 30.

15. Haviland, H. Field, Jr. "Federal Programs of International Education." HIGHER EDUCATION AND THE FEDERAL GOVERNMENT edited by Charles G. Dobbins. Washington, D.C.: American Council on Education, 1963, pp. 76-88. p. 31.

16. BEACON OF HOPE. Report of the U.S. Advisory Commission on International Educational and Cultural Affairs. Washington, D.C.: Government Printing Office, 1963. p. 33.

*17. IDEOLOGICAL OPERATIONS AND FOREIGN POLICY. Report No. 2 on Winning the Cold War: The U.S. Ideological Offensive. Subcommittee on International Organizations and Movements of the Committee on Foreign Affairs, U.S. House of Representatives, 88th Congress, 2d Session. Washington, D.C.: Government Printing Office, 1964. p. 34.

*18. Coombs, Philip H. THE FOURTH DIMENSION OF FOREIGN POLICY: EDUCATIONAL AND CULTURAL AFFAIRS. New York: Harper & Row, 1964. p. 37.

*19. Gardner, John W. AID AND THE UNIVERSITIES. New York: Education and World Affairs, April. 1964. p. 39.

*20. THE U.S. OFFICE OF EDUCATION: A NEW INTERNATIONAL DIMENSION. New York: Education and World Affairs, 1964. p. 44.

21. THE COLLEGE AND WORLD AFFAIRS. Report of The Committee on the College and World Affairs, John W. Nason, chairman. New York: Education and World Affairs (for the Hazen Foundation), 1964. p. 47.

Foundation, 1964, p. 47.

New York: Education and World Affairs (for the Haven
the College and World Affairs, John W. Mason, chairman.

*31. THE COLLEGE AND WORLD AFFAIRS. Report of the Committee on

New York: Education and World Affairs, 1964, p. 44.

*50. THE U.S. OFFICE ON EDUCATION: A NEW INTERNATIONAL DIMENSION.

Education and World Affairs, April, 1964, p. 39.

*19. Carquer, John W. AND THE UNIVERSITIES. New York:

Row, 1964, p. 37.

EDUCATIONAL AND CULTURAL AFFAIRS. New York: Harber &

Washington, D.C.: Government Printing Office, 1964, p. 34.

House of Representatives, 38th Congress, 3d Session.

Movements of the Committee on Foreign Affairs, U.S.
Subcommittee on International Organizations and

Manning the Cold War: The U.S. Ideological Offensive.

*11. IDEOLOGICAL OPERATIONS AND FOREIGN POLICY. Report No. 5 on

D.C.: Government Printing Office, 1963, p. 33.

10. BEACON OF HOPE. Report of the U.S. Advisory Commission on

American Council on Education, 1963, pp. 36-38, p. 31.

edited by Charles G. Doppert, Washington, D.C.:

Education. HIGHER EDUCATION AND THE FEDERAL GOVERNMENT

*12. Haviland, H. Field, Jr. "Federal Programs of International

THE SECRETARY OF STATE. Washington, D.C.: June 2, 1965, p. 30.

14. Coombs, Philip H. ESTIMATING THE EDUCATIONAL AND CULTURAL

Washington, D.C.: Government Printing Office, 1964, p. 39.

of 1964 (BT 83-192), known as the Humphrey Amendment.

*13. Amendment to Section No. 83 of the Foreign Assistance Act

Washington, D.C.: Government Printing Office, 1964, p. 33.

of the U.S. Advisory Commission on Educational Exchange.
AND CULTURAL AFFAIRS. A report prepared at the request

*15. Rafter, Walter H. C. TOWARD A NATIONAL EFFORT IN INTERNATIONAL

chairman, Washington, D.C.: December, 1960 (wimeo), p. 30.

ON INFORMATION ACTIVITIES AROUND, Mainsfield D. Strassne,

*11. EXTRACTS FROM THE CONCLUSIONS OF THE PRESIDENT'S 2 COMMITTEE

University of Michigan, 1961 (wimeo), p. 12.

chairman, Ann Arport: The International Center,

*10. REPORT OF TARK HODGE ON "EXCHANGE OF PERSONS," James M. Davis,

chairman, New York: The Ford Foundation, 1960, p. 11.

on the University and World Affairs, T. R. Murrill,

*6. THE UNIVERSITY AND WORLD AFFAIRS. Report of the Committee

22. Fraser, Stewart (ed.). GOVERNMENTAL POLICY AND INTERNATIONAL EDUCATION: A SYMPOSIUM. New York: John Wiley & Sons, 1965. p. 47.

*23. Coombs, Philip H. "Ways to Improve United States Foreign Education Aid." EDUCATION AND FOREIGN AID, by Philip H. Coombs and Karl W. Bigelow. Cambridge: Harvard University Press, 1965, pp. 3-42. p. 48.

*24. REPORT OF THE COMMITTEE ON CULTURE AND INTELLECTUAL EXCHANGE. Prepared by the National Citizens' Commission on Intellectual Cooperation for The White House Conference on International Cooperation, Washington, D.C., November 28-December 1, 1965. Washington, D.C.: Government Printing Office, 1965. p. 50.

25. Johnson, Walter, and Francis J. Colligan. THE FULBRIGHT PROGRAM: A HISTORY. Chicago: University of Chicago Press, 1965. p. 52.

*26. Frankel, Charles. THE NEGLECTED ASPECT OF FOREIGN AFFAIRS: AMERICAN EDUCATIONAL AND CULTURAL POLICY ABROAD. Washington, D.C.: The Brookings Institution, 1966. p. 52.

*27. "International Education and Health." Message from the President of the United States. U.S. House of Representatives, 89th Congress, 2d Session. House Document No. 375. Washington, D.C.: Government Printing Office, 1966. p. 55.

28. Michie, Allan A. (ed.). DIVERSITY AND INTERDEPENDENCE THROUGH INTERNATIONAL EDUCATION. A report on a symposium marking the twentieth anniversary of the International Educational Exchange (Fulbright) Program, sponsored by The Board of Foreign Scholarships and co-sponsored by The Edward W. Hazen Foundation, The Johnson Foundation and Education and World Affairs, held in New York City, September 1966. New York: Education and World Affairs, 1967. p. 58.

29. STUDY OF THE UNITED STATES OFFICE OF EDUCATION. Special Subcommittee on Education of the Committee on Education and Labor, U.S. House of Representatives, 90th Congress, 1st Session. House Document No. 193. Washington, D.C.: Government Printing Office, 1968. p. 60.

*30. FIFTH ANNUAL REPORT OF THE U.S. ADVISORY COMMISSION IN INTERNATIONAL EDUCATIONAL AND CULTURAL AFFAIRS, July 1, 1966-June 30, 1967. Joseph R. Smiley, chairman. 90th Congress, 2d Session. House Document No. 252. Washington, D.C.: Government Printing Office, 1968. p. 61.

30. **FIFTH AMENDMENT REPORT OF THE U.S. ACADEMY COMMITTEE IN
Government Printing Office, 1968, p. 9f.**
Document No. 525, Washington, D.C.: Government
commission, 30th Congress, 34 Session, House
July 1, 1966-June 30, 1967, Joseph R. Smiley,
INTERNATIONAL EDUCATIONAL AND CULTURAL AFFAIRS,

31. **Study of the United States Office of Education, Special
Government Printing Office, 1968, p. 60.**
First Session, House Document No. 193, Washington, D.C.:
and Labor, U.S. House of Representatives, 30th Congress,
Subcommittee on Education of the Committee on Education

32. **Study of the United States Office of Education, Special
Government Printing Office, 1968, p. 22.**
Document No. 312, Washington, D.C.: Government
Representatives, 36th Congress, 34 Session, House
President of the United States, U.S. House of
Legislature, Washington, D.C.: Message from the
President of the United States, U.S. House of
Legislature, Washington, D.C.: Report on a
THROUGH INTERNATIONAL EDUCATION. A report on a
THREE DAY, ALFRED V. (ed.). DIVERSITY AND INTEGRATION

33. **Printing Office, 1968, p. 25.**
Document No. 312, Washington, D.C.: Government
Representatives, 36th Congress, 34 Session, House
President of the United States, U.S. House of
Legislature, Washington, D.C.: Message from the
President of the United States, U.S. House of
Legislature, Washington, D.C.: Report on a
THROUGH INTERNATIONAL EDUCATION. A report on a
THREE DAY, ALFRED V. (ed.). DIVERSITY AND INTEGRATION

34. **Washington, D.C.: The Brookings Institution, 1968, p. 25.**
AMERICAN EDUCATIONAL AND CULTURAL POLICY AROUND,
FRANKEL, Charles. THE NEGLECTED ASPECT OF FOREIGN AFFAIRS:

35. **Bress, 1968, p. 25.**
PROGRAM: A HISTORY, Chicago: University of Chicago
JOHNSON, Walter, and Francie J. Colligan, THE FRENCH RIGHT

36. **Government Printing Office, 1968, p. 20.**
November 29-December 1, 1968, Washington, D.C.:
on International Cooperation, Washington, D.C.,
Intellectual Cooperation for the White House Conference
Prepared by the National Citizens' Commission on
Education, 1968, pp. 3-42, p. 48.

37. **University Press, 1968, pp. 3-42, p. 48.**
Compa and Karl M. Bigelow, Cambridge: Harvard
Education Aid, "EDUCATION AND FOREIGN AID," by Phillip H.
*33. Compa, Phillip H., "Why to Improve United States Foreign

38. **EDUCATION: A SYMBOLISM, New York: John Wiley & Sons,**
ERASER, Stewart (ed.). COOPERATIVE POLICY AND INTERNATIONAL

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1. Bundy, Harvey H. and James Grafton Rogers. THE ORGANIZATION OF THE GOVERNMENT FOR THE CONDUCT OF FOREIGN AFFAIRS. 1949.

Recommendation 1:

New agencies of the Federal Government should not be created to conduct foreign affairs.

Recommendation 8:

The State Department should consult and advise with other departments and agencies for the purpose of assisting them to administer their respective instruments of foreign policy in a consistent manner and to achieve approved policy objectives.

There is a tendency for the Department of State to duplicate staffs of other agencies to do functions which are more appropriate to other departments. Instead, the President should insist that each agency discharge its responsibilities in a competent manner, and then create better machinery for coordination between the State Department and the other agencies.

Recommendation 9:

The State Department as a general rule should not have
responsibility for operation of programs such as foreign assistance
or propaganda programs except where the considerations for imposition
of such responsibility are overwhelming.

These propaganda operational responsibilities such as presently
authorized under the United States Foreign Information and Educational
Exchange Act of 1948, could be transferred to a government corporation
or presidential agency and the educational exchange duties to the
Federal Security Agency (now HEW). In the former case, for the time
being at least, close policy guidance by the State Department would
continue to be necessary. In the latter, the Federal Security Agency
would appear to require certain reorientation and reorganization in
order to discharge these additional duties.

Recommendation 22:

Few departments and agencies have recast their organizations to
meet effectively their increased responsibilities in foreign affairs.
Some of the bureaus or offices within the major executive establishments
have had to operate largely without benefit of topside direction.
This situation has placed an added administrative burden upon the State
Department as it often has had to try to coordinate constituent parts
of a department, or to sit silently in interdepartmental committees, while
contending bureaus of one agency resolve their internal differences....

Important tasks for such a department or agency coordinating
officer to perform would include supervision and improvement in its
committee participation; assurance of the development of a departmental

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or agency viewpoint before its representative speaks in an inter-
departmental conference; follow-up on departmental or agency committee
and international conference commitments; functioning as the
department's or agency's focal point for liaison on foreign affairs
matters; fostering of required cooperation and working relationships;
review of departmental or agency legislative proposals to determine
impact on foreign affairs; overcoming of insular or domestic perspective
of departmental or agency personnel performing substantive work
involving foreign and domestic considerations; avoidance of departmental
or agency attempts to separate domestic and foreign aspects of work;
and coordination of all departmental and agency report requests to
overseas missions.

2. REPORT ON AMERICAN OVERSEAS EDUCATION. October 29, 1954.

CONCLUSIONS (A through J)

A. Overseas Education Programs are Widespread and Uncoordinated.

Overseas education programs are conducted by more than a thousand
different public and private, U.S. and international agencies whose
activities stretch to all parts of the world. The full nature and
extent of these operations cannot be fully determined at this time.
Information about the work of some agencies is not readily obtainable.
Programs are known to vary in size from the sponsorship of one student
from abroad for study in the United States to the U.S. program for
technical cooperation for which funds in the amount of $112 million
were requested for fiscal year 1955. The work of some of the kinds
of agencies reviewed in this study leads to the conclusion that many
are pursuing their own self-interest in education programs without
benefit of knowledge of the plans and operations of most of the
others. There are estimated to be at least 300 private organizations
and 30 government agencies engaged in exchange programs alone. It is
likely that there are some duplications of effort and gaps in programs
which detract from maximum effectiveness of total operation. The
aggregate effort would profit from a free interchange of information
about plans and programs.

There is some small amount of interlocking interest and cooperation
in program operations among both public and private agencies. This
is commendable and should be encouraged by the establishment of an
acceptable mechanism for coordination of knowledge and experience
applicable to the solution of technical problems as well as guidance
to agency effort in the interest of avoiding gaps and duplication
in the coverage of the field.

F. The Technical Competence of the Permanent Departments of Government is not being Employed to the Extent it is Available.

The permanent departments of government have long had executive
responsibilities which have required participation by them in
program operations overseas. Some have had education programs

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under their own legislative authority which antedates the Act for
International Development, and some agencies have had at least a
few experts who were as well known abroad as they are at home. Under
the Technical Cooperation Administration program of the Department of
State, the permanent agencies had "technical backstopping" responsibilities
which included recruitment and employment of personnel as well as program
planning and operating functions which called into play the technical
competence of those agencies. As administered by the Foreign Operations
Administration, except for conducting training programs for foreign
participants, the program now makes use of the so-called technical agencies
for little more than the nomination of properly qualified personnel for
employment as desired by the operating agency. Cognizance is taken of
the virtue of foreign operation program centralization, but it is con-
cluded that the technical competence of the permanent agencies of
government is not now being utilized to the maximum benefit of the govern-
ment in pursuit of foreign policy objectives.

Concern has been expressed by officials of the permanent departments
of government at the inability of these agencies to offer satisfactory
service in overseas education programs, and they refer to the danger
in not utilizing the resources of the departments, particularly their
advice and guidance in the creation of programs and projects in terms
of overall government policy. They suggested that centralization of
administration of overseas programs necessitates duplication of
technical staff in government.

G. The International Governmental Education Programs are
Making a Contribution to the Increase of Social and
Economic Levels in the Underdeveloped Countries.

The international governmental programs are sometimes more acceptable to foreign governments than the U.S. bilateral education programs.

...The United Nations programs enjoy an advantage in recruitment of personnel over US programs in that they have a large number of countries in which to seek qualified personnel, and in some areas of professional specialization other countries have had more experience than ours in research and the development of programs to solve pressing problems.

The effort to avoid operating conflicts and duplications in the
work of bilateral and multilateral programs is meeting with some success.
However, room for improvement exists in total planning and coordination
in the field for the accomplishment of U.S. and foreign country
objectives. The education programs of the smaller, regional inter-
national governmental organizations appear to be serving a worthwhile
need in their programs, projects and conferences aimed at improving
social and economic levels of the peoples of the underdeveloped
countries....

H. Education is But One of the Techniques Available for the
Implementation of U.S. Foreign Policy.

Programs of education overseas must join with others such as diplomatic
representation, informational activities, and military assistance to
form a common front in the attack upon Communist efforts to win over
the people of the underdeveloped countries. Education is just one

the people of the underdeveloped countries. Education is just one
form a common front in the attack upon Communist efforts to win over
representation, international activities, and military assistance to
Programs of education overseas must join with others such as diplomatic

countries....
social and economic levels of the peoples of the underdeveloped
need in their programs, projects and conferences aimed at improving
national governmental organizations sheer to be serving a worthwhile
objectives. The education programs of the smaller, regional, local-
ities in the field for the accomplishment of U.S. and foreign country
However, room for improvement exists in total planning and coordination
work of fraternal and multilateral programs is meeting with some success.
The effort to avoid operating conflicts and publications in the

pressing problems.
than ours in research and the development of programs to solve
propositional specialization other countries have had more experience
countries in which to seek qualified personnel, and in some areas of
personnel over 18. Programs in that they have a large number of

...The United Nations programs enjoy an advantage in recruitment of
...The United Nations programs enjoy an advantage in recruitment of
to foreign governments than the U.S. fraternal education programs.
The international governmental programs are sometimes more acceptable

Economic levels in the underdeveloped countries.

C. The International Governmental Education Programs are

technical staff in Government.

administration of overseas programs necessitates publication of
of overall government policy. They suggested that centralization of
advice and guidance in the creation of programs and projects in terms
in not utilizing the resources of the departments, particularly, their
service in overseas education programs, and they refer to the danger
of government at the insipidity of these agencies to offer satisfactory
Concern has been expressed by officials of the permanent departments

ment in pursuit of foreign policy objectives.
The government is not now being utilised to the maximum benefit of the govern-
cluded that the technical competence of the permanent agencies of
the virtue of foreign operation program centralization, but it is con-
employment as desired by the operating agency. Coherence is taken of
for little more than the nomination of properly qualified personnel for
burdenable, the program now makes use of the so-called technical agencies
'Administration', except for conducting training programs for foreign
competence of those agencies. As administered by the Foreign Operations
planning and operating functions which called into play the technical
which included recruitment and employment of personnel as well as program
State' the permanent agencies had 'technical packaging', responsibilities
the Technical Cooperation Administration program of the Department of
law experts who were as well known abroad as they are at home. Under
International Development, and some agencies have had at least a
under their own legislative authority which antedates the Act for

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tool among several available to the United States to gain success in the objectives of our foreign policy. In any given country, education programs should be integrated with others to the end that coordinated effort may be assured in accordance with the aims of this government to present the case for democracy as against totalitarianism. There is an uncoordinated campaign in our present effort to advance the cause of U.S. foreign policy in other countries. The several government agency programs should be reviewed at a high level in the executive branch to assure a united front among government agencies against the opposition to the free world. Coordination by OCB would be one method to assure an integrated plan of foreign operations.

RECOMMENDATIONS (A through J)

A. Clearing House Service Should be Provided for Both
Private and Public Agency Education Activities.

There is need for clearing house service for both private and public agencies where information about agency endeavor would be immediately available.

1. A competent private agency should be requested to make an inventory of private effort....

2. An agency of the government, preferably the Office of Education, Department of Health, Education, and Welfare, which is experienced in the collection and dissemination of educational information, and which now has a small clearing house service for the Department of State and FOA programs for visitors to the U.S., should be assigned the clearing house responsibility. Cooperation should be required by agencies responsible for all programs financed by the U.S. Government, including international educational programs and other international programs that have educational components which are supported by funds appropriated by the U.S. Congress.

F. Steps Should be Taken to Enable Operating Agencies Better
to Utilize the Technical Competence of the Permanent
Departments of Government.

It is recommended that a study be conducted to determine the most
acceptable agency relationships and organizational patterns within
agencies which will permit the best interests of the government to
be served. It is essential that there be a maximum utilization of
the investment in existing U.S. technical knowledge and skills in the
solution of overseas education problems. It is understood that a
Hoover Commission Task Force on Overseas Economic Operations is
now considering this situation. Hopefully, a method will be proposed
preserving the desirable features of centralization and providing
for the greatest utilization of the technical competence of the
permanent agencies of government.

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G. U.S. Government Support for Multilateral Programs
Should Be Continued.

It is believed proper that U.S. participation in the United Nations Expanded Program of Technical Assistance be continued at approximately the present programmed levels and not to exceed 50 per cent of the total contribution by the several governments, and that program planning and accomplishments would be improved if authorization for support of these agencies could be placed on a five-year basis. Similarly, the activities of the other International Governmental Educational organization should continue to receive U.S. support to an extent at least equal to FY 1955 program estimates....

It would appear that these agencies have much to contribute to each other from their experience in the solution of technical problems. Cooperation among them and with U.S. Government agencies operating similar programs should be stimulated. An analysis of area needs, problems faced in meeting these needs, operating methods and program accomplishments of the several international agencies, particularly the smaller regional agencies by U.S. technical experts is suggested as a device to commence activities leading toward cooperative action.

H. In Furtherance of U.S. Foreign Policy Aims Education Programs
Should be Considered in Relation to Other International
Programs to Assure Integrated Effort Among All Agencies to
Win the Uncommitted People of the Free World to Our Side.

It is recommended that education programs be coordinated with other U.S. Government foreign programs on a country-by-country basis by a review of operating proposals at the planning stage in the OCB or the NSC. This would lead to proper emphasis and direction of effort of all international programs in terms of U.S. and foreign country objectives so that all U.S. public agencies operating in those countries would strive for the achievement of common objectives....

3. FEDERAL ACTIVITY IN THE FIELD OF EDUCATION. 1955.

The Special Subcommittee on Education of the Committee on Education and Labor, House of Representatives, 83d Congress, was appointed in June 1954 to conduct a thorough study and investigation of the extent of Federal activity in the field of education.

Of the five recommendations submitted, one dealt with international education:

4. International educational programs should be under the operational supervision and direction of the Secretary of the Department of Health, Education, and Welfare."

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4. REPORT ON OVERSEAS ECONOMIC OPERATIONS. 1955.

The Commission on Organization of the Executive Branch of the
Government was established in accordance with Public Law No. 83-108.
An investigation into the field of mutual security was undertaken by
a task force appointed by the Commission in response to the wish of
certain congressional members of the Commission.

The Congress had determined by the Mutual Security Act of 1954
that the Foreign Operations Administration should be ended as an in-
dependent agency. President Eisenhower had proposed establishment
of a semi-autonomous agency - the International Cooperation Agency -
in the Department of State to carry out the functions of the Foreign
Operations Administration.

The task force recommended that the Director of the International Cooperation Administration "would have in the main a coordinating and planning function and not in the main an operational function. This can be accomplished by having existing live agencies perform many of the operating activities subject to central planning and coordination."
Two of the recommendations are quoted below:

Recommendation 1:

a. That the Secretary of State, through the Director of the International Cooperation Administration, maintain strong control of the function of developing policies, objectives, and programs for nonmilitary foreign aid with respect to each country for which such aid is authorized; and, wherever advantageous and economical to do so, make full use of the staffs and facilities of the various departments and agencies of government on a reimbursable basis to perform activities in connection with these programs. At the same time, the Secretary of State should establish an inspection service to insure complete adherence to the policies, objectives, and programs for each country as defined by him.

b. That the Director of the International Cooperation Administration should be responsible for the preparation of the budget and the accountability of all funds for nonmilitary foreign aid programs which should be appropriated to and expended by the Department of State, and should report to the Congress the expenditures made.

c. That the different agencies in many cases will be able to discharge their duties from their present staffs, but if they should require additional staff, they should be free to obtain it from any quarter.

d. That the overseas nonmilitary personnel of United States agencies be subject to the line authority and direction of the United States Chief of Diplomatic Mission in each country.

country.

d. That the overseas nonmilitary personnel of United States agencies be subject to the fine authority and direction of the United States Chief of Diplomatic Mission in each country.

e. To obtain it from any quarter, they should require additional staff; they should be free to discharge their duties from their present staff; but if

made. Of State, and should report to the Congress the expenditures which should be appropriated to and expended by the Department accountability of all funds for nonmilitary foreign aid programs should be reasonable for the preparation of the budget and the

p. That the Director of the International Cooperation Administration objectives, and programs for each country as defined by him, same time, the Secretary of State should establish an inexact- perform activities in connection with these programs. At the and agencies of Government on a reimbursable basis to use of the staff and facilities of the various departments wherever advantageous and economical to do so, make full each country for which and aid is authorized; and, and programs for nonmilitary foreign aid with respect to control of the function of developing policies, objectives, International Cooperation Administration, maintain strong

Recommendation 1:

Two of the recommendations are quoted below:
the operating activities subject to central planning and coordination.
can be accomplished by having existing five agencies perform many of planning function and not in the main an operational function. This Cooperation Administration should have in the main a coordinating and

The task force recommended that the Director of the International Operations Administration.
in the Department of State to carry out the functions of the Foreign of a semi-autonomous agency - the International Cooperation Agency - dependent agency. President Ford proposed establishment that the Foreign Operations Administration should be based at an in-

The Congress had determined by the Mutual Security Act of 1924, certain congressional members of the Commission.
a task force appointed by the Commission in response to the wish of An investigation into the field of mutual security was undertaken by Government are established in accordance with Public Law No. 83-108.
The Commission on Organization of the Executive Branch of the

4. REPORT ON OVERSEAS ECONOMIC OPERATIONS, 1929.

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Recommendation 10:

That subject to recommendation No. 1, the conduct of all activities of the Foreign Operations Administration in the field of health and education be administered, to the greatest extent possible, by the Department of Health, Education, and Welfare (this does not include the activities under the Fulbright and Smith-Mundt Acts).

5. Morrill, James L. A PROPOSAL FOR THE COORDINATION OF THE EXCHANGE OF PERSONS PROGRAMS OF THE INTERNATIONAL EDUCATIONAL EXCHANGE SERVICE AND OF THE INTERNATIONAL COOPERATION ADMINISTRATION. 1956.

CONCLUSIONS:

Two paramount conclusions emerge from the study which define the need for, and the general character of, my recommendations. These are:

1. Authoritative coordination of the two programs which have developed independently but which are rapidly merging in fact, is needed in all common sense. The "grey area", the area of overlap, duplication and competition urgently requires attention.

2. The time has clearly come for an upgrading of U.S. exchange activity in governmental, Congressional, American public and foreign consciousness. There is not only the plainly necessitous task of coordination to be undertaken, but also the function of leadership and governmental spokesmanship in elevating cultural and technical exchange to the level of a major instrument of American influence and assistance in international affairs.

RECOMMENDATIONS

It is recommended that the Department of State appoint a Coordinator for Cultural and Technical Exchange working, of course, in cooperation and agreement with the International Cooperation Administration.

The Coordinator should occupy a new position with the title and rank of Assistant Secretary of State.

Alternatively, however, the Coordinator might be appointed as a Special Assistant to the Secretary, or the Under Secretary, with the rank but not the title of Assistant Secretary--if this seems more feasible and preferable to the Department.

more desirable and preferable to the Department. The rank but not the title of Assistant Secretary--in this sense as a Special Assistant to the Secretary, or the Under Secretary, with Alternatively, however, the Coordinator might be appointed

Administration.
In cooperation and agreement with the International Cooperation
Coordinator for Cultural and Technical Exchange working of course,
It is recommended that the Department of State appoint a

RECOMMENDATIONS

In international affairs:
Institution of American Fulfillment and assistance
and technical exchange to the level of a major
and governmental embassies in elevating cultural
to be undertaken, put also the function of leadership
is not only the plainly necessary task of coordination
American public and foreign nationals. There
U.S. exchange activity in Governmental, Congressional,
and technical attention.

The title has clearly come for an amplating of
required attention.
Overish, duplication and competition urgently
common sense. The "grey area", the area of
are rapidly merging in fact, is needed in all
which have developed independently but which
Authoritative coordination of the two programs
need for, and the General character of, my recommendations. These are:
Two paramount concerns emerge from the study which define the

CONCLUSIONS:

SERVICE AND OF THE INTERNATIONAL COOPERATION ADMINISTRATION, 1939.
OF SERIOUS PROGRAMS OF THE INTERNATIONAL EDUCATIONAL EXCHANGE
5. Merrill, James F. A PROPOSAL FOR THE COORDINATION OF THE EXCHANGE
the activities under the Fulbright and Smith-Mundt Act).

Department of Health, Education, and Welfare (this does not include
education be administered to the greatest extent possible, by the
of the Foreign Operations Administration in the field of health and
That subject to recommendation No. 1, the conduct of all activities
Recommendation 10:

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-8-

The establishment of such a position and the appointment to it
of an outstanding person seems to me to be the only practicable
solution to the present unsound and unsatisfactory situation. In
the course of this study, I have reviewed, I believe, all possible
alternatives for solving the problem.

Under this proposal the Coordinator would have clearly defined
responsibilities by authority of the Secretary of State. His role
would be that of coordination (unless the Department of State should
determine to give him line authority over IES). It is not recommended
that he have line operational authority over ICA exchange activities.
But his functions would include the following:

1. Providing, in behalf of the Secretary, an authoritative administrative focus for joint ICA-IES policy and planning, country by country, for exchange activities.

2. Coordinating the budgetary requirements of the two programs in such a way as to ensure that the total exchange program and its implications are clearly understood by the Bureau of the Budget and the Congress.

3. Assuring conformity with agreed joint policy and planning by the operational staffs of ICA and IES.

4. Stimulating increased exchange activities by private agencies and taking account of these in the lessened or augmented planning of governmental exchange.

5. Developing explicit assignment of responsibility to IES and ICA of categories of outgoing and incoming exchange personnel so that the work of the two agencies will not overlap but will complement and supplement each other in a well planned pattern of cooperation.

6. Organizing the cooperation of ICA and IES staffs in the joint placement, orientation and scheduling of certain categories of outgoing and especially incoming exchange personnel in both programs at educational institutions, governmental and other agencies, private institutions and the like.

7. Taking special cognizance of the ICA "college contract" enterprise in order to coordinate the relevant IES cultural exchange resources with the technical activities of ICA as carried out under this college contract program.

The college contract program.

Technical activities of ICA are carried out under relevant IES cultural exchange resources with the contract enterprise in order to coordinate the Taking special compliance of the ICA college.

6. Organizing the cooperation of ICA and IES staffs
planned pattern of cooperation.
complement and supplement each other in a well
of the two agencies will not overlap but will
incoming exchange personnel so that the work
to IES and ICA of categories of outgoing and
Developing explicit assignment of responsibility

7. In the concerned or augmented planning of private agencies and taking account of these stimulating increased exchange activities by and IES.

3. Ensuring conformity with agreed joint policy and planning by the operational staffs of ICA and IES.

4. Stimulating increased exchange activities by private agencies and taking account of these planning of governmental exchange.

In the concerned or augmented planning of
private agencies and taking account of these
planning pattern of cooperation.

Budget and the Congress.

Are clearly understood by the Bureau of the
the total exchange program and the implications
two programs in such a way as to ensure that
Coordinating the budgetary requirements of the
country for exchange activities.

ICAO-IES policy and planning, country by
authoritative administrative focus for joint
cooperation.

1. Providing in default of the Secretary, an
under this proposal the Coordinator would have clearly defined
alternatives for solving the problem.

The course of this study. I have reviewed, I believe, all possible
solutions to the present unound and unauthoritative situation.
In
of an outstanding person same to me to be the only practicable
under this proposal the Coordinator could have clearly defined
alternatives for solving the problem.

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8. Developing in cooperation with ICA and IES a pattern and procedure in countries where both ICA and IES operate exchange programs whereby coordination can be effected vis-a-vis Washington including procedures for a more effective follow up on the activities of foreign nationals who have been in the United States under the auspices of one or the other of the programs.

It seems evident that the success of the recommended planned pattern of cooperation between the two programs will depend in part on an increase in the funds presently available for the IES program. This could be accomplished either through an increase in the IES appropriation or through some budgetary transfer arrangement effected between IES and ICA.

6. GOVERNMENT PROGRAMS IN INTERNATIONAL EDUCATION (A SURVEY AND HANDBOOK). 1959.

This report was prepared by the International Operations Subcommittee in order to fill the need for an ordered body of information on the number and types of government programs currently in operation. The hope was to thereby create a basis for evaluation of government activities in the field of international education.

The core of evaluation presented here is this: "It seems clear that there is not only the lack of overall policy and the lack of an overall coordinating agency but even a lack of comprehensive, organized information on what all the agencies of the Government have been doing in this field."

7. Cater, Douglass C. WORLD PROGRESS THROUGH EDUCATIONAL EXCHANGE: THE STORY OF A CONFERENCE. 1959

## RECOMMENDATIONS

1. Partnership between government and private groups is essential. Both must be prepared to contribute increased effort and finances.

2. Government's role needs continual examination to make certain it is being effectively administered.

At the conference, Senator Mundt proposed a Department of International Public Relations to be charge with all government cultural and educational exchanges, as well as the information programs.

Public Relations to be charged with all Government cultural and educational

3. Government's sole needs continual examination to make certain it is being effectively administered.

1. Partnership between Government and private groups is essential. Both must be prepared to contribute increased effort and finances.

## RECOMMENDATIONS

STORY OF A CONFERENCE, 1929

7. Ceter, Duesize C WORLD PROGRESS THROUGH EDUCATIONAL EXCHANGE: THE

this field."

information on what all the agencies of the Government have been doing in overall coordinating agency but even a lack of comprehensive, organised that there is not only the lack of overall policy and the lack of an

This core of evaluation presented here is this: "It seems clear

thereby create a base for evaluation of government activities in the and types of government programs currently in operation. The base was to in order to fill the need for an ordered body of information on the number in the funds presently available for the IE2 program. This could be ac-

8. GOVERNMENT PROGRAMS IN INTERNATIONAL EDUCATION (A SURVEY AND HANDBOOK), 1929.

some budgetary transfer arrangement effected between IE2 and ICA, completed either through an increase in the IE2 appropriation or through in the funds presently available for the IE2 program. This could be ac- of cooperation between the two programs will depend in part on an increase

It seems evident that the success of the recommended planned pattern programs,
the aspects of one or the other of the
who have been in the United States under
on the activities of foreign nations
procedures for a more effective follow up
effected areas such as Washington including
programs whereby coordination can be
where both ICA and IE2 operate exchange
IE2 a pattern and procedure in countries
3. Developing in cooperation with ICA and

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8. THE FEDERAL GOVERNMENT IN INTERNATIONAL EDUCATION. 1960.

CONCLUSIONS

1. The Secretary of the Department of Health, Education, and Welfare should be directly represented at the highest level of policy formulation and program planning for any aspect of foreign policy in which education is an objective of the major means to achieve an objective.

2. The Department of Health, Education, and Welfare and the Office of Education should have primary and direct operating responsibility for Federal international programs that are basically educational in substance and in purpose, and for those portions of other international programs that affect directly the cause of education and call for primarily educational competence.

3. The Department of Health, Education, and Welfare (Office of Education) should have explicit responsibility for serving the government as a source of information on all Federal international education activities and as an advisory unit to all other Federal agencies whose international activities involve the use of American educational facilities and staff.

RECOMMENDATIONS

1. There should be established an interdepartmental committee on international education policy to advise the Secretary of State on the use of education as an instrument of foreign policy.

2. The Department of Health, Education, and Welfare and the Office of Education should be designated by statute to have primary and direct operating responsibility for Federal international programs that are basically educational in substance and purpose and for those portions of other international programs that affect directly the cause of education and call for primarily educational competence.

3. The Department of Health, Education, and Welfare (Office of Education) should be given explicit responsibility for serving the government as a source of information on all international education activities and as an advisory unit to all other Federal agencies whose international activities involve the use of American educational facilities and staff.

the use of American educational facilities and staff.
federal agencies whose international activities involve
education activities and at an advisory level to all other
the government as a source of information on all international
Education) should be given explicit responsibility for serving

3. The Department of Health, Education, and Welfare (Office of
   and call for primarily educational competence,
national programs that affect directly the cause of education
   assistance and purpose and for those portions of other inter-
   international programs that are practically educational in
   have primary and direct operating responsibility for Federal
   Office of Education should be designated by statute to

2. The Department of Health, Education, and Welfare and the
   policy.
   State on the use of education as an instrument of foreign
   on international educational policy to advance the Secretary of

RECOMMENDATIONS

involve the use of American educational facilities and staff,
to all other Federal agencies whose international activities
international education activities and at an advisory level
the Government as a source of information on all Federal
Education) should have explicit responsibility for serving

3. The Department of Health, Education, and Welfare (Office of
   educational competence,
directly the cause of education and call for primarily
   those portions of other international programs that affect
   practically educational in assistance and in purpose, and for
   responsibility for Federal international programs that are
   Office of Education should have primary and direct operating

major means to achieve an objective.
1. The Secretary of the Department of Health, Education, and
   Welfare should be directly represented at the highest level
   of policy formulation and program planning for any subject

CONCLUSIONS

8. THE FEDERAL GOVERNMENT IN INTERNATIONAL EDUCATION, 1960.

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9. THE UNIVERSITY AND WORLD AFFAIRS. 1960.

RECOMMENDATIONS

Universities and Colleges

1. All American institutions of higher learning should make studies of world affairs an important and permanent dimension of their undergraduate programs.

2. All American universities should improve the competence of their graduate and professional schools to teach and to conduct research on international aspects of their disciplines and professions.

3. Many universities (more than at present) should become diversified centers of strength to train specialists in world affairs for careers in teaching and other professions, government and business; to undertake research; to exercise leadership in language-training and linguistics; to prepare teaching materials for all levels of education; and to open the perspectives of scholarship to other institutions and to adult citizens in their communities.

4. Most universities and colleges have students and scholars from other countries. These institutions need to develop special educational programs fitting the needs of their foreign guests.

5. Many universities and colleges would benefit from undertaking cooperative activities with educational institutions in other countries. A few should undertake programs of assistance to educational institutions overseas.

6. Universities that undertake a wide range of programs in world affairs, at home and abroad, face complex problems of management. Their faculties and administration alike need to develop long range priorities and plans in order to make the most effective use of their scarce resources and make possible the balanced, yet flexible, growth of the total university educational program.

The Federal Government

7. The Congress and the Executive should support, on a continuing and flexible basis, university and college programs to improve the education of Americans in world affairs. The National Defense Education Act provides a modest precedent for the kind of support that is needed. Support should not

1. The Congress and the Executive should support, on a continuing and flexible basis, university and college programs to improve the education of Americans in world affairs.

## The Federal Government

c. Universities that undertake a wide range of programs in to educational institutions overseas. countries. A few should undertake programs of assistance cooperative activities with educational institutions in other countries. Many universities and colleges would benefit from undertaking foreign studies.

2. Many universities and colleges would benefit from undertaking cooperative activities with educational institutions in other countries. A few should undertake programs of assistance

3. Most universities and colleges have students and scholars from other countries. These institutions need to develop special educational programmes fitting the needs of their

adult citizens in their communities. the perspectives of scholarship to other institutions and to teaching materials for all levels of education; and to open leadership in language-training and linguistics; to prepare government and business; to undertake research; to exercise world affairs for careers in teaching and other professions, diversified centers of strength to train specialists in

4. All American universities should improve the competence of their graduate and professional schools to teach and to conduct research on international subjects of their disciplines and professions.

5. All American universities should improve the competence of their undergraduate programs. studies of world affairs an important and permanent dimension of American institutions at higher learning should make

## Universities and Colleges

### RECOMMENDATIONS

8. THE UNIVERSITY AND WORLD AFFAIRS, 1990.

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be limited to foreign language and area studies, but should be extended to other studies where greater American competence is needed in the national interest. Support should be related to university activities overseas so that domestic and foreign programs are mutually strengthened.

8. The Congress and the Executive should give much more emphasis to education in programs of foreign assistance. Requests to American universities for participation in overseas activities should be limited to educational tasks for which the universities are specially suited.

9. The Congress and the Executive in authorizing and administering programs that bring foreign nationals to our universities and colleges or enable American teachers and students to go abroad should seek to strengthen the participating educational institutions.

10. Government programs for educational cooperation and assistance abroad will be more effective when the government: provides funds on a long-term basis to support the varied university activities of training and research that will enable universities to operate effectively overseas as educational institutions; enables cooperating universities to participate at an early stage of planning programs they are asked to carry out; respects university autonomy to the fullest extent compatible with responsibilities of government for overall development programs overseas.

## State Governments

11. State Legislatures and Executives should recognize that world affairs are of direct economic and political importance to the people of their states, and that programs in world affairs are in integral part of any university or college and are correspondingly eligible for and deserving of support from state funds.

## Foundations

12. Private foundations should assist the universities and colleges to achieve more adequate programs in world affairs.

## Private Enterprise

13. Like American education, American private business enterprise has a great and growing stake in international matters.

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Organizing for Educational Leadership

14. Improved educational leadership and machinery for cooperation is needed both within the government and outside the government among the many American institutions concerned with the role of the university in world affairs.

15. A new private organization should be created to strengthen the educational leadership of American universities and colleges in world affairs.

16. In the federal government, the up-grading of educational competence at all levels is indispensable and overdue. In order to manage properly the enlarged role of the government in this field, the attention of the government agencies concerned needs to be focused on more effective use of university resources in program planning and implementation, and on the provision of government support to help build university competence in world affairs. The following additional steps are urged for consideration in plans for government organization and legislation:

a. In the Department of State, enhancement of the authority and functions of the Special Assistant to the Secretary for the Coordination of International Educational and Cultural Relations.

b. Upgrading the authority and competence of the Office of Education in the field of support to American higher education for world affairs activities.

c. Designation by the president of the field of higher education and world affairs as an area of special concern for one of his assistants and as an area requiring special arrangements for coordination among the Cabinet officers concerned -- such as the Secretary of State and the Secretary of Health, Education, and Welfare or the Director of the Bureau of the Budget, and the head of the International Cooperation Administration or any successor agency.

The following recommendations pertain to the major Federal agencies concerned with universities and world affairs.

ICA should move more rapidly toward increased emphasis on educational development. The university contract is an effective instrument to marshal the resources of the universities for programs of educational assistance. This contract relationship, however, can be improved to provide the autonomy and flexibility appropriate to the university's participation with government in a cooperative undertaking. Universities should be brought in at an earlier stage of planning. Greater care should be exercised in choosing overseas

planning. Greater care should be exercised in choosing overseas
underwriting. Universities should be brought in at an earlier stage of
to the university, a participation with government in a cooperative
can be improved to provide the autonomy and flexibility appropriate
of educational assistance. This contract relationship, however,
instrument to marshall the resources of the universities for programs
educational development. The university contract is in effective
IGA should move more rapidly toward increased emigration of

agency.

national cooperation administration or any successor
Bureau of the Budget, and the head of the Inter-
Education, and Welfare, or the Director of the
Secretary of State and the Secretary of Health,
among the Cabinet officers concerned - such as the
requiring special arrangements for coordination
concern for one of his assistants and as an area
education and world affairs as an area of special
designation by the president of the field of higher

of Education in the field of subject to American
upgrading the authority and competence of the Office

to the Secretary for the Coordination of Inter-
authority and functions of the Special Assistant
in the Department of State, enhancement of the

and legislation:
are urged for consideration in plans for Government organization
competence in world affairs. The following additional steps
provision of Government support to help build university
sources in program planning and implementation, and on the
needs to be focused on more effective use of university re-
search, the attention of the Government agencies concerned
to manage properly the enlarged role of the Government in this
benefit at all levels is indispensable and overdone. In order

16. In the federal Government, the up-grading of educational colleges in world affairs.
17. A new private organization should be created to strengthen the role of the university in world affairs.

18. Improved educational leadership and machinery for cooperation
is needed both within the Government and outside the Government
among the many American institutions concerned with
the role of the university in world affairs.

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projects appropriate for university contracts and in finding the
appropriate university for a particular overseas contract or participant
training assignment. The contract or the participant training agreement
should serve also to build the university's own resources by improving
its competence in teaching and research. Universities selected need
to have an assurance of continuity in the ICA program itself which is
essential to permit the university to make necessary long-term com-
mitments for staff and facilities and which cannot be derived solely
from lengthening particular contracts. Lastly, financial and account-
ing provisions in the contract arrangements should be further simplified.

Bureau of Educational and Cultural Affairs (Department of State)

The educational exchange programs of the Department of State are
peculiarly appropriate instruments for the mutual enrichment of American
and overseas universities. In order to be fully effective, however,
the selection and placement processes should put more emphasis on
strengthening the educational institutions of the overseas society
and the participating American universities. Additional funds are
required for this purpose.

U. S. Office of Education

The provisions of Title VI of the National Defense Education
Act for the support of language and area studies in American universities
are now the principal source of language and area studies in American
universities are now the principal source of federal funds to build
centers of strength for these activities in the universities. The
scope of the NDEA should be greatly expanded to provide further support
for the world affairs activities of universities, including institutional
grants to develop needed resources.

Department of Defense (Military Assistance Program)

The use of universities in the Military Assistance Program should
be expanded beyond its present very narrow limits, along the lines
recommended in the Draper Report, to provide broad-gauge instruction
in political science, public administration and related subjects,
for limited numbers of senior officers of friendly foreign military
forces; to help train instructors and organize training centers to
prepare foreign military forces for work on economic development projects;
and to give university-level instruction to U.S. officers about to be
assigned to Military Assistance Advisory Groups or to other positions
requiring special world affairs background. In this expansion, however,
the universities should be careful not to accept short-term assignments
inconsistent with their basic functions.

inconsistent with their basic functions.
the universities should be careful not to accept short-term assignments requiring special world affairs background. In this expansion, however, assigned to Military Assistance Advisory Group or to other positions and to give university-level instruction to U.S. officers about to be prepare foreign military forces for work on economic development projects; forces; to help train instructors and organize training centers to for limited numbers of senior officers of friendly foreign military in political science, public administration and related subjects, recommended in the Dragon Report, to provide broad-range instruction be expanded beyond its present very narrow limits along the lines the use of universities in the Military Assistance Program should

## Department of Defense (Military Assistance Program)

Grants to develop needed resources.
for the world affairs activities of universities, including institutional scope of the NDEA should be greatly expanded to provide further support centers of strength for these activities in the universities. The universities are now the principal source of federal funds to build are now the principal source of language and area studies in American Act for the support of language and area studies in American universities.
The provisions of Title VI of the National Defense Education

## U. S. Office of Education

required for this purpose.
and the participating American universities. Additional funds are strengthening the educational institutions of the overseas society the selection and placement processes should put more emphasis on and overseas universities. In order to be fully effective, however, beneficially appropriate instruments for the mutual enrichment of American The educational exchange programmes of the Department of State are

## Bureau of Educational and Cultural Affairs (Department of State)

ing provisions in the contract arrangements should be further amended from financing particular contracts. First, financial and account- ments for staff and facilities and which cannot be derived solely essential to permit the university to make necessary long-term com- to have an assurance of continuity in the ICA program itself which is its competence in teaching and research. Universities selected need should serve also to build the university's own resources by improving training assignment. The contract or the participant training agreement appropriate university for a particular overseas contract or particular overseas projects appropriate for university contracts and in finding the

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10. REPORT OF TASK FORCE ON "EXCHANGE OF PERSONS." 1961.

## EXCERPTS

### "Action Center"

This kind of effective action by Government is achieved through the establishment of an action center, that is, a post which is given sufficient backing by the President and his Cabinet to activate, stimulate, and coordinate varied programs in different governmental departments and agencies. By virtue of the signal importance given this position in the achievement of far-reaching national objectives, it should be possible to find a person of real stature--imaginative, thoughtful and capable--to take such a position.

### Under Secretary of State

This strong position could be established in the Department of State, as an Under Secretary (or Deputy Under Secretary) of State for Educational and Cultural Affairs, or it could be set up in the Executive Office of the President, as an Executive Assistant for International Educational and Cultural Affairs. For many reasons, including our awareness of the great interest of the incoming Secretary of State in this area, we favor placing it in the Department of State, in line with the first alternative offered above.

### Separate Coordination from Operation

If established as an Under Secretary (or Deputy Under Secretary) of State for Educational and Cultural Affairs, we caution against perpetuation of the present arrangement in which the Special Assistant to the Secretary of State for the Coordination of International Educational and Cultural Affairs in the Department of State and the officer who is expected to coordinate all government programs operating through many different departments and agencies (e.g., State, ICA, USIA, HEW, Agriculture, etc.). It is our observation that this officer could not coordinate other departments while heading the operations of one department, and that he had insufficient power to coordinate. He was unable to coordinate effectively programs outside his own department unless the agency operating them chose to be coordinated.

### Commission

In order to give strength to the coordinated educational, technical and cultural exchange program of the United States, we recommend the creation of a new Advisory Commission on Educational Exchange. The new commission would advise the new Under Secretary.

This presidentially appointed citizen body can most easily be established through legislation to amend Public Law No. 402 which created the existing U.S. Advisory Commission on Educational Exchange.

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a. The amendment should broaden the scope of the Commission to include the full spectrum of educational exchange and development, with special reference to the establishment of mutually fruitful relations with the private agencies;

b. The amendment should give authority for the Commission to assemble ad hoc consultant panels for short-term consideration of particular problems, with a member of the Commission serving as chairman of each of the panels so convened (and, in appropriations legislation, provide funds for the operation of these consultant panels);

c. The amendment should expand the membership from five to nine in order to get a more representative group of persons who have knowledge of and experience in the varied operations of exchange and development programs in the United States and abroad; the requirement that they have particularly political party affiliations should be eliminated; and

d. The amendment should authorize an adequate staff for the Commission.

If presidential leadership is provided, and a strong action position is established and well-filled, then one could deal with the specific operational proposals which are seen as being important to the success of the program.

## Use Foreign Currency

We recommend that the President request of the Bureau of the Budget immediate action toward utilizing for international educational and cultural purposes more foreign currency accumulated from agricultural sales and loans. These holdings constitute a capital asset of the American people through which should be created a Mutual Educational and Cultural Cooperation Fund (a "Kennedy plan" similar in impact to the Marshall Plan).

## Educational Development

Combined with increased dollar appropriations, the foreign currency holdings would provide ample funds for local expenditures in many of the principal areas of the world where educational and cultural development programs are most in need of expansion. The funds could be used to assist financing, not only of U.S. Government programs but of U.S. university and other private educational programs abroad (university-to-university programs, graduate area-study centers abroad, student and "youth corps" activities, etc., etc.).

## Program Requests: Foreign Currencies

Therefore, we recommend that departments and agencies of Government conducting educational, cultural, and technical and cooperation programs (State, ICA, USIA, Agriculture, HEW, etc.) be requested immediately to submit to the Department of State program proposals to be financed from these foreign currencies, making maximum cooperative use of private agencies to provide program services.

## Supplemental Dollar Requests

These foreign currencies are not available in some parts of the world most in need of assistance, such as Africa, for example, and accompanying dollar expenditures are necessary to support their most effective use. Thus, we recommend that departments and agencies of Government conducting educational, cultural, and technical cooperation programs (as noted above) be requested immediately to submit supplemental dollar proposals for fiscal year 1962 for programs urgently needed and now excluded from the budget request to be submitted by President Eisenhower.

## Strengthen Private Sector

Educational institutions, foundations and other private agencies now carry the largest part of the total American program or educational and cultural cooperation. Their direct services to students and visitors are the "cutting edge" of the program. They are increasingly pressed to expand their services to American students and others. There is a desperate need for more dollars to strengthen these institutions so that they may improve and expand their indispensable contributions.

## Alternative Ways to Aid

New Appropriations must be authorized. They could be administered either by the Department of State, and by other governmental agencies, or through a new government-aided foundation especially established for this purpose.

Therefore, legislation was recommended in regard to:

### Foreign Students

a. authorize matching grants to universities and colleges, for counseling, orientation to American life, English language training, and other assistance to foreign students, 90 percent of whom are not sponsored nor financed by the U.S. Government

b. authorize matching grants to local organizations for direct expenses incurred in programing sizable numbers of U.S. Government-sponsored, short-term foreign visiting leaders and specialists

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## Real Costs of Education

c. reimburse the educational institutions (on the pattern of the original G. I. bill) for the real costs of educating U.S. Government-sponsored foreign students and ICA participants, to the extent that these costs exceed normal tuition fees

## Emergency Aid

d. provide funds to universities, colleges, and other selected organizations for emergency assistance to superior non-Government sponsored foreign students to help them reach a nearly attained academic objective (along the lines of the precedent established through the former Chinese student emergency aid program from 1950 to 1954); and

## Foreign Scholars

f. provide funds to universities to enable them to bring foreign visiting scholars and graduate students for teaching, research and study; (e.g., either in order to bring strategic individuals who might not accept a direct U.S. Government grant, or to help them replace a faculty member released for service in a less developed country with one from a more highly developed country).

## Action Needed

Action needed to implement this recommendation is legislation, either directing the Secretary of State or creating a new Government-aided foundation especially established, to administer--

a. matching grants to universities for special services to foreign students;

b. matching grants to local organizations for special expenses for programing Government-sponsored short-term visitors;

c. funds to reimburse universities for the real costs of educating Government-sponsored foreign students and ICA participants;

d. grants to universities and other selected organizations for emergency assistance to superior foreign students; and

e. grants to enable universities to bring selected foreign scholars.

-19-

Technical Irritants

Agencies of Government need to take seriously the minor
technical irritants which inhibit the most effective operation of
exchange programs and move vigorously to remedy them. We recommend
that the Secretary of State undertake the revision of regulations
and the proposal of new legislation, where necessary, to--

Immigration Law

a. revise visa provisions in order to place the spouse and minor children of a foreign scholar on the same visa as he, and to extend the employment privileges of foreign scholars;

Social Security

b. change social security withholding tax provisions to exempt foreign scholars who never can achieve social security benefits; and

Visitor Per Diem

c. increase and make uniform per diem stipends for living expenses for short-term foreign visitors sponsored by different Government agencies.

Viewpoints

The preparation of the report has led us to a number of view-
points which we wish to state. These recommendations do not embody
the immediacy and urgency criteria which we have tried to apply
to the foregoing.

Youth Corps

a. In view of the large resources in many parts of the American citizenry--younger people, minority groups, educators, and others--from which persons could be selected for service in less-developed countries, we urge careful attention to the selection, orientation and, particularly, the supervision and use of such people to the end that their service clearly benefit the peoples toward whom it is extended.

Youth Corps

b. The very fruitful Fulbright programs have been developed through binational agreements based upon the chance availability of foreign currencies. We consider this an inadequate basis for directing our national efforts for educational exchange and recommend the development of means to extend these binational programs using better criteria.

## More U.S. Institutions

c. We recommend that agencies of Government encourage participation of all qualified U.S. institutions of higher education in cultural cooperation programs.

## Development Needs

d. In exchange with the less-developed countries, give priority to the selection of people whom these countries need for the development of indigenous institutions consonant with their national development goals.

## U.S. Agencies

e. Explore possibilities for the effective expansion of educational exchange and technical assistance programs through intergovernmental agencies: UN, OAS, etc.

## Research

f. Research on the method of educational, technical, and cultural exchanges should be supported by the agencies operating educational and cultural exchange programs.

11. EXTRACTS FROM THE CONCLUSIONS OF THE PRESIDENT'S COMMITTEE ON INFORMATION ACTIVITIES ABROAD. 1961.

## Foreign Educational Development

Through various programs and agencies, the U.S. Government is already providing considerable help to education and training abroad, particularly to persons in the less developed countries. These programs, though valuable, are diffuse and frequently not readily identifiable with the United States. They are subordinate elements of agencies and activities directed principally to other things. They have no single voice or general leadership. They are not based on a coherent and avowed overall policy or legislative enactment. They therefore fail in large part to realize their great symbolic value in identifying the United States clearly with one of the universal human ideals -- education.

The Committee feels there is need to move with conviction in giving new accent to our assistance to foreign education. This should be made concrete in the form of a new declaration of policy in support of long-term assistance to foreign educational development by the President and the Congress.

Presidents and the Congress.

of four-term assistance to foreign educational development by the
be made complete in the form of a new declaration of policy in abou-
ting new access to our assistance to foreign education. This should
The Committee feels there is need to move with conviction in
ideala -- equation.

Identifying the United States clearly with one of the universal human
therefore fail in itself but to result their great ampelous arise in
cohesent and avowed overall policy or legislative enactment. They
have no simple notes or general senseriblity. They are not based on a
of sciences and activities directed principally to other things. They
identify with the United States. They are subordinate elements
programs, though asable, are distinct and traditionally not readily
perceptibly to persons in the least developed countries. These
fascist breathing considerable help so education and training abroad,
through various programs and agencies, the U.S. Government is

INFORMATION ACTIVITIES AROUND 1961.

operating educational and cultural exchange programs.
cultural exchanges should be supported by the agencies
f. Research on the method of educational, technical, and

Research!

OVR, etc.
programs through intergovernmental agencies: U.S.
et. Explores opportunities for the effective expansion
of educational exchange and technical assistance

U.S. Agencies

component with their national development goals.
need for the development of indigenous institutions
priority to the selection of people whom these countries
f. In exchange with the least-developed countries, five

Development Needs

of higher education in cultural cooperation programs.
participation of all qualified U.S. institutions
c. We recommend that agencies of Government encourage

More U.S. Institutions

-10-

-21-

The proposed program might include the continuation or initiation
of such projects as the following:

1. Assistance in building and equipping model schools, laboratories and libraries as visible symbols of American help;

2. The creation of new regional institutions and training centers in public administration, agricultural technology and the management of enterprises;

3. The development of large mobile training centers to provide basic skills in health, agriculture, and mechanical trades to thousands of trainees at a time;

4. The mounting of experiments in the use of television to spread literacy and teach basic skills on a large scale;

5. The contribution of funds for "opportunity scholarships" to enable talented young people from all social classes in some of the less developed countries on the basis of open competition to acquire an education in their own country;

6. A major program for the training of teachers from the less developed countries and the establishment of teacher training institutes in those countries;

7. A program of training and orientation for young Americans who would spend a period abroad performing basic tasks such as teaching in elementary schools, working in the civil service, and acting as staff assistants in village development programs.

To carry out such a program one possible approach would be the
creation of a new quasi-independent foundation for international
educational development. Such a body could give the program visibility
and leadership and help to link together government, university, and
private foundation efforts.

An adequate program of assistance to foreign educational develop-
ment will require substantial funds over and above those currently
available for such purposes.

available for such purposes.

An *adequate* program of *assistance* to foreign *educations* developed will require *undertakings* over and above those currently made with the government of the new *disaffiliated* *compensation* for international creation of a new *disaffiliation* program. Such a program could give the program *vitality* and *renewal* and help to further *government*, *university* and educational development. Such a program could give the program *vitality* and *renewal* and help to further *government*, *university* and educational development.

assistance in *affiliating* development programs.

working in the civil service, and acting as a staff
*state* force such as are *seating* in elementary schools,
Americans who would attend a period of abroad performing

A program of training and orientation for training

teachers, training institutes in those countries;
*test* developed countries and the establishment of

A motor program for the training of teachers from the

company;

open competition to acquire an education in their own
in some of the less developed countries on the basis of
to enable talented young people from all social classes

The contribution of funds for "international schools"

assists;

The funding of experiments in the use of television
mechanical tracers to thousands of trainees at a time;

provide *state* forces in *states*, *agencies*, and
*states*;

The development of large mobile training centers to
*and* the management of *institutions*;

centers in public administration, agricultural technology
*the* creation of new regional institutions and training

American *states*:

institutions and libraries as *vital* symbols of

1. *State* assistance in building and equipping model schools;

of *each* *protection* as *the following*:

-37-

-22-

Exchange of Persons Programs

The U.S. Government is extensively engaged in exchange of
persons programs and the training of foreign specialists and leaders
in this country. These activities lack a clear framework of overall.
policy and require better arrangements for the handling of exchanges
once they arrive here.

The Committee recommends that official exchange of persons
programs be progressively expanded (except for Western Europe); and
that priority be assigned to exchanges of students, specialists and
leaders from Africa.

To make possible more effective handling of exchanges, funds
will be required;

1. To expand and strengthen our specialized agencies which administer foreign student and leader exchanges;

2. To create an adequate nation-wide system, based on the voluntary help of local citizens and groups, for hospitality to foreign visitors;

3. To provide special guidance and courses tailored to meet the needs (often very different from those of the American student) of students from the less developed countries.

Intra-Agency Organization

The Committee recommends that the President reaffirm to all
departments and agencies the importance of adequately considering foreign
opinion factors in the formulation of policies and the execution of
programs which have impact abroad; that he request the Departments of
State and Defense to continue and reinforce the efforts already made to
this end; and that he ask the heads of other departments and agencies
to take whatever organizational or procedural steps may be necessary
in this connection, leaving to their discretion the determination of
the particular methods to be used.

The coordination of information activities in the general structure
of the U.S. Government is a formidable problem. They are conducted by a
number of different departments and agencies, and they are both diverse
in character and substantial in scale. Even more complex is the task of
integrating psychological factors in substantive programs affecting
opinion abroad.

In the areas of foreign educational development, exchange of
persons, English language teaching, exhibits and trade fairs, and radio
and television, there is need for increased integration and coordination
of current efforts.

12. Laves, Walter H. C. TOWARD A NATION... CULTURAL AFFAIRS. 1961.

IN INTERNATIONAL AND

PURPOSE

The study is concerned primarily with the purposes and basic
licies of the various educational exchange programs administered by
the Department of State, and seeks to appraise these purposes and
policies in the light of U.S. involvement with the rest of the world.
The relationships of these programs to the other international
programs of the U.S. Government and to comparable activities under
private auspices and the content of the programs is subject to review.

RECOMMENDATIONS

A. Presidential Action

1. It is recommended that the President personally and vigorously identify to the American people and to Congress the crucial importance of international educational and cultural programs and that he give continuous support to such programs in the conduct of U.S. foreign relations.

2. It is recommended that the President establish an organizational structure within the executive branch which will assure consistent and purposeful national action in international educational and cultural affairs.

a. Various educational and cultural affairs programs should be consolidated in an agency (CU, USIA, or AID)

b. A clearer concept of the role of HEW is needed.

c. Similar lines of responsibility as those developed in Washington should be established within U.S. missions abroad.

3. The authority of the Secretary of State for policy direction in the full range of educational and cultural affairs (including education, science, culture, information, and the educational aspects of technical assistance) should be clearly affirmed and supported by the President.

4. An Under Secretary of State for Educational and Cultural Affairs should be designated to direct the development of policies and of programs consistent with them, and to advise on the allocation of funds to the component parts of the total program.

- 24 -

5. The President should direct the U.S. Office of Education to prepare programs designed to broaden the international orientation of curricula at all levels of American education. One means of doing this should be a greatly enlarged and broadened National Defense Education Act program.

a. The need to strengthen American curricula is broader than foreign languages, sciences, and area studies.

b. The scope of the Fulbright program should be expanded to more directly serve the needs of American colleges and universities.

c. Foreign guests should be programmed so that more Americans come in contact with them.

d. Exchange of teachers programs should be substantially increased.

6. Because the annual appropriation process makes long-term commitments difficult, and discourages long-term careful planning, the following policies should be adopted:

a. Appropriations should be made on a "no-year" basis.

b. The President should be authorized to transfer funds among agencies.

c. Annual appropriations should be made in dollars, leaving to the President the utilization of foreign currencies within the limits of dollar totals.

d. The President should direct the preparation of a plan for utilizing foreign currency accumulations from the sale of agricultural surpluses for establishing one or more mutual educational development funds. These funds could then be administered by a binational board.

## B. Congressional Action

1. Specific action should be taken in regard to the multitude of advisory commissions which have been created over the years.

a. A careful analysis should be made of the purposes to be served by public advisory commissions.

administered by public advisory commissions.

a. A careful scrutiny should be made of the purposes to be

of subsidiary commissions which have been created over the years.

b. Specific action should be taken in regard to the multi

### B. Commercial Action

administered by a functional board.

educational development fund. These funds could then be
agricultural annuities for capitalizing one or more mutual
for shifting foreign currency commutations from the rate of

c. The President should direct the preparation of a plan

within the limits of dollars, dollars.

referring to the President's utilization of foreign currency

d. Annual appropriations should be made in dollars.

amount agencies.

e. The President should be authorized to transfer funds

f. Appropriations should be made on a "no-year" basis.

commitments difficult, and discourages long-term稳定 planning.

g. Because the annual appropriation process makes long-term

funding.

h. Exchange of teacher programs should be automatically

i. Foreign guests should be programmed to that more

j. The scope of the Fulbright program should be expanded to

all foreign languages, sciences, and social studies.

k. The need to strengthen American curricula is proper

in Defense Education Act program.

l. This should be a greatly enforced and processed National
of curricula at all levels of American education. Our means of

preparing programs designed to broaden the international orientation

m. The President should direct the U.S. Office of Education to

- 44 -

- 25 -

b. The many advisory commissions and committees on educational and cultural affairs should be reviewed with a view to consolidation or clearer definition of functions in keeping with the organization developed for educational and cultural affairs.

c. The Congress should codify the legislation relative to international educational and cultural affairs, including information and the educational aspect of technical assistance.

d. A new commission should be established - the Advisory Commission on Educational and Cultural Affairs. It could then have subcommittees for specific subjects and geographic areas. It could be served by a single secretariat under the Under-Secretary of State.

2. The Congress should give full legislative support to a coherent, long-range, government-wide program of international educational and cultural cooperation developed by the executive branch.

3. The Congress should repeal any legislation which prevents the executive branch from carrying on a positive information program for the American people about the nature and importance of international educational and cultural cooperation.

### C. Policy and Planning Guidance by the Secretary of State

1. It is recommended that the Secretary of State provide firm policy guidance for international educational and cultural programs in the following respects:

a. Recognition that this relatively new aspect of U.S. foreign relations has become one of urgent and critical importance.

b. Recognition that U.S. international programs of education, science, culture, information, and technical assistance are so closely interrelated that they must have integrated policy guidance.

c. Recognition that, to an ever increasing extent, those educational, scientific, and cultural programs must be planned and, to a considerable extent, administered in close cooperation with other countries, the United Nations, and other international organizations.

d. Recognition that private and governmental activities in this field are complementary, and that it is a function of government to increase the interest, responsibility, and participation of non-governmental agencies.

- 26 -

2. The Secretary of State should establish appropriate mechanisms for country and regional planning among all agencies responsible for international programs in education, science, culture, information, and the educational aspects of technical assistance.

3. The Secretary of State should develop an adequate program of research regarding the relation of educational and cultural affairs to the conduct of foreign relations.

### D. Program Recommendations

1. The government should limit its programs to those for which it can assure high quality of content and of administration.

2. All the major types of programs now carried on should be continued.

3. Much greater efforts should be made to interrelate in planning and administration the various parts of the educational and cultural efforts of the U.S. Government: education, science, culture, information, and the educational component of assistance to newly developing countries.

4. Virtually all programs should be increased in magnitude and should be more adequately financed.

5. Much greater emphasis should be placed on:

a. Programs designed to improve the education of the American people for their role in world affairs. These programs include the exchange of teachers and foreign visitors, the Peace Corps, and the Fulbright programs.

b. Programs designed to strengthen democratic institutions abroad. This entails joint planning and administration with other countries. Department of Defense programs should emphasize the relationship of the military to civilian life in democratic societies, and American military personnel overseas should be oriented in this same direction. Attempts should be made to relate voluntary organizations in the U.S. to corresponding groups abroad, especially in developing countries. U.S. Government officials serving abroad should have an understanding of the pluralistic and democratic character of American society.

c. Programs designed to assist new and emerging countries in their educational development. This required planning of massive programs based on priorities of educational development. Emphasis in the

- 27 -

Fulbright programs should be directed to the developing countries, and
the U.S. should encourage a deeper involvement of American universities,
foundations, and other private institutions.

6. Much greater emphasis should be placed on collaboration with other countries and with the U.N., UNESCO, OAS, and other international organizations in planning, administration, and financing of programs.

7. Continuing efforts should be made to relate the private and governmental sectors in a more unified national effort.

8. A deliberate program should be undertaken to inform the American people about the scope and importance of the U.S. international educational and cultural programs and the opportunities which these afford for individual contributions.

E. Recommendations concerning specific activities

1. Fulbright scholars.

a. A careful appraisal should be made of the actual need of government programs and funds in providing opportunities for academic exchanges between the U.S. and individual countries taking into account the availability of funds not only from sale of surpluses, but also from other sources in the U.S. and abroad. In making this appraisal means should be found for associating in it interested private persons and agencies of the U.S. as well as professional and governmental representatives from the countries concerned.

b. Dollar appropriations should be provided to carry out necessary governmental programs at a level that insures high quality of participants and the meeting of all appropriate related expenditures for grantees and for program administration. In particular, provision should be made for financing accompanying dependents of grantees.

2. Foreign students in the U.S.

a. Adequate funds should be appropriated to finance governmental grantees in a manner that assured maximum opportunity for a satisfactory educational experience in the U.S.

b. The Government should promote the establishment by American educational agencies of more effective means for careful selection of foreign students to enter American educational institutions.

c. The government should encourage educational institutions to provide all foreign students with special opportunities to learn about the culture and institutions of the U.S., and to assist foreign students to maintain their academic contacts after their return home.

3. Binational and international schools.

a. The U.S. should contribute substantially to the support and expansion of the binational and international schools. Funds are needed both in the form of capital grants and in the form of low-interest-rate loans. Funds are needed not only for the schools abroad, but for the servicing operations in the headquarters in Washington and New York.

b. Every effort should be made to assure access to the educational opportunities offered by these schools to qualified children of all races, creeds, and economic status and on a broader basis than is now the case.

c. Increased efforts should be made to develop a systematic relationship among these schools, permitting transfer of students and teachers, and to develop much closer professional relations between American educational institutions and the schools so that both students and teachers can be exchanged.

4. U.S. participation in UNESCO.

a. The policies of the U.S. toward UNESCO and its programs should be systematically examined in terms of their relation to general U.S. policy and of the other programs of the U.S. in international educational and cultural affairs, with a view to making them part of an integrated whole.

b. The role of the U.S. National Commission for UNESCO should be appraised in its relation to the governmental and private effort in international educational and cultural affairs.

c. Greater emphasis should be placed upon U.S. cooperation with other governments through UNESCO in the full range of educational and cultural affairs.

5. Information or cultural centers.

a. Adequate funds should be provided for establishment of U.S. cultural or information centers in all countries or areas where there is a demonstrated need.

- 29 -

b. Efforts should be continued to achieve binational centers with joint management and joint support.

c. Where possible, the official designation should be "U.S. Information Center".

6. Availability of inexpensive American books.

a. There should be a continuing program of book translations, particularly of American classics, important out-of-print books and textbooks.

b. The special textbook publication program should be given dollar support.

13. Amendment to Section No. 621 of the Foreign Assistance Act of 1961 (PL 87-195), known as the Humphrey Amendment. 1961.

Section No. 621. Exercise of Functions

In such fields as education, health, housing or agriculture, the facilities and resources of other Federal agencies shall be utilized when such facilities are particularly or uniquely suitable for technical assistance, are not competitive with private enterprise, and can be made available without interfering unduly with domestic programs.

Senator H.H. Humphrey presented an additional statement to clarify the intent of his amendment:

"First, the Congress should provide a mandate in S. 1983 for the United States Office of Education to make its maximum contribution abroad. ... Therefore, the Secretary of Health, Education, and Welfare should be represented at the highest level at which international education policy is formulated. In addition, the Office of Education should be given substantial responsibilities in operating those parts of international education programs which function inside the United States. The Office of Education should aid in the recruitment of personnel and should provide other advice and services to those programs which are operated by other branches of the Federal Government. And, finally, the professional resources of the Office of Education should be available to any other part of the government for the review of the effectiveness of any of their educational programs."

- 31 -

15. Haviland, H. Field, Jr. "Federal Programs of International Education." HIGHER EDUCATION AND THE FEDERAL GOVERNMENT. 1963.

This study is mainly concerned with the relationship of government and the universities, and the ways universities can improve their collaboration with government to improve programs.

1. Priority attention should be given by universities to strengthening resources:

a. Curriculum should be examined to insure that each course is pulling its appropriate weight in relation to the international objectives of the university.

b. Faculty members should be encouraged to acquire relevant international backgrounds.

c. An international component should be required as an integral part of every student's undergraduate program.

d. Graduate schools should strengthen the international aspects of their offerings.

e. Specialized international programs should strive for a reasonable balance between area and functional approaches.

f. Foreign language training is an essential ingredient of any comprehensive international strategy.

g. Increased opportunities for overseas training and research should be afforded both students and faculty.

h. Universities should play a leading role in helping to improve international educational training at the primary and secondary levels and in adult programs.

2. Government contracts:

a. The Government and the universities have an obligation to consider carefully whether a given institution has the basic motivation and capacity to do a particular job successfully. The availability of qualified personnel must also be considered.

b. The interests of all concerned parties - government, university, host country - must be harmonized.

- 32 -

c. Government should reinforce the long-range nature of university participation through policy declaration, financial support, and administrative arrangements.

d. Government should provide support for supplementary activities, including general orientation of university personnel and intensive language preparation.

e. Government should loosen its financial and administrative regulations.

3. Direct government employment.

a. Universities can make a major contribution in helping to train, recruit, and maintain able staffs for U.S. Government.

b. Universities can assess the government's long-range personnel needs for developing operations, design education programs to help meet these requirements, support the improvement of government career opportunities, and encourage able people to choose these careers.

4. Foreign scholars in the U.S.

a. The government and the universities should cooperate in making certain that foreign students have the intellectual capacity, personal qualities, cultural conditioning, and the material support necessary to make their education experience successful.

b. Experience indicates that the greatest contribution can be made to graduate level students, rather than undergraduates.

c. A crucial aspect is counseling - selection, placement, orientation, and English language training.

d. Adequate financial support must be insured, including improved employment opportunities.

e. The follow-up process after the scholar has returned home must be reinforced - strengthen continuing contact; assist students to find appropriate career opportunities; evaluate these programs as a basis for improving them.

5. Export of U.S. scholars

a. Better long-range planning in close collaboration with related public and private agencies is necessary.

b. High standards of selection must be maintained.

c. Orientation, follow-up, and evaluation must be improved.

16. BEACON OF HOPE. Report of the United States Advisory Commission on International Educational and Cultural Affairs. 1963.

SUGGESTIONS FOR IMPROVEMENT

The Foreign and American Grants

1. We recommend that the exchange program make a concerted effort to seek out and select more "have-nots" with particular promise and talent, so that in keeping with this country's traditions, an American exchange experience never becomes a privilege restricted to the elite.

2. We recommend that the exchange program make a particular effort to seek out and select those candidates abroad who are sufficiently vigorous and restless to help promote desirable social and economic change.

3. We recommend that more "field selection centers" be set up on a regional basis overseas, under private sponsorship, to assist U.S. universities and private agencies in choosing properly qualified students.

4. We recommend that a special study be made of private contract agencies to determine their present effectiveness and examine how they might more fully adapt themselves to the enormous growth in exchange in recent years. We recommend that all programs for all foreign visitors provide more time and arrangements for meeting a wide cross section of American families.

5. We recommend two remedies to increase the quality of American professors and lecturers selected for overseas grants:

a. A substantial increase in the very low salaries now offered to professors and lecturers, even if this means sharply reducing the number of grantees, as well as an allowance for travel for the grantees' dependents;

b. Increased use of direct recruitment of qualified candidates.

Policy and Administration

6. A special study should be made of the Cultural Affairs Officer, and the bearing that the administration of the educational and cultural program abroad by USIA may have on his work and career.

and cultural program approved by UNIV may have on his work and career.
Officers, and the bearing that the administration of the educational

a. A special study should be made of the Cofuzat Affairs
proceeds and funds required for the expenses, (dependent;
charity, regarding the number of grants; as well as an
offered to professors and funds; even if this means
a substantial increase in the very low salaries now

proceeds and funds required for expenses; dependent:

b. We recommend two remedies to increase the quality of American
wide cross section of American families.
foreign waters provide more time and arrangements for meeting a
exchange in recent years. We recommend that all programs for all
that might more fully adapt themselves to the enormous growth in
agencies to determine their present effectiveness and examine how
to seek out and select those candidates approved who are
sufficiently vigorous and resolute to help promote desirable social
effort to meet our and select those candidates approved who are
and economic change.
we recommend that the exchange program make a significant
private restricted to the efforts.

c. We recommend that a special study be made of private contract
U.S. universities and private agencies in choosing properly discharged
on a regional basis overseas, under private sponsorship, to satisfy
3. We recommend that more "field selection centers" be set up in
and economic change.

d. We recommend that the exchange program make a significant
un sufficiently vigorous and resolute to help promote desirable social
effort to seek out and select those candidates approved who are
and economic change.
we recommend that the exchange program make a significant
private restricted to the efforts.

e. We recommend that the exchange program make a significant
privilege restricted to the efforts.
trattions, an American exchange experience never becomes a
promise and talent, so that in keeping with this country's
effort to seek out and select more "have-nots" with baronets.
1. We recommend that the exchange program make a significant

The Latin and American States

ADDITIONS FOR IMPROVEMENT

International Educational and Cultural Affairs, 1963.
10. BEACON OF HOPE. Report of the United States Advisory Committee on

- 33 -

7. A special study should be made of the problems created for the exchange program and the limitations placed upon it by the heavy reliance on foreign currencies. Further, two financial problems demand immediate remedy:

a. Funds should be provided at once for dependents' travel in order to secure better caliber American professors and lecturers for overseas grants; and

b. The present ludicrously low official hospitality allowances available to the State Department should be increased.

8. Better coordination among the various government agencies involved in exchange or persons continues to be the highest priority objective for improvement of the program.

9. The character of the exchange program in any given country must be determined by the needs and character of that country. Thus, country-by-country planning is essential.

10. In the developing countries, the exchange program should, where possible and in keeping with the character of the program, directly concern itself with the strengthening of their educational and social institutions.

11. The new enthusiasm for work with developing nations should not lead to neglect or downgrading of the educational and cultural programs with Europe.

12. Coordination of the approach and procedures of the various government agencies vis-a-vis the universities is urgently needed on the problems of educational exchange and development. To relieve the financial pressure upon universities, the Commission endorses the proposal that "cost of education" grants be paid to them for all government-sponsored foreign students.

## 17. IDEOLOGICAL OPERATIONS AND FOREIGN POLICY. 1964.

### FINDINGS

1. In the pursuit of its basic objectives in the world, the United States, unlike the Soviet Union, has assigned relatively low priority to the ideological and psychological area of foreign policy operations. The attention and the resources devoted to these operations do not begin to approach those expended on foreign military and economic activities.

activities.

Do not permit to approach those extended on foreignCCA wifity and economic
operations. The attention and the reasons devoted to these operations
belong to the theoretical and pedagogical area of Foreign Policy
united States, until the Soviet Union, has assigned respectively to
1. In the nature of the basic objectives in the world, the

**MUNICIPAL**

MUNICIPAL

12. IDEOLOGICAL ORGANISATIONS AND FOREIGN POLICY, 1944.

Government-sponsored foreign students.

Process that "cost of education," grants be paid to them for all financial expenses upon notification, the Commission embassies the problems of educational exchange and development. To relieve the Government agencies who are the beneficiaries is absolutely needed on 12. Coordination of the approach and procedures of the various programs with Envoys.

Programs with Envoys.

If the new curriculum for work with developing nations should not lead to neglect or crowding out of the educational and cultural

and social institutions.

Directly concern itself with the strengthening of their egosistic
where possible and in seeking with the character of the program,
10. In the developing countries, the exchange program among
community-country planning is essential.

What be determined by the needs and character of that country? That,
and social institutions.

2. The character of the exchange program in any given country
involves in exchange or persons continue to be the highest priority

objectives for improvement of the program.
3. Better coordination among the various Government agencies
involved in exchange or persons continue to be the highest priority

envisaged to the State Department should be increased.

p. The present jurisdiction over official hospitality allowances
and programs for overseas grants; and

in order to become better caliper American professors

a. Taxes should be levied at once for grants; travel
demand immediate remedy;

reliance on foreign currency. Further, two financial problems

the exchange program and the limitations faced when it by the heavy
J. A special army should be made of the problems created for

2. There exists in the executive branch a broad range of nonmilitary and noneconomic programs which are directed at foreign audiences and can provide support for United States foreign policy. These, however, are yet to be orchestrated into an effective instrument of our foreign policy. The concept of an "ideological offensive" - of coordinating these programs and their application - thus far has been only partially implemented by the executive branch.

3. The coordination of programs operating in a particular field - for instance, information, research, exchanges of persons - is less than fully effective. While considerable progress has been made in recent years to improve coordination, there is evidence that greater effort will be required to complete the job and to eliminate duplication and underutilization of resources.

4. Perhaps the weakest aspect of the U.S. ideological effort in support of foreign policy is the apparent lack of a clearly defined, operational authority. Such direction is necessary, in our opinion, to coordinate programs operating on this plane and thereby maximize the effectiveness of our effort.

RECOMMENDATIONS

1. The need for organizing United States Government operations on the ideological and psychological plane and blending them into an effective effort in support of United States foreign policy, particularly with respect to the cold war challenge on this plane, should be acknowledged at the highest level in our government.

2. Operational authority for the management of ideological and psychological activities in support of United States foreign policy should be unified and placed at an appropriately high level in the executive branch.

3. A systematic evaluation of all government programs with a potential for influencing the attitudes of foreign audiences should be undertaken with a view to eliminating duplication, abandoning programs which are no longer related to the requirements of our foreign policy, and providing those which are, with a clearly defined mission.

4. The coordination of programs operating in each of the several fields--exchanges of persons, information, strategic psychological operations, and others--should be greatly improved. The implementation of recommendation No. 2 appears indispensable to the attainment of this objective. In addition, responsibility for coordination at lower

levels should be clearly defined and adequate authority provided to
make possible effective discharge of such responsibility. The
cumbersome structure of interdepartmental coordinating committees
should be streamlined by reducing the number of such committees to
the minimum required for effective operation.

5. To the extent possible, educational and informational activities should be brought into a single agency or department (as suggested by the United States Advisory Commission on Information). Existing division of operations and responsibility between the Department of State, the U.S. Information Agency, and, to some extent, the Agency for International Development, is illogical and not conducive to efficiency and economy.

6. Government officials and personnel responsible for the conduct of ideological and psychological operations should be trained in the requirements and techniques of ideological warfare. It is not practical to try to bring all of these activities into a single government department or agency. It is both feasible and necessary, however, to provide appropriate training to the personnel of government departments involved in this type of foreign operations.

7. The input of the ideological and psychological dimension of foreign policy, particularly in the field of basic research in behavioral sciences, should be increased.

8. Cooperation with private enterprise should be strengthened. Prompt attention should be given to ways and means of achieving that goal.

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18. Coombs, Philip H. THE FOURTH DIMENSION OF FOREIGN POLICY: EDUCATIONAL AND CULTURAL AFFAIRS. 1964.

The following are arguments for the strengthening of the educational component of foreign policy, for in order to do their proper job in the future, educational policies must be shaped into a coherent whole by a clearer set of objectives, better planning, and more forceful and imaginative administration.

1. Proven record of accomplishments;

2. The great force of ideas, knowledge, and people in shaping world events;

3. The gravity of America's international problems, commitments, and obligations;

4. The evident impossibility of handling these problems solely by political, economic, and military means.

A. Improving the Organization

1. Create an Under Secretary of State for Educational and Cultural Affairs.

a. Charged with developing a unified set of policies to guide all international activities of the government in this field, and ensuring their proper coordination.

b. Included under his purview would be all international scientific activities.

2. Create a semi-independent agency within the Department of State under the direction of the Under Secretary.

a. The new agency would have much the same status that AID has now.

b. It would amalgamate the activities of CU (which would disappear), USIA, and AID.

c. It would seek separate appropriations under the Fulbright-Hays legislation.

d. It would have latitude to develop a professional corps.

e. It would establish overseas branches, perhaps designated as "U.S. Educational Foundations."

(1) to consolidate exchange activities, libraries, educational development, etc.;

(2) with a Director, who would replace CAO, and who would report directly to the U.S. Ambassador;

(3) which would harmonize the related activities of all U.S. government agencies;

(4) which would serve as the main points of contact and cooperation with private U.S. organizations functioning within the country.

B. Policies Toward Developing Countries

1. Attention should focus in the leaders and shapers of change.

a. for example, on the exchange of youth leaders, young intellectuals, labor leaders, rising politicians, and government officials;

Government officials;

1. Attention should focus in the leaders and aspects of change.

E. Policies Toward Developing Countries

influencing within the country.

(4) which would serve as the main points of contact and
U.S. Government agencies;

(3) which would harmonize the related activities of all
who would report directly to the U.S. Ambassador;

(2) with a Director, who would replace CAO, and
educational development, etc.;

(1) to consolidate exchange activities, libraries,
as U.S. Educational Foundation;

q. It would have latitude to develop a professional corps,
Copyright-Use Legislation.

c. It would seek separate appropriations under the
disburse), USIA, and VID.

p. It would designate the activities of CN (which would
VID have now.

s. The new agency would have much the same status that
State under the direction of the Under Secretary.

3. Create a semi-independent agency within the Department of

scientific activities.

p. Included under his purview would be all international
field, and ensuring their proper coordination.

all international activities of the Government in this

a. Charged with developing a unified set of policies to guide
Cultural Affairs.

V. Improving the Organization

4. The evident impossibility of handling these problems
commitments, and obligations;

3. The gravity of America's international problems,
shaping world events;

2. The great force of ideas, knowledge, and people in
a. Proven record of accomplishments;

a coherent whole by a clearer set of objectives, better planning,
broader top in the future, educational policies must be shaped into
educational component of foreign policy, for in order to do their
The following are arguments for the strengthening of the

EDUCATIONAL AND CULTURAL RELATIONS, 1964.

18. Geops, Philip H. THE FOURTH DIMENSION OF FOREIGN POLICY:

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- 38 -

b. emphasis on English language instruction;

c. formulation of realistic and flexible visa policy;

2. Educational development should provide new nations with technical help to evolve educational plans.

a. It should reflect their own determination of needs and priorities.

b. It should assist through research, experimentation, and innovation.

c. Developing nations will have to train some of their educational personnel abroad.

(1) They will have to improve the selection process.

(2) They will have to better plan overseas training.

(3) They will have to ensure suitable employment when students return home.

3. Attention will have to be given to cultural development.

a. Assistance to evolution of cultural patterns, values, and institutions is a subtle and delicate affair.

b. Some of the potentially effective things that government can do is to help create libraries, theaters, museums, art galleries, etc.

c. Cultural development is often most effective when done through private channels.

d. Language development and literacy should be emphasized.

### C. Bringing quality to the programs.

1. To improve the quality of American academic personnel and specialist sent abroad:

a. Stipends must be raised.

b. Travel allowances for wives must be provided.

c. Rigid scheduling rules must be relaxed.

2. To bring competent university personnel into the planning of projects at an early stage:

a. A small cadre of first rate "educational development strategists" to serve in the AID program must be recruited.

3. Recruit creative and well-versed personnel to serve as resident scholars, writers, or artists in an appropriate embassy for a year or two.

### D. Strengthen Government-Private Cooperation

1. Three basic roles for government:

a. Helping to remove roadblocks to a free international trade in ideas and knowledge, and the encouragement of the private sector to engage vigorously in such trade;

b. Keeping the private sector well informed so that it can respond cooperatively and intelligently;

it can be used cooperatively and intelligently:

p. keeping the private sector well informed so that private sector can engage widely in such trade:

a. Helping to remove roadblocks to a free international trade in free and knowledgeable, and the encouragement of the private sector to engage widely in such trade:

j. Three basic roles for government:

for a year or two.

resident scholars, writers, or artists in an appropriate atmosphere. 3. Recruit creative and well-versed personnel to serve as strategists to serve in the VID program must be recruited.

a. A small core of first rate educational development projects at an early stage:

3. To bring competent university personnel into the planning of projects at an early stage:

f. To improve the quality of American academic personnel and

s. To improve the quality of American academic personnel and

i. To improve the quality of American academic personnel and

c. Ensuring quality to the program.

d. Language development and literacy should be emphasized, when done through private channels.

c. Cultural development in often most effective museums, art galleries, etc.

p. Some of the potentially effective things that should be introduced is a mobile and delicate affair.

a. Assistance to evolution of cultural patterns, values and institutions is a mobile and delicate affair.

s. Assistance to evolution of cultural patterns, values, assistance to cultural development and literacy should be emphasized.

3. Attention will have to be given to cultural development, students return home.

(S) They will have to better plan overall training.

(I) They will have to improve the selection process.

educational personnel spread.

innovation.

p. It should assist through research, experimentation, and priorities.

3. Educational development should provide new nations with

c. formulation of realistic and flexible plans policy:

p. Emphasis on English language instruction:

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c. Taking of initiative by the Federal Government to do what is necessary when the success of foreign policy objectives calls for certain actions which the private sector cannot reasonably be expected to undertake on its own.

2. Five more specific guides for the government:

a. Government agencies should harness energies and capacities of private agencies rather than try to do everything on their own.

b. Private agencies should be brought into planning stages as early as possible.

c. Government should recognize the unique functions and capabilities of private foundations, but they should not be asked to assume government's responsibilities.

d. The government ought to avoid asking private organizations to do things which might compromise their integrity or jeopardize their future effectiveness.

e. Government should speak up forthrightly when certain private activities in the international field are clearly jeopardizing, however unintentionally, the nation's best interests. Censorship, however, must be avoided.

19. Gardner, John W. AID AND THE UNIVERSITIES. 1964.

In July 1963, AID Administrator David E. Bell asked John W. Gardner, President of Carnegie Corporation and chairman of the U.S. Advisory Commission on International and Cultural Affairs, to form a task force to study the relations between the Agency for International Development and American universities.

The mission of the task force was to recommend steps leading to a strengthened partnership between the Agency and the universities in fulfilling the world responsibilities of both. Specifically, this meant finding ways to simplify contract procedures and to make cooperative action by AID and the universities more effective.

This report was submitted to Mr. Bell in March 1964.

A. <u>The Role of the University</u>

The role of the university is to work to strengthen institutions for human resource development, and to address itself to the achievement of long-term purposes:

1. educational growth and human resource development

2. advancement of knowledge

3. application of knowledge to basic problems

B. <u>Participant Training by the Universities</u>

1. The university should be more involved in early planning.

I. The university should be more involved in early planning.

B. Participant Training by the University

3. Abolition of knowledge to base problems

3. Advancement of knowledge

f. Educational growth and human resource development

ment of long-term purposes:

The role of the university is to work to attain institutional
for human resource development, and to address itself to the achieve-

A. The Role of the University

This report was submitted to M. Bell in March 1964.

make cooperative action by AID and the universities more effective.
due meant finding ways tosimply contract procedures and to
in fulfilling the world reasonableness of men. Specifically,
a strengthened partnership between the Agency and the university
The mission of the task force was to recommend steps leading to

for international Development and American universities.
to form a task force to study the relations between the Agency
N.B. Advisory Commission on International and Cultural Affairs,
Gardner, President of Carnegie Corporation and chairman of the
In July 1963, AID Administrator David E. Bell asked John M.

19. Gardner, John W. AID AND THE UNIVERSITIES, 1964.

Jedediah's, however unintentionally, the nation's best

e. Government should abase itself forthrightly when certain
integrity or Jedediah's their future electiveness.

q. The Government ought to avoid asking private
asked to assume Government's responsibility.

c. Government should recognise the unique functions and
the early as possible.

p. Private agencies should be brought into planning stage
thing on their own.

a. Government agencies should harness energies and
capabilities of private agencies rather than try to do every-

3. Five more specific guidelines for the government:

own.

sector cannot reasonably be expected to undertake on its
objectives calls for certain actions which the private
what is necessary when the success of foreign policy

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- 40 -

2. The selection process must consider the impact the student will make upon returning home.

3. A command of English should not be a major factor in the selection process. Intensive instruction should be made available,

4. Someone on the campus should be responsible for all the foreign students.

### C. Research

1. Research must be supported vigorously.

2. AID should have in-house research staffs.

3. There is a need to increase development research.

### D. Criteria for the Selection of Contractors

1. To what extent has the university developed its resources in the international field generally?

2. What is the caliber of the faculty in key fields?

3. Has the faculty shown any inclination toward the kind of interdisciplinary work so essential to development assistance?

4. What are the research resources of the university in fields relevant to development?

5. Has the university set itself up administratively to handle overseas projects?

6. Has the university had relevant earlier experience in overseas work?

7. What is the quality of personnel assigned to this specific project?

8. What is the degree of the university's commitment to the projects?

### E. Requirements for an Effective Selection Process

1. State certain general considerations (see above) and make sure the people doing the selection are doing an intelligent job.

2. Selectors should have a thorough grasp of the nature of the job to be done overseas.

3. Selectors must have access to a comprehensive view of the total U.S. resources to do the job.

4. There must be instrumentalities (such as OES or university consortia) through which the resources of small institutions can be tapped.

### *AID Career Service*

1. small permanent professional service;

2. lifetime career of service in the field of social, economic, and political development;

3. planners, managers, administrators, and organizers of governmentally assisted development activities;

4. compatible with the Foreign Service;

5. comparable policies and practices;

6. interchange personnel freely;

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Foreign Development Reserve

1. a framework into which professionals of many kinds would fit
   for the purpose of temporary overseas service;

2. membership would carry a clear commitment to serve abroad;

3. provides a reservoir of trained and experienced people;

4. service would count in the overall career development of the individual.

F. Organization: Nongovernmental Arrangements

1. Functions performed by instrumentalities now in existence:

a. Combining the strength of several institutions;

b. Performing a function more readily performed by a centralized agency;

c. Tapping talent outside the leading institutions;

d. Lending university sponsorship and prestige to semi-autonomous operations;

2. Two cautions in regard to above functions

a. New instrumentalities should not be created to perform functions that could be performed as well by existing organizations.

b. It should be recognized that some inter-university ventures simply succeed in creating new entities that are completely outside the mainstream of university life.

G. Organization within AID

1. Establish new staff units to integrate human resource development strategies with broader programs of technical assistance and general economic development.

To do this, the unit would have to perform the following specific functions:

a. Provide technical and professional staff assistance to the regional bureaus in formulating the educational and human resources components of country plans, recognizing that the primary responsibility for such country plans lies with the bureaus.

b. Participate with other staff organizations within AID in the formulation of general policies for U.S. technical assistance and economic aid, and in particular participate with the Program Coordination Staff in the formulation of long-range development strategies for particular countries.

c. Conduct, where necessary, feasibility studies and assessments of human resource development needs and priorities in particular areas or countries.

b. National areas of concern.

c. of human resource development needs and priorities in

countries.

d. of long-range development strategies for particular
with the Program Coordination Staff in the formulation
assistance and economic aid, and in particular, certificates
the formulation of general policies for H.S. technical
participate with other staff organizations within VID in
with the purpose.

e. Provide technical and professional staff assistance to the
with the purpose.

f. the primary responsibility for each country, by area
resources components of country plans, recognising that
regional advances in formulating the educational and human
provide technical and professional staff assistance to the
specific functions.

g. To do this, the unit would have to perform the following
assistance and general economic development.

h. Establish new staff units to integrate human resource
development strategies with broader programs of technical

### C. Organization within VID

i. outside the mainstream of university life.

p. It should be recognized that some inter-university ventures
existing organizations.

s. New instrumentalities should not be created to
perform functions that could be performed as well by

t. Two functions in regard to above functions

t. semiautonomous operations.

q. lending university sponsorship and prestige to

r. tapping talent outside the leading institutions.

t. centralised agency;

b. Performing a function more readily performed by a
s. Comprising the strength of several institutions;

I. Functions performed by instrumentalities now in existence:

### F. Organization: Mongolian instrumentalities now in existence

o. of the individual.

3. provide a reservoir of trained and experienced people;

2. memoralize would carry a clear commitment to serve abroad;

f. a framework into which professionals of many kinds would lift

### Foreign Development Reserve

ii.

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d. Evaluate the effectiveness of all aid in the field of human resource and educational development; appraise research needs in the general area and conduct research as deemed necessary.

2. The unit must be equipped to deal with universities, foundations, research institutions, and other professional organizations. In this connection, it must perform the following functions:

a. Provide technical and professional staff assistance to the regional bureaus in selecting contractors for projects identified within country programs, in conducting contract negotiations, and in handling subsequent relations with the contractors.

b. Develop policies and provide policy guidance in AID's relations with universities and other nongovernmental groups; monitor those relations and serve as a clearinghouse for criticisms from either side; engage in continuous reappraisal of the relationships and recommend reforms; keep universities continuously informed of AID objectives, policies, programs, and needs; keep AID continuously informed of university requirements and problems; advise the administrator on matters relating to university relationships.

c. Appraise institutional and trained manpower resources in the United States for overseas work in educational and human resources development; work with the universities and other nongovernmental groups to develop stronger institutional resources and a greater supply of trained manpower for such work.

d. Engage in a continual effort to improve the matching of overseas needs and U.S. resources; seek new ways to tap U.S. institutional and trained manpower resources; and mobilize talent from all sources; explore the potentialities of the university consortium and the university-based development institute.

e. Advise the administrator on matters relating to research; appraise research needs, conduct research, administer a program of research grants and contracts; evaluate technical assistance projects, both contractual and direct-hire.

f. Maintain close liaison with related programs in the Department of State, Office of Education, Peace Corps, and other governmental, nongovernmental, and international agencies.