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

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

h. Advise the administrator on matters relating to university-based development institute, potentialities of the university consortium and the mobilize talent from all sources; explore the opportunities needs and U.3. resources; ask new ways to tap and other governmental grants to develop stronger human resources development; work with the universities the United States for overseas work in educational and

i. Advise institutional and trained manpower resource in to university relationships, and problems; advise the administrator on matters relating to VID continuously informed of university requirements of VID objectives, policies, programs, and needs; keep recommend reforms; keep university continuously informed of VID objectives, policies, programs, and needs; keep recommendations for changes in VID continuously informed of the relationships and clarifications for criteria from other sides; monitor those relations and serve as a relations with universities and other non-governmental organizations; and

j. Develop policies and provide policy guidance in VID's relations with the contractors, contract negotiations, and in handling suppension projects identified within country programs, in conducting the regional presence in selecting contractors for a. Provide technical and professional staff assistance to following functions: organization. In this connection, it must perform the foundations, research institutions, and other professional

k. The unit must be equipped to deal with universities, the need for the effectiveness of all aid in the field of human

l. Evaluate the effectiveness of all aid in the field of human resource and educational development; advise research needs in the general area and conduct research in the general area and conduct research necessary.

- 15 -

- 43 -

H. Semi-autonomous Governmental Institute

1. It is to be created in the reasonably near future.

2. It is to handle certain aspects of technical assistance particularly those aspects dealt with by the universities.

3. Factors that lead to this proposal:

a. The necessity that certain technical assistance activities be relieved of the pressures for early termination imposed by Congress and the public on other aspects of foreign aid. The long-term aspects of these activities should be emphasized, separate from the rest of foreign aid.

b. Combine maximum operating flexibility with full accountability to the government.

4. <u>National Institute for Educational and Technical Corporation</u>

a. NIETC is a separate corporate entity.

b. It has a separate board of trustees -- government and private.

c. NIETC has an independent budget.

d. It is ultimately responsible to the AID Administrator.

e. NIETC has its own career merit system.

5. Functions

a. Basic and applied research on the development process.

b. Grants and contracts to strengthen international capabilities of the universities;

c. Development of knowledge of manpower resources for overseas work in educational and human resource development;

d. To write contracts with universities and other organizations for long-term projects in educational and human resource development.

6. Distinctions between NIETC programs and AID regional bureau programs

a. There is a far heavier emphasis on research, analysis, and systematic experimentation in the development field.

b. There is a concern for the strengthening of U.S. universities.

c. There is a consistent preoccupation with the long-term goals of technical assistance.

7. Future Developments

As the NIETC becomes increasingly concerned with continuing relationships with the developing countries, the Institute would become the focal point for a wide range of international educational programs not necessarily connected with development. The U.S. is also carrying on cultural, scientific, and educational relations with almost every country in the world. It might make sense, therefore, to consider an eventual merger of CU into the Institute.

of CN into the Institute.

It might make sense, therefore, to consider an eventual merger of educational relations with almost every country in the world. The U.S. is also carrying on cultural, scientific, and educational programs not necessarily connected with development. The U.S. is also carrying on cultural, scientific, and systematic experimentation in the development field.

a. There is a far heavier emphasis on research, especially in and systematic experimentation in the development field.

c. There is a far heavier emphasis on research, especially in and systematic experimentation in the development field.

### Programs

d. Distractions between MIETC programs and AID regional programs

e. Human resource development.

f. To write contracts with universities and other work in educational and human resource development.

g. Development of knowledge of manpower resources for overseas capabilities of the universities.

h. Grants and contracts to strengthen international capabilities of the universities.

i. Grants and contracts to strengthen international

j. Grants and applied research on the development process.

### Functions

e. MIETC has its own career development system.

f. It is ultimately responsible to the AID Administrator.

g. MIETC has an independent budget.

h. Private.

i. It has a separate board of trustees - government and

j. MIETC is a separate corporate entity.

### National Institute for Educational and Technical Corporation

to the Government.

p. Complete maximum operating flexibility with full accountability

q. be emphasized, separate from the rest of foreign aid.

r. The long-term aspects of these activities should be reviewed of the presence for early termination imposed

s. The necessity that certain technical assistance activities be approved

t. Factors that lead to this proposal: belligerently those aspects dealt with by the universities.

u. It is to handle certain aspects of technical assistance belligerently.

v. It is to handle certain aspects of technical assistance belligerently.

w. It is to be created in the reasonably near future.

### II. Semi-autonomous Governmental Institute

- p3 -

20. THE U.S. OFFICE OF EDUCATION: A NEW INTERNATIONAL DIMENSION, 1964.

This report resulted from a nine-month study of the role of the Office of Education in the administration of Federal programs in international education in international responsibilities and the part the Office should play in defining and in meeting those needs.

Francis Keppel, U.S. Commissioner of Education, requested Education and World Affairs to examine the international dimension of the Office's activities to see where it could be rationalized and strengthened. The study was conducted by Richard Snyder, consultant to Education and World Affairs. A Study Committee, chaired by Herman B Wells and five members (John Fischer, John W. Gardner, William Greenbough, Devereux C. Josephs, and Francis H. Palmer) met several times between September 1963 and March 1964 to consider the problems of the study and to make recommendations.

Following are the major recommendations of the report:

1. **Institutional Development**

The Office must play a larger part in defining needs for institutional development in the international area. This includes:

a. estimating future demand for intellectual leaders and specialists;

b. clarifying alternative goals for general education at all levels and developing better educational strategies for achieving those goals;

c. assessing present accomplishments of American education by actual measurement of achievement;

d. evaluating objectively the impact of programs designed to strengthen educational resources;

e. appraising resources to make more efficient use of them.

2. **International Research**

The Office should be given the necessary authority for a program of research support in the international field, which is comprehensive and adequate for future needs. The broadest possible criteria should be used to judge the relevance of international research to domestic education.

3. **Comparative Education**

The Office should reexamine its in-house research program in comparative education to ensure a focus on activities which complement those of outside scholars. It should strongly emphasize its functions as an intellectual clearinghouse in this field.

in this field.
emphasize the functions of an intellectual clearinghouse
complement those of outside scholars. It should strongly
 comparative education to ensure a forum on activities which
 The Office should reexamine its in-house research program in

3. Comparative Education

international research to generic education.
basic criteria should be used to judge the relevance of
 its comprehensive and adequate for future needs. The precedent
 for a program of research abroad in the international field, which
 The Office should be given the necessary authority.

3. International Research

a. emphasizing resources to make more efficient use of them
    to strengthen educational resources;

d. evaluating objectively the impact of programs designed
    education by actual measurement of achievement;

c. assessing present accomplishments of American
    strategies for achieving those goals;

at all levels and developing better educational
specialists;

a. estimating future demand for intellectual felders and

This includes:

f. Institutional Development

consider the problems of the study and to make recommendations
met several times between September 1963 and March 1964 to
William Grasengoup, Devereux C. Joedde, and Francis H. Palmer.
Herman B. Melfa and five members (John Fischer, John M. Gardner,
to Education and World Affairs). A Study Committee, chaired by
at strengthened. The study was conducted by Richard Snyder, consultant
of the Office's activities to see where it could be rationalized and
Education and World Affairs to examine the international dimension
Francis Kebbel, U.S. Commissioner of Education, remeasured

part the Office should play in defining and in meeting those needs.
international education in international reasonabilities and the
the Office of Education in the administration of Federal programs in
This report resulted from a nine-month study of the role of

30. THE N.B. OFFICE OF EDUCATION: A NEW INTERNATIONAL DIMENSION, 1964.

- 141 -

4. Educational Planning and National Growth

The Office should give increased attention to research
on educational planning and the relationships between
education and national growth. It should maintain close
liaison with international organizations and other centers
of activity in this field and attempt to provide a link
between these centers and planning authorities in the
states.

5. Foreign Educational Systems and Credentials

The Office should reevaluate its activities in the interpretation
of foreign educational credentials. Its efforts to disseminate
up-to-date information about foreign educational credentials.
Its efforts to disseminate up-to-date information about
foreign educational systemd and institutions has been valuable
and should be continued. It should curtail, and perhaps
eliminate, its service in the evaluation of individual
credentials.

6. Information About American Education

The Office should take all possible steps to ensure that
information about American educational institutions is
more effectively disseminated abroad in order to prevent
wasteful duplication of our educational facilities, to
protect the interests of foreign students, and to safeguard
the international reputation of American education.

7. International Capabilities of American Education

The Office, as the agency with the most comprehensive concern
for the health of American education, should be given broader
and more flexible authority to strengthen international
capabilities at all educational levels.

8. Office of Education: The CU Committee

A permanent Office-CU Committee should be established to
dispose of disputed issues and deal with new issues as
they arise. Priority topics should include:

a. Office participation in setting the policy for the
planning of educational exchanges and related
programs;

b. Office participation in activities of international
organizations;

c. Representation of educational interests through United
States embassies.

9. Cooperation with AID

The Office should withdraw from its present limited role
in the administration of technical assistance activities
on behalf of the Agency for International Development (AID).

on behalf of the Agency for International Development (AID).
The Office should withdraw from its present limited role
in the administration of technical assistance activities
on the part of the Agency for International Development (AID).

## 9. Cooperation with AID

a. States embassies.

c. Representation of educational interests through United
organizations;

d. Office participation in activities of international
programme;

e. Planning of educational exchanges and related
programmes;

f. Office participation in setting the policy for the
they areas. Priority topics should include:
diabetes of disabled persons and deal with new issues as
A Permanent Office-CD Committee should be established to

## 8. Office of Education: The CU Committee

capabilities at all educational levels.
and more flexible authority to strengthen international
for the health of American education, should be given broader
The Office, as the agency with the most comprehensive concern

## 7. International Capabilities of American Education

the international reputation of American education,
protect the interests of foreign students, and to safeguard
necessary publication of our educational facilities, to
more effectively disseminate abroad in order to prevent
information about American educational institutions is
The Office should take all possible steps to ensure that

## 6. Information About American Education

credentiales.
eliminate its service in the evaluation of individual
and should be continued. It should 'curtail' and barbara
foreign educational students and institutions has been valuable
its efforts to disseminate up-to-date information about
up-to-date information about foreign educational credentiales.
of foreign educational credentiales. Its efforts to disseminate
The Office should reevaluate its activities in the interpretation

## 5. Foreign Educational Systems and Credentiales

states.
between these centers and planning authorities in the
of activity in this field and attempt to provide a link
relationship with international organizations and other centers
education and national growth. It should maintain close
on educational planning and the relationship between
The Office should give increased attention to research

## 4. Education, Planning and National Growth

- 42 -

The Office and AID should jointly consider whether the Office
in other ways might make a more substantial professional
contribution to international development.

Whether or not the Office participates in AID technical
assistance operations, there must be closer cooperation
to identify institutional needs and to strengthen education
resources. A permanent Office-AID committee may be necessary
but first the Office and AID should try to reach a more
effective *modus operandi*.

10. Coordination of Federally Supported Research

The Office should take the initiative in developing a
mechanism to coordinate the efforts of the many agencies
and organizations engaged in federally supported research
on educational and social change.

11. Upgrading Professional Staff

All possible steps should be taken to upgrade the professional
staff of the Office and to exchange ideas with the educational
community. These steps should include:

a. adequate appropriations for salaries and expenses;

b. a larger allocation of "supergrades" under the
Civil Service grade structure;

c. increased flexibility for the Commissioner of Education
in filling top leadership positions within the Office;

d. initiation, in the reasonably near future, of a program
of U.S. Office of Education Research Fellowships.

12. Continuing Review of Office Activities

The Commissioner should appoint a Panel of Consultants
in Comparative Education with the responsibility for
continuing review of Office activities in this field.

13. Office Reorganization

The Office structure should be reorganized. The Bureau of
International Education, as it is presently constituted,
should be abolished. A newly created Office of International
Coordination should be established directly under the
Commissioner of Education to take over the existing staff
functions of the Bureau and develop both these functions
indicated in this report and others that emerge in time.
Operating functions of the present BIE should be allocated
as appropriate to the remaining bureaus.

as appropriate to the remaining purposes.

Operating functions of the present BIE should be allocated
indicated in this report and others that emerge in time.

Functions of the Bureau and develop both these functions

should be adopted. A newly created Office of International

International Education, as it is presently constituted.

13. Office Reorganization

18. Continuing Review of Office Activities

b. initiation in the reasonably near future, of a program
in filling top leadership positions within the Office;

c. increased flexibility for the Commissioner of Education
Civil Service Grade structure;

p. a larger allocation of "undergrades" under the

community. These staff should include:
staff of the Office and to exchange ideas with the educational

11. Lifting Professional Staff

on educational and social change.
and organizations engaged in federally authorized research
mechanism to coordinate the efforts of the many agencies
The Office should take the initiative in developing a

10. Coordination of Federally Authorized Research

effective means of operation.

but first the Office and AID should try to reach a more
resources. A permanent Office-AID committee may be necessary
to identify institutional needs and to strengthen education

Whether or not the Office participates in AID technical
contribution to international development.

in other ways might make a more substantial professional
The Office and AID should jointly consider whether the Office

- 47 -

21. THE COLLEGE AND WORLD AFFAIRS. 1964.

This report of the Committee on the College and World
Affairs (John W. Nason, chairman) primarily suggests ideas
(such as faculty re-training, staffing with foreign faculty,
encouraging foreign students, and curriculum changes) to be
carried out by a university alone, by a university in combination
with others, or by a university with aid from private foundations.

It mentions the need for a coordinating agency for under-
graduate foreign study without specific reference to the
federal government.

Specific mention of the government is made, however, in
the area of financing.

"Support from foundations, corporations, the government, and individual donors will facilitate and improve the quality of resulting programs."

22. GOVERNMENTAL POLICY AND INTERNATIONAL EDUCATION: A SYMPOSIUM.
1965.

Edited by Stewart Fraser, this book consists of eighteen
papers prepared by a team of distinguished researchers, educators,
and diplomats for a symposium held at the International Center,
George Peabody College for Teachers, Nashville, Tennessee,
October 22-24, 1964.

The main portion of the book focuses on the specific methods
and motives of various national governments which have undertaken
educational programs. The chapter on the United States is almost
entirely explanatory and descriptive.

CHAPTER 2. "Criteria for Judging the Worth of an International Program," Harold R. W. Benjamin.

We have to be prudent and practical in exporting and importing
educational aid. There are obviously boundaries which must be set
in our attempts to move all the world ahead in education. Criteria
for determining those boundaries under three main headings are:

PURPOSE

Importers come into a country with their wares and work to
improve educational instruments, programs, and institutions with-
out bothering the sensitive areas in which purposes reside. If
we kept the purposes of aid in mind, there would be considerable
reduction in the number of countries aided by the United States
and an intensification of aid to countries which are solving
their problems of purpose.

their problems of burdies.
and an intensification of aid to countries which are solving
reduction in the number of countries aided by the United States
we kept the burdages of aid in mind, there would be considerable
out pertaining the sensitive areas in which burdages read. It
improve educational instruments, programs, and institutions with-
importers come into a country with their base and work to

SUBJECT

for determining those bursaries under three main headings are:
in our attempts to move all the world ahead in education. Criteria
educational aid. There are obviously bursaries which must be set
We have to be prudent and practical in exporting and importing

Program," "Herold B. W. Benjamin.

CHAPTER 3. "Criteria for Judging the World of an International

entirely explanatory and descriptive.
equal educational programs. The chapter on the United States is almost
and motives of various national governments which have undertaken
The main portion of the book focuses on the specific methods

October 22-24, 1964.

George Fesbop. College for Teachers, Nashville, Tennessee,
and diplomas for a symposium held at the International Center,
bibliography prepared by a team of distinguished researchers' educators.

*Edited by Stewart Fraser. This book contains a selection of eighteen*

1965.

33. GOVERNMENTAL POLICY AND INTERNATIONAL EDUCATION: A SYMPOSIUM.

quality of resulting programs...
and individual honors will facilitate and improve the
"Support from Foundations, corporations, the Government,
the area of finance.

Specific mention of the government is made, however, in
the area of finance.

federal Government.
Graduate foreign study without a specific reference to the
It mentions the need for a coordinating agency for under-
with others, or by a university with aid from private foundations,
carried out by a university alone, by a university in collaboration
encouraging foreign students, and curriculum changes) to be
(such as faculty re-training, staffing with foreign faculty,
Alaska) (John W. Mason, chairman) primarily suggests ideas
This report of the Committee on the College and World

51. THE COLLEGE AND WORLD LEARNING, 1964.

PROGRAM

Do the importing country's leaders, supported by substantial
elements of the population, request skills and technical knowledge
for educational reasons as contrasted, for example, to reasons of
prestige or monetary aid?

PERSONNEL

This problem of upgrading personnel is best solved when
attached cooperatively by the aided country and the outside
agency. The method of furnishing the skills is very important.
The potentially most fruitful of the above three areas for
international trade in education is personnel.

23. Coombs, Philip H. "Ways to Improve United States Foreign Education Aid." EDUCATION AND FOREIGN AID. 1965.

CONCLUSIONS

1. Educational investment is a prerequisite to overall national development.

2. Educational development requires reform and innovation as well as quantitative expansion.

3. Educational planning is essential to the most effective use of educational resources.

4. Educational aid needs a strategy.

5. A greater research and development effort will raise the yield on educational investment.

6. Bilateral aid is more effective when integrated with multi-lateral aid.

SUGGESTIONS

The following are suggestions for improvement which could be
undertaken promptly within existing legal and organizational
framework.

1. Strengthening personnel

a. Develop broad-gauge educational development strategists.

b. AID should contract with universities to do this to include postgraduate "mid-career" programs.

2. Strengthening knowledge

a. AID should underwrite a systematic inventory of pressing research needs, and a corresponding inventory of

research needs, and a corresponding inventory of
a. AID should underwrite a systematic inventory of passing

3. Strengthening knowledge

include baccalaureate "mid-career" programs.

a. Develop broad-range educational development strategies.

1. Strengthening personnel

framework.

SUGGESTIONS

federal aid.

c. Bilateral aid is more effective when integrated with multi-

field of educational resources.

2. A greater research and development effort will raise the

of educational resources.

of quantitative expansion.

3. Educational development requires reform and innovation as well

development.

CONCLUSIONS

Education Aid, "EDUCATION AND FOREIGN AID," 1982.

S3. Commerce, Drilh H. "Make to improve United States Foreign

The potentially most fruitful of the above three areas for
agency. The method of furnishing the skills is very important.
attached cooperatively by the United country and the outside
This problem of upgrading personnel is best solved when

PERSONNEL

breastage or monetary aid?

Do the importing country's leaders support the import of
international reasons as contrasted with example reasons of
importance of the population, reduce skills and technical knowledge

PROGRAM

- 49 -

available institutional capabilities for handling such
research.

b. AID grants and contracts should be concerned with
building strength into the research community.

3. Creating an educational aid strategy

a. This is not possible under the present fragmentation of
the federal educational aid effort.

b. The bureaucracy must be presided over by someone with
sufficient prestige, impartiality, and high-level
support who can win confidence, respect, and cooperation
of all interested parties. Probably the only existing
group is the U.S. Advisory Commission on Educational
and Cultural Affairs.

c. A continuing review should be made of the strategy.

4. Making fuller use of private capabilities

a. The bulk of private effort should be entirely
independent of government influence and financial
support.

b. An additional role of the private effort is to help
government carry out its own policies and programs,
i.e. through AID contracts.

c. A serious effort should be made to identify the nature
and scope of available private potentialities and to
consider practical ways and means for harnessing them.

d. A quasi-independent body ( the U.S. International
Education Foundation) should be created to absorb the
many educational responsibilities now handled by
AID, Department of State, and the USIA. It would have
wide operational autonomy, and yet would be
responsive in its policies and programs to the
long-term needs of American foreign policy.

5. Strengthening multilateral effort

a. The United States should collaborate with the bilateral
programs of other nations.

b. Utilize more fully the special capabilities of regional
and international organizations.

c. A canvass should be made of specific possibilities for
achieving greater collaboration. This should be
followed by experimental efforts to explore these
opportunities.

### Obstacles

c. Canada should be made of specific capabilities for achieving greater collaboration. This should be

d. Utilize more fully the special capabilities of regional and international organizations.

e. Utilize more fully the special capabilities of regional programs of other nations.

f. The United States should collaborate with the pilferers of multilateral effort.

### Long-term needs of American foreign policy.

reasonable in its policies and programs to the wide operational autonomy, and yet would be

g. Department of State, and the USAID. It would have many educational capabilities now handled by Education Foundation) should be created to abroad the

h. A dual-independent body (the U.S. International consider practical ways and means for harnessing them, and scope of available private potentials and to

i. A serious effort should be made to identify the nature of government carry out its own policies and programs. p. An additional role of the private effort is to help support.

j. The bulk of private effort should be entirely independent of Government influence and financial

k. The bulk of private effort should be entirely independent of Government influence and financial

l. Making fuller use of private capabilities

m. A continuing review should be made of the strategy, and Cultural Affairs.

n. Group is the U.S. Advisory Commission on Educational of all interested parties. Probably the only existing subpart who can win confidence, respect, and cooperation sufficient respect, impartiality, and high-level

o. The bureaucracy must be broadened over by someone with the federal educational aid effort.

p. This is not possible under the present fragmentation of

q. Creating an educational aid strategy

r. Building strength into the research community.

s. AID grants and contracts should be concerned with research.

t. Available institutional capabilities for handling such

- 50 -

24. REPORT OF THE COMMITTEE ON CULTURE AND INTELLECTUAL EXCHANGE, 1965.

This report was prepared by the National Citizens' Commission
on Intellectual Cooperation for the White House Conference on Inter-
national Cooperation, Washington, D. C., November 28 to December 1, 1965.

The Committee members were Norman Cousins, Luther H. Evans,
John F. White, Leslie Paffrath, Mrs. Emily Otis Barnes, David Hall,
and Robert B. Hudson.

The Committee's recommendations are directed toward the need for
the "reverse flow" idea --the rest of the world should have the oppor-
tunity to display its art and thought to Americans.

Recommendation 2

The principle of "reverse flow" governs all aspects of international
activity on the part of the United States in the cultural and intellectual
exchange field.

## Recommendation 3

Special attention should be given to information coordination in
this area through the combined media of (a) international conferences,
(b) permanent secretariats, and (c) data processing facilities.

Recommendation 5

A semi-autonomous foundation be established to coordinate government-
private sector collaboration abroad and to assist in funding activities
throughout the cultural and intellectual exchange field.

Recommendation 6

There should be established an Institute for Advanced Study in the
Arts, funded by the proposed foundation, which would assume the chief
responsibilities in the areas of (a) exchange of persons, (b) special
events, (c) information coordination as they pertain to the creative
and performing arts.

Recommendation 7

There should be increased budgetary support through the proposed
foundation for (a) the U.S. Committee on International Education and
Public Affairs, (b) the U.S. Center of the International Theater
Institute, and (c) the cultural program of UNESCO.

Recommendation 10

The position of the chief educational and cultural affairs officer
in the State Department be elevated to an Under Secretaryship; and the
administration of American cultural programs abroad be detached from
service agencies whose principal or readily identifiable function
is essentially political.

is essentially political, service agencies whose principal or readily identifiable function is administration of American cultural programs abroad he detached from in the State Department he elevated to an Under Secretaryship; and the The position of the chief educational and cultural affairs officer

Recommendation 10

Institute, and (c) the cultural program of UNESCO, Public Affairs, (d) the U. S. Center of the International Theater foundation for (a) the U. S. Committee on International Education and There should be increased propaganda support through the proposed

Recommendation 1

and performing arts. (e) information coordination as they pertain to the creative ensemble, (c) information coordination as they pertain to the creative relationship in the areas of (a) exchange of persons, (b) special needs, funded by the proposed foundation, which would assume the chief There should be established an Institute for Advanced Study in the

Recommendation 6

throughout the cultural and intellectual exchange field. private sector collaboration abroad and to assist in funding activities

A semi-autonomous foundation be established to coordinate Government-

Recommendation 2

(p) permanent secretariat, and (e) data processing facilities. This area, through the combined efforts of (a) international conferences, Special attention should be given to information coordination in

Recommendation 3

exchange field. The principle of 'reverse flow' governs all aspects of international activity on the part of the United States in the cultural and intellectual

Recommendation 2

unity to display the art and thought to Americans. The Committee's recommendations are directed toward the need for and Robert B. Hudson.

John F. White, Leslie Refrath, Mrs. Emily Otis Barnes, David Haff, The Committee members were Norman Conant, Luther H. Ennis.

national Cooperation, Washington, D. C., November 28 to December 1, 1962. This report was prepared by the National Citizens' Commission

54. REBELLION OF THE COMMITTEE ON CULTURE AND INTERNATIONAL EXCHANGE, 1962.

- 20 -

-51-

Recommendation 19

The Public Law 480 program, allowing for the procurement of foreign publications through non-convertible counterpart funds, should be expanded and intensified.

Recommendation 27

An international program should be established to bring university students and teachers of other countries to the United States to teach their native language in high schools and colleges, and to send out Americans to teach English in similar institutions abroad.

Recommendation 30

The President of the United States be requested to call an international conference on educational exchange, and that in arranging for such a conference means should be provided for a series of international planning meetings to determine the agenda and to develop an adequate conference program. Further, at such a conference means should be explored for the establishment of a permanent international secretariat for the continuing exchange of information and for the mutual planning of international educational exchange in the future.

Recommendation 31

Support should be given to the proposed establishment of a "Volunteers to America" or "Exchange Peace Corps" program under which the U.S. Peace Corps would bring foreign volunteers to serve in this country.

Recommendation 58

International training should be furthered among national guidance associations through the International Educational and Vocational Guidance Association.

Recommendation 59

A program be established for training nongovernmental women civic leaders, actual and potential, giving them the opportunity to benefit from the vast U.S. experience in the field of voluntary cooperative effort, especially needed in the newly emerging countries.

Recommendation 62

The President of the United States should be asked to use the prestige of his unique office through continued endorsement in word of the ideals and goals of International Cooperation Year, and by deed through taking the initiative in establishing a Presidential Medal of Merit in the Arts, Sciences, and the Humanities.

of Merit in the Arts, Science, and the Humanities. Through taking the initiative in establishing a Presidential Medal of the Arts and Costs of International Cooperation Year, and by bestow

The President of the United States should be asked to name the bestow

Recommendation 05

effort, especially needed in the newly emerging countries. From the vast U.2. experience in the field of voluntary cooperative f

A program be established for training nongovernmental women civil

Recommendation 33

Graduate Association.

Associations through the International Educational and Vocational International training should be furthered among national schools

Recommendation 23

country.
The U.2. Peace Corps would bring foreign volunteers to serve in this
Volunteers to America, or Exchange Peace Corps program under which
Substitute should be given to the proposed establishment of a

Recommendation 31

mutual planning of international educational exchange in the future.
secretariat for the continuing exchange of information and for the
should be explored for the establishment of a permanent international
an adequate conference program. Further, at such a conference means
national planning meetings to determine the agenda and to develop
for such a conference means should be provided for a series of inter-
national conference on educational exchange, and that in arranging

The President of the United States be requested to call an inter-

Recommendation 30

Americans to teach English in similar institutions abroad.
their native language in high school and colleges, and to send out
students and teachers of other countries to the United States to teach

Recommendation 33

banned and interfered with.

Diplomatic through non-convertible counterpart funds, should be ex-

Recommendation 19

-31-

for the future.
(3) subtracts those practices, and (4) suggests possible improvements present institutional arrangements for teaching those objectives, purposes that govern U.S. Government exchange programmes, (5) describe of State. The objectives of the study were to (1) reexamine the as Variant Secretary for Educational and Cultural Affairs, Department This study was completed prior to Dr. Frankel's appointment

EDUCATIONAL AND CULTURAL POLICY AROUND 1960

20. Frankel, Charles. THE NEGLECTED VARIETY OF FOREIGN AFFAIRS: AMERICAN

closely, at Rockefeller has pointed out, to coordinate such activities somewhat more abusively among our people. It may be possible such fundamental components as initiative and by common goals and purposes. Without sacrificing frontiers, we realize that both can be motivated may be enabled to push forward philanthropy, a subject of the tried and proven, so that they to Government a greater share of the burden of philanthropic organizations that they turn over. "As John G. Rockefeller III suggested in 1964 to

of international education (p. 384-385)

On cooperation of governmental and non-governmental groups in the field

and procedures, same point.

policy in the Copyright-Right Act of 1961 explaining how certain policies to its endorsement by Congress as a permanent feature of U.S. foreign This account traces the program from the Copyright Act of 1947

HISTORY. 1962.

52. Johnson, Walter and Coffman, Francie J. THE FULLBRIGHT PROGRAM: A

a continuing way of file extending through the next decade. displayed by the private citizen in helping make international cooperation possible. The reasons for it, its possibilities, and the part to be involved in the effort to call public attention to International Cooper- All channels of communication--private and governmental--should be

Recommendation 4V

figures in the arts in the role of cultural ambassadors. of international cooperation through more effective use of prominent

The Department of State should play a special role in the publicizing

Recommendation 4J

-25-

-53-

Three basic reforms to which the recommendations are directed:

1. Upgrade educational and cultural relations.

They should be raised to a level of authority consonant
with their significance to the relations of the U.S.
with other nations.

2. Create a new environment for educational and cultural affairs.

A particular problem which needs to be changed is the
administrative setting.

3. There needs to be a more effective relationship between government and the private educational and cultural communities.

The educational, scholarly, and artistic worlds have to be
drawn into educational and cultural activities at the
initial level at which policy and plans are formed. In
line with this, new and more cooperative and binding
relationships should be developed.

RECOMMENDATIONS

A. Improve the position of the cultural affairs officer.

1. Raise CAO's status within the Embassy, and make the position an attractive career prospect.

2. Clarify the CAO's tasks with less emphasis on administrative and public relations tasks.

3. Extend the CAO's responsibilities, so that he is concerned with among other things, AID education programs, NDEA grants, NSF projects, etc.

4. Institute a more flexible approach to recruitment of CAO's.

B. Reallocation of existing responsibilities

1. Lodge the central responsibility for educational and cultural affairs in the Department of State. USIA mission objectives are out of keeping with those of educational and cultural affairs, and AID's interest is too specialized and technically project-oriented. In line with this recommendation, Dr. Frankel would reinforce the independence of CU, and give the Board of Foreign Scholarships an independent staff.

2. Create an Under Secretary of State for Educational and Cultural Affairs. As a continuing aspect of foreign relations, educational and cultural affairs should be given the same importance within the Department as is now accorded to political and economic affairs. Dr. Frankel says, parenthetically, that if the Office

3. Create an Under Secretary of State for Educational and Cultural Affairs. As a continuing aspect of foreign relations, educational and cultural affairs should be given the same importance within the U.S. Department as it now accorded to political and economic affairs. Dr. Frankel says, parenthetically, that if the Office

of Foreign Scholarship in independent staff, would reinforce the independence of CD, and give the Board project-oriented. In line with this recommendation, Dr. Frankel et al., and AID's interest is too specialized and technically are out of keeping with those of educational and cultural affairs in the Department of State. USIA mission objectives leave the central responsibility for educational and cultural affairs in the Department of State. USIA mission objectives

## F. Reallocation of existing responsibilities

4. Institute a more flexible approach to recruitment of CVO's.

USIA projects, etc.

3. Extend the CVO's responsibilities, so that he is concerned with among other things, AID education programs, MDEA grants, and public relations tasks.

2. Clarify the CVO's tasks with less emphasis on administrative and public relations tasks.

1. Raise CVO's stature within the Embassy, and make the position an attractive career prospect.

## G. Improve the position of the cultural affairs officer.

## RECOMMENDATIONS

relationships should be developed. Line with this, new and more cooperative and binding initial level at which policy and plans are formed. In drawn into educational and cultural activities at the educational, academic, and artistic levels have to be The educational, academic, and artistic worlds have to be communities.

Government and the private educational and cultural

administrative setting. A difficult problem which needs to be changed is the

8. Create a new environment for educational and cultural affairs.

with other nations. Their significance to the relations of the U.S. They should be raised to a level of authority consonant

-23-

-54-

of Education were raised to cabinet status, it might be
more proper to locate educational and cultural affairs
there.

C. Reorganize educational and cultural exchange

1. Create a semi-autonomous foundation for educational and cultural exchange. These exchange programs have only a peripheral relationship to the Department of State's most pressing concerns. Thus, there might be a mix of government and private funds to support a foundation, for which the Smithsonian is a prototype. The foundation would be staffed by a core-group of career officials. A proportion of its representatives in the field as well as in Washington would belong to the permanent staff. It would also have a reserve staff alternating between public service and periods of work in private educational or cultural institutions. The representative of the foundation in the Embassy would operate with considerable autonomy, as is the case with Peace Corps representatives. It would free the CAO so he could serve as cultural reporter, analyst, and liaison man.

2. The Federal Government should play an important role in educational and cultural affairs. It is peculiarly capable of providing the leadership, and of stimulating the movement toward coordination and planning, which American educational and cultural affairs so badly need.

27. "International Education and Health." 1966.

In a special message to Congress on February 2, 1966, President Johnson outlined a broad program for action in the field of international education, which embodied numerous recommendations. Many of these were incorporated in the International Education Act of 1966.

In the message, President Johnson proposed "to strengthen our capacity for international education al cooperation; to stimulate exchange with students and teachers of other lands; to assist the progress of education in developing nations; to build new bridges of international understanding."

I. Strengthen our capacity for international educational cooperation.

A. Direct the Secretary of Health, Education, and Welfare to establish within his Department a Center for Educational Cooperation.

1. To act as a channel for communication between our missions abroad and the U.S. educational community.

2. To direct programs assigned to the Department of Health, Education, and Welfare.

3. To assist public and private agencies conducting international education programs.

B. Appoint a Council on International Education.

1. Composed of outstanding leaders of American education, business, labor, the professions, and philanthropy;

2. To advise the Center for Educational Cooperation.

C. Create a Corps of Education Officers to serve in the U.S. Foreign Service.

1. Recruited from the ranks of outstanding educators;

2. Report directly to the ambassador when serving in foreign missions.

D. Stimulate new programs in international studies for elementary and secondary schools.

E. Support programs of international scope in smaller and developing colleges.

giving the right to

I. Amount programme of international code in smaller and

D. Stimulate new programmes in international studies for

mathematics.

S. Report directly to the superintendent when serving in foreign

I. Reported from the ranks of outstanding educators;

foreign service.

S. To advise the Center for Educational Cooperation.

Business, labor, the professions, and philanthropy;

I. Combined of outstanding leaders of American education.

S. Approving a Committee on International Education.

national education programs.

3. To assist public and private agencies conducting inter-

Education, and Welfare.

S. To direct programs assigned to the Department of Health,

I. To set up a channel for communication between our relations

satisfied within his Department a Center for Educational Cooperation.

V. Direct the Secretary of Health, Education, and Welfare to

Progress of education in developing nations: to build new bridges
exchange with students and teachers of other lands; to assist the
capacity for international education of cooperation; to assimilate

these were incorporated in the International Education Act of 1960,
national education, which embodied numerous recommendations. Many of
Johnson outlined a program for action in the field of inter-

In a special message to Congress on February 5, 1960, President

57. "International Education and Health," 1960.

-23-

-56-

F. Strengthen centers of special competence in international
research and training.

1. Promote centers of excellence in dealing with particular problems and particular regions of the world.

2. Develop administrative staff and faculties adequate to maintain long-term commitments to overseas educational enterprises.

3. Give AID authority to provide support to American research and educational institutions, for increasing their capacity to deal with programs of economic and social development abroad.

## II. Stimulate exchange with the students and teachers of other lands.

A. Encourage the growth of school-to-school partnerships.

1. Assist in construction, exchange books and equipment, teacher and student visits.

2. It is to be administrated by Peace Corps. in cooperation with AID.

3. The chief cost will be borne by voluntary contributions of the participating schools.

B. Establish an Exchange Peace Corps.

1. "Volunteers to America" would teach their own language and culture in American schools.

2. The Corps would serve in community programs alongside VISTA volunteers.

3. It will be helped to gain training to prepare them for further service when they return home.

C. Establish an American Education Placement Service.

1. International recruitment bureau for American teachers.

2. Provide supplemental assistance for those going to areas of special hardship.

-58-

1. Recommend passage of legislation to implement the Florence agreement.

2. Recommend that Congress implement the Beirut agreement to permit duty-free entry of visual and auditory materials.

3. Encourage private American enterprise to participate actively in educational exchange.

C. Improve the quality of U.S. schools and colleges abroad.

1. Should be showcases for excellence in education.

2. Should make overseas service attractive to U.S. citizens.

3. Should provide close contact with students and teachers of the host country.

D. Create special programs for future leaders studying in the U.S.

1. HEW and AID should provide grants to enrich their educational experience through special courses and summer institutes.

28. Michie, Allan A., editor. DIVERSITY AND INTERDEPENDENCE THROUGH INTERNATIONAL EDUCATION. 1967.

This book is the edited account of what was said at the symposium which met on the occasion of the twentieth anniversary of the Fulbright Act. The purpose of the meeting was both to place the Fulbright program in the perspective it has assumed over the years in the field of international education, and to explore future directions which international programs should take.

According to Charles Frankel, one of the participants in the symposium, there would be educational and cultural relations between our nation and others even without the assistance of the State Department. At the same time, the government does have a definite role to play; it must supplement and direct the natural exchange between nations, and it must supplement and/or correct "distorted" or "superficial" communications, "unnecessary superstitions, stereotypes, misconceptions that are encouraged and spread abroad by the immense flow of modern communications."

the issuance flow of modern communications.



The issuance flow of modern communications that are encouraged and almost sproug
p of "amphibious" communications "immediately豹nifies
between nations, and if that amphibious and/or correct "florished"
rate to play, it must abdicate and direct the natural exchange
department. At the same time, the Government does have a definite
our nation and others even without the substance of the State
agreement, there would be educational and cultural relations between
According to Charles Drankoff, one of the barcliques in the
directions which international programs should take.

SG. INTERNATIONAL EDUCATION, 1967.
MICHEI' VILLAN V., editor. DIVERSITY AND INTEGRATION THROUGH
SUMMER INFLUENCES.

I. IMA and AID should provide grants to enrich their
educational experience through special courses and
summer internships.

U.S.

D. Create special programs for future ferders studying in the

of the host country.

3. Should provide close contact with students and pendents

S. Should make overseas service attractive to U.S. citizens.

1. Should be advertised for excellence in education.

3. Encourage private American enterprises to barter goods

materials.

S. Recommend that Congress implement the Berlin agreement

Morrice Agreement.

f. Recommend passage of legislation to implement the

-28-

-59-

Mr. Frankel also felt that the government should be behind efforts in international education, but that the best program was that which involved the government the least. He felt that it would be better for the government to help universities become able to handle the programs independently, and for them to make international education a "normal matter of university life, not a sabbatical year affair".

Caryl P. Haskins brought up discussion of the need for government encouragement in the field of science, and pointed to certain features of the International Education Act as being particularly useful in bringing about scientific revolutions in other countries. Among them were: 1) the opportunity for establishment of binational foundations; 2) the expansion of school-to-school partnerships overseas; 3) the establishment of Educational Officers in our embassies; and 4) the liberalization of provision of visas for overseas scientific visitors attending meetings in this country.

Michael Rabin spoke of the importance to science of establishing international universities, such as CERN in Geneva. He suggested that one of the outstanding U.S. or European universities might be declared international for a year or two, and might thereby serve as a place for scientists and scholars to converge.

In his concluding remarks, Charles Frankel brought up the need for improvement in government activities in the field of international education, with special emphasis on the need for coordination of federal programs, most of which grew up as "afterthoughts". He called for the adoption of certain basic guidelines by the various government agencies to ensure against the possibility of their appearing to represent conflicting philosophies. Federal agencies should agree that:

1. all forms of overseas educational activity are cultural encounters;

2. educational problems require educational perspectives;

3. we must get good people and reach others where they are;

4. we must get institutions involved;

5. we must strengthen U.S. resources by giving a better education to Americans in this country;

6. we must better communications between various agencies in embassies overseas;

7. we must have a steady critique by educators of what is being done.

29. STUDY OF THE UNITED STATES OFFICE OF EDUCATION. 1968.

House Resolution No. 614 directed the Special Subcommittee on Education to make "a complete evaluation and study of the operations of the U.S. Office of Education." Such a study was considered appropriate and necessary in light of the numerous pieces of education legislation that had been enacted starting with the 88th Congress. The following recommendations are those which pertain to the international activities of the office.

Division of Foreign Studies

1. That the Center for Educational Cooperation provide more publicity and informational services to the potential users of its programs -- especially to the elementary-secondary education segment (on the programs for which that segment is eligible).

2. That close consideration be given to a further centralization of OE-DHEW international education programs within the Center for Educational Cooperation.

3. That the Center for Educational Cooperation-- by development of its own capability, through the National Center for Educational Statistics, or by contract-- meet the need of Congress and the public for timely and detailed evaluation of its programs, and especially those under title VI of NDEA.

Note: These recommendations were made at a time when plans were being drawn up to locate a Center for Educational Cooperation under the Assistant Secretary for Education. Once operative, the Center was to administer the programs authorized by the International Education Act of 1966, and it was planned that the Division of Foreign Studies would be maintained intact as a Division of the Center.

The subcommittee strongly approved of the establishment of the Center, particularly as a means of correcting the fragmented administrative pattern surrounding the foreign studies programs supported by the Federal government.

-61-

30. FIFTH ANNUAL REPORT OF THE U.S. ADVISORY COMMISSION IN INTERNATIONAL EDUCATIONAL AND CULTURAL AFFAIRS. 1968.

RECOMMENDATIONS

A. Quasi-Public Mechanism

In order to maintain the integrity of the educational and cultural exchange programs of the U.S. Government, the Commission urges the establishment of a separate public-private entity to assume complete responsibility for these programs, which are now handled by several government agencies.

This mechanism might combine the functions of the Center for Educational Cooperation, which is to be established in the Office of the Assistant Secretary of HEW for Education, the functions of the Bureau of Educational and Cultural Affairs in the Department of State, and the genuine educational and cultural aspects of the United States Information Agency, such as its libraries and English language teaching programs.

B. Education Officers

The Commission calls upon the Congress to reconsider its position on the establishment of a corps of education officers.

C. Funding Crisis

The Commission calls upon the Congress to appropriate funds to put into effect the International Education Act of 1966.

Until the recommendation on establishment of a quasi-public mechanism is carried out, the Commission urges the Executive branch and Congress to increase the budget of the Bureau of Educational and Cultural Affairs of the Department of State.

HAK: DO YOU WANT TO SEE HIM???

Dear Bill,

Please accept my apologies for my tardiness in replying
to your kind letter. My life has become very busy and, as
a result, I have fallen behind in my correspondence. However,
I did want you to know that I appreciated your thoughtfulness
in writing to me.

I should like to meet with you as soon as
it is possible, I suggest that you telephone the office
at the Pierre ( 212: Hal-3100) as I seem to be spending
most of my time there.

Best wishes,