There are two principal types of educational assistance which are needed by the developing countries: (1) They want help in the development of vocational and other curriculums to stress the practical application of knowledge for the solution of economic and social problems; and (2) they seek aid in the extension and improvement of primary education to reduce the problem of illiteracy for future generations. For these purposes, nations have too few well-trained teachers, not enough schools, and inadequate teaching materials.

The culture, traditions, educational institutions, civic programs, desires of the people, and needs of the developing country are always recognized by the ICA. Programs are directed toward the training of those who will teach others, rather than immediate participation in mass education, except where demonstration schools are necessary as pilot projects to stimulate local development of educational facilities or new techniques. Emphasis is placed on imparting new skills and on helping the people to develop their own educational resources rather than on material assistance, such as buildings, equipment, and supplies, although assistance of the latter type has been given in unusual situations, such as for Korean reconstruction.

Trainees, carefully selected for their ability to make a significant contribution to the development of their own country, are brought to the United States or to special regional training centers, such as the American University of Beirut, for periods of technical instruction in appropriate fields. The Office of Education shares the responsibility for assisting educators coming to the United States for specialized training by conducting orientation classes, arranging conferences with authorities in the fields, planning programs for study in this country, and otherwise helping the trainees to equip themselves to make important contributions to education in their homelands.

COUNTRY MISSIONS

The Office of Educational Services in ICA performs much of its work by sending educators to foreign countries. These groups of educators constitute educational staffs within ICA Country Missions. In arranging for the effective operation of these staffs, the Office of

Educational Services of ICA in Washington, D.C., with the cooperation of the Division of International Education in the Office of Education, has major responsibilities which include the following:

1. Planning, reviewing, and evaluating educational projects proposed by other countries.

2. Staffing and orienting the Country Missions.

3. Maintaining liaison with United States sources of professional advice.
4. Establishing contractual relations with educational institutions on an
international interuniversity basis.

5. Fostering coordination among the educational missions sent to the various
countries.

For the 1958-59 school year, cooperative educational programs were operating in 55 countries and regions. Negotiations are underway to establish new programs in several additional countries, and for additional projects in many of those countries where ICA educational programs are already operating.

Table 108 shows the Federal funds obligated for cooperative educational activities from 1951-52 to 1958-59. A summary of the Federal funds obligated for these activities in other countries for 1958-59 is given in table 109. The number of project agreements, U.S. technicians, and foreign participants in the cooperative educational projects are shown in table 110. Foreign participants under interuniversity contracts are excluded from this tabulation.

Table 108.-FEDERAL FUNDS OBLIGATED FOR COOPERATIVE EDUCATIONAL ACTIVITIES IN OTHER COUNTRIES: 1951-52 TO 1958-59

Table 109.-FEDERAL FUNDS OBLIGATED FOR COOPERATIVE EDUCATIONAL PROJECTS INVOLVING U.S. TECHNICIANS AND FOREIGN PARTICIPANTS: 1958-59

Table 110.-NUMBER OF COOPERATIVE EDUCATIONAL PROJECT AGREE. MENTS WITH OTHER COUNTRIES AND PARTICIPATING U.S. TECHNICIANS AND FOREIGN NATIONALS: 1958-59

INTERUNIVERSITY CONTRACTS

Higher education is emphasized through federally sponsored contracts between colleges and universities in the United States and colleges and universities of other lands. For this program, Federal funds are used to obtain the services of American colleges and universities for assistance to overseas universities in improving teaching, curriculum, research, and extension work. Contracts are planned to broaden international horizons and to make important contributions to education, health, agriculture, and other programs for social and economic advancement.

Terms of 101 interuniversity contracts in force on March 31, 1960, provided for loans of professors from 63 universities to host universities in approximately 33 countries. After a year or two of work in partnership with a professor in the other country, the counterpart professor comes to the contracting university in the United States to study for a year. When the American professors return to their regular work in the United States, they have a much broader understanding of the world in which they live and of the responsibilities of America.

Approximately 600 American professors were at work in host universities and about 300 professors from host countries were at universities in the United States on March 31, 1960. Countries which have requested this kind of cooperation and have arranged interuniversity contracts are listed in column 1 of table 111. The table also identifies the universities in the United States having contracts, their fields of activity, and the Federal funds obligated to operate these programs.