American Education and the Developing Areas

Attention to the problems of international educa tion has received impetus from the policies of the Johnson Ad ministration and the International Education Program of 1966. Legislation is pending before both Houses of Congress as the United States prepares to reassess its position and involvement in the area of educational assistance to the developing nations. At this juncture, therefore, it is timely to review the changing patterns of international education. Whereas once the em phasis was on thousands of foreign students ourneying to this country, now attention is shifting to the work of American pro fessors who take up residence in foreign institutions around the world. Another change, which results from the gradual emer gence of stronger local institutions, is a shift in emphasis from undergraduate to graduate education in the United States. Be cause of these changes in the patterns of international educa tion, a third new component is emerging which must be encour aged and expanded. There is increasing need for a cadre of American professors with the experience and outlook appropri ate for teaching abroad. Experience in the private sector with international education has proved the value of the following principles: (1) careful assessment of the potential of a given foreign institution, its leadership, and its goals; (2) concentra tion on a few subject areas where the type of assistance needed is explicit and can be made available; (3) continuity of support to avoid abandoning a program in midstream; and (4) need for a career service of men engaged in assistance to developing institutions abroad. The knowledge which can be drawn from the various areas of educational co-operation may help the new public programs and the continuing private ones in the years ahead.