quire further knowledge in the field of specialization, and to demonstrate and share this country's achievements.

Educational exchanges are conducted under several congressional authorizations which include (1) those originally authorized under the act for cooperation with the other American Republics; (2) those provided by the foreign currency program under the Fulbright Act; and (3) the worldwide program authorized by the Smith-Mundt Act which establishes a general framework for all the educational exchange activities. The Department of State also conducts special programs with Finland and India with principal and interest debt payments set aside for this purpose. Total costs of these programs under various authorizations, including grants and administrative expenses, are summarized in table 66 for the 5 years from 1951-52 to 1955-56. Additional details for the funds allotted in 1954-55 and 1955-56 are presented in table 67. Table 66.-FEDERAL FUNDS ALLOTTED FOR EDUCATIONAL EXCHANGE PROGRAMS: 1951-52 TO 1955-56

Table 67.-FEDERAL FUNDS ALLOTTED FOR EDUCATIONAL EXCHANGE PROGRAMS: 1954-55 AND 1955-56

1 Includes Public Laws 207 and 663, Eighty-third Congress for Austria ($173,785 in 1954-55; $192,865 in 1955-56) and Germany ($2,876,752 in 1964-55; $2,108,003 in 1955-56.)

Number of participants engaged in the educational exchange programs from 1951-52 to 1955-56 are summarized in table 68. Tables 69 and 70 present more extensive information about the participants for the 1954-55 and 1955-56 school years.

COORDINATION OF EDUCATIONAL EXCHANGE PROGRAMS

The Department of State coordinates the programs authorized by Congress. It also coordinates them with similar activities conducted by other agencies of the Government and cooperates extensively with independent nongovernmental exchanges in the United States. Often, the services of the Department and those arranged by private organizations complement each other, with

Table 68.-NUMBER OF PARTICIPANTS ENGAGED IN EDUCATIONAL EXCHANGE PROGRAMS: 1951-52 TO 1955-56

the international travel provided by foreign currency funds of the Government and tuition, maintenance, and other assistance supplied by private groups. It is estimated that these groups, which include schools, colleges, universities, foundations, hospitals, and private businesses, provided approximately $9 million primarily

to assist foreign grantees under the 1955 programs. The program conducted by the International Educational Exchange Service of the Department is coordinated with the technical exchanges of the International Cooperation Administration which is now in the Department of State, and with the programs of other Federal agencies such as the Department of Defense. This coordination is effected at both planning and administrative levels in Washington and overseas.

Table 69.-NUMBER OF PARTICIPANTS ENGAGED IN EDUCATIONAL EXCHANGE PROGRAMS: 1954-55

Table 70.-NUMBER OF PARTICIPANTS ENGAGED IN EDUCATIONAL EXCHANGE

The Department has contractual arrangements with a number of public and private agencies for assistance in certain services necessary to the administration of the program. These services include screening and recommending candidates, arranging pro

grams for, orienting and supervising grantees, and evaluating program effectiveness. The Office of Education, for example, cooperates closely with the Department of State under a working-fund agreement in conducting both American and foreign teacher exchanges. It administers the teacher interchange program under which American and foreign teachers trade positions in their respective school systems for a year; recommends qualified American teachers for teaching assignments abroad; and arranges special programs for foreign teachers to study and observe American school systems.

Assistance to private groups here and abroad on exchange projects contributing to the Department's objectives is a significant part of the International Educational Exchange Program. During 1955, for example, 411 groups were assisted in relation to 655 projects involving 6,687 persons. These programs did not require United States Government funds, although many were as valuable in reaching objectives as the regular programs of the Department. Assistance ranged from detailed guidance for American and foreign groups on how to operate various kinds of educational exchange programs to arranging with Foreign Service posts to distribute applications, and to assist in nominating and selecting candidates under private programs.

In accordance with provisions of section 201 of the SmithMundt Act, the Department stimulates public and private exchange efforts through the designation of exchange-visitor visa programs. This permits entry into the United States of foreign nationals desiring to come in for bona fide educational purposes.

INTERNATIONAL COOPERATION ADMINISTRATION

The International Cooperation Administration was created on July 1, 1955, and is a semiautonomous unit within the Department of State. It is a successor to a series of agencies of the United States Government engaged in technical assistance, economic aid, and, in some instances, military assistance. Part of its work was started in 1942 by the Institute of Inter-American Affairs. Under the Marshall Plan, assistance was given in Europe beginning in 1947 by the Economic Cooperation Administration which was later designated as the Mutual Security Agency. Interest in the Near East, Africa, and South Asia under the "Point Four" program was administered by the Technical Cooperation Administration. In 1953, all these agencies were combined into the Foreign Operations Administration, and in 1955 the FOA was brought into the Department of State under the new title of International Cooperation Administration.

Appropriations for these cooperative programs are made each year by Congress in order that the United States may participate and other funds are appropriated by the cooperating governments. Contributions of other governments for programs of technical cooperation are, on the average, about double the United States' contributions. Programs are not undertaken except upon the specific request of the participating governments.

One of the six major functions of the International Cooperation Administration is to administer programs of technical cooperation in the underdeveloped areas of the world. It is believed that this is one of the best means of strengthening the nations of the free world. Technical cooperation has many aspects but all of them are closely related to educational processes and rely upon them for their effectiveness. Education is the indispensable means of developing any nation's most valuable resources-its human resources and education plays a key role in every aspect of this program. The most effective overseas programs include integrated activities in such related fields as agriculture, health, industry, and governmental administration, with the education staff cooperating closely with other ICA representatives. Only by helping the less-developed nations to increase their own ability to do the job for themselves can any lasting improvements be made.

The underdeveloped countries are looking to the United States for two principal types of educational assistance. They want help in the establishment of new schools and in the development of vocational and other curriculums to stress the practical application of knowledge for the solution of economic and social problems, and they seek aid in the extension and improvement of primary education to reduce for future generations the problem of illiteracy. For these purposes, they have too few well-trained teachers, not enough schools, and inadequate teaching materials.

The ICA educational program always recognizes the culture of the country, its traditions, its educational institutions, its civic programs, and the expressed desires of its people, as well as the needs of the country. This program is 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 technics. 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 was given in unusual situations, such as for Korean reconstruction. Trainees, carefully selected for their ability to