Both the U.S. government and private U.S. 

 foundations have played significant roles in this field 

 in the past. Successful efforts include the Asian 

 Institute of Technology at Bangkok, Thailand; the 

 Indian Institute of Technology at Kanpur, India; the 

 Central American Institute for Business Administration 

 in Managua, Nicaragua; the Asian Institute of 

 Management in the Philippines; and others. All of 

 these institutions were originally staffed with both 

 American and national personnel, with the former now 

 largely phased out. 



The magnitude and scope of U.S. assistance for the 

 development of educational institutions in developing 

 nations reached a peak during the 1960s and tapered off 

 steadily during the 1970s. In this initiative, we 

 recommend following up on earlier efforts. The bulk of 

 the renewed effort would be directed to working with 

 foreign counterparts to further the development of 

 existing institutions through exchanges of faculty, 

 joint research programs, visiting appointments of U.S. 

 faculty, and other forms of medium to long-term 

 cooperation. However, where the need for new 

 institutions can be clearly identified, new 

 institutions could be created. 



Many of the smaller and poorer developing nations 

 do not have viable engineering or management education 

 institutions or a realistic possibility of supporting 

 them in the future. For all practical purposes, 

 therefore, this initiative would apply primarily to 

 nations capable of supporting such institutions — i.e., 

 those with a developed or prospective industrial base 

 or with important present or prospective raw material 

 or agricultural exports. Nonetheless, other countries 

 in a region could expect to benefit from the 

 opportunity to send students and research personnel to 

 the strengthened institutions. 



Initiative 2. Stimulate Curriculum Development, 



Teaching, Research, and Technical 

 Assistance Programs in U.S. Engineering 

 Schools Oriented to Developing Nation Students 



One of the greatest resources for meeting the needs 

 of developing countries for a stronger domestic 

 technological capability lies in the U.S. engineering 

 educational system. Yet from the developing country 

 point of view, this system is frequently not utilized 

 as effectively as it might be. Over 31,000 engineering 

 students from developing nations studied in U.S. 

 engineering colleges and universities in 1974 (HE 

 1975), but U.S. engineering schools do not generally 

 offer curricula well oriented to the special skills 



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