international research and development networks that 

 themselves generate and use specialized data. These 

 delimited information systems tend to have a certain 

 built-in selectivity and quality control, relatively 

 low costs, and strong user demand for their products. 

 The United states could also support U.S. -based 

 technical inquiry services in selected fields. 

 Successful examples that use networks of volunteers, 

 thus minimizing costs, already exist in the areas of 

 nutrition, fertilizers, and small-scale technology. 



19- Education in the United States 



Developing country leaders have often said that the 

 U.S. role in education and training has been this 

 country's largest contribution to development. 

 Hundreds of thousands of students from developing 

 countries have studied in the United States, 

 representing a resource of incalculable value to their 

 home countries. In 1974-75, for example, at least 

 125,000 undergraduate and graduate students from 

 developing countries were studying in U.S. 

 universities, and their numbers are growing rapidly. 

 The great majority of these students come to this 

 country privately or on scholarships from their own 

 governments. 



We believe that U. S. institutions can do more to 

 make the education of these students relevant to the 

 needs of their nations, particularly in such fields as 

 engineering, agriculture, and medicine. For example, 

 scholarships, fellowships, and research grants can be 

 used more effectively as incentives to draw students 

 into shortage areas and away from fields that are 

 popular or appropriate to U.S. needs but not 

 necessarily of high priority in developing countries. 

 An educational approach is needed that emphasizes 

 flexible application of modern science to the great 

 variety of forms in which development problems actually 

 arise. This is not easily done, since research 

 equipment and the interests of research preceptors are 

 partly determined by current research styles in the 

 Western world, which rely heavily on sophisticated 

 methodology and elaborate facilities that may not be 

 available when students return home. Such institutions 

 as the Institute for International Education (HE) or 

 the newly formed Council for International Cooperation 

 on Higher Education might become effective agents in 

 this effort to reorient some aspects of higher 

 education at American institutions. 



The United States could support development of 

 special courses or special units of general courses 

 oriented to developing countries in order to encourage 



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