foreign students to relate their training to problems 

 and conditions in their own countries. A good number 

 of universities, departments, or regions have 

 concentrations of students from developing countries 

 which would justify a special effort in this direction. 

 As many as 25 percent of the graduate students in some 

 American engineering schools come from foreign 

 countries (NRC 1976). In 1974-75, 67 colleges and 

 universities had more than 500 foreign students on 

 their campuses, of whom 85 percent overall were from 

 developing countries (HE 1975) . The foreign student 

 population in cities like Boston, New York, Washington, 

 Los Angeles, and many smaller centers could easily 

 support courses offered jointly by several 

 universities. Such courses are also good training 

 grounds for American students interested in 

 international development problems. 



The United states could also provide incentive 

 programs to encourage graduate students from developing 

 countries to do their theses on problems of importance 

 in their own countries. Ideally, more graduate 

 research will take place in students' home countries. 

 A number of U.S. institutions have begun to experiment 

 with a variety of arrangements for sharing teaching, 

 research, and accreditation responsibilities with 

 national and international institutions in developing 

 countries. U.S. government funding could play a 

 catalytic role by helping to defray special costs 

 resulting from the international character of such 

 research activities. 



20. Short-term, Nondegree Training 



As valuable as U.S. formal education has been and 

 is, we believe that it needs to be extensively 

 supplemented by less orthodox types of educational 

 activities. 



Short training courses of a few weeks or a few 

 months can be particularly effective both in teaching 

 highly specialized techniques and in introducing 

 planners and policymakers to the potentials of 

 scientific and technical advances. Under U.S. 

 bilateral aid programs, individual training grants have 

 gone to over 18 0,000 persons for study in the United 

 States and other countries. This aspect of development 

 assistance should be broadened to include a heavier 

 component of scientific and technical training, with as 

 much of the training as possible done in developing 

 countries. Professional associations and engineering 

 societies could be used more to help organize 

 appropriate training, workshops, and symposia and to 

 maintain professional contact with U.S. -trained 



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