immediate problems, would familiarize researchers with 

 the problems of developing countries. The spin-off 

 benefits to the United States from this research could 

 become significant as greater attention is given in 

 this country to energy conservation, resource 

 recycling, and the like. 



The establishment of such curricula and related 

 research programs would require a modest shifting of 

 the resources available to U.S. engineering schools and 

 creating a cadre of engineering faculty having the 

 relevant interests, training, and experience. In both 

 instances, initiatives by the U.S. government could be 

 catalytic. Existing and past programs undertaken by 

 national and international agencies to stimulate the 

 training of engineers in developing countries provide 

 useful examples of what can be done. 



Specifically, we propose the revival and extension 

 of an AID program first activated in the early 1970s. 

 Under this program, AID awarded funds — called 211(d) 

 grants — to U.S. engineering schools to create centers 

 of development expertise. This program drew on faculty 

 and student interest in development and usually 

 included a combination of courses and field work. As 

 actually carried out, this program was not judged an 

 overwhelming success; its goals were often unclear and 

 the resources devoted to it too meager. However, some 

 211(d) programs successfully met the primary goal of 

 creating a body of expertise in the university. We 

 recommend that programs of this type be reactivated 

 with better defined goals, a longer grant period than 

 the original five years, and sufficient resources to 

 meet the specified goals. 



We also suggest that U.S. engineering schools 

 become more actively involved in field research in 

 developing nations. Engineering faculty would not only 

 participate but would stimulate the interest of their 

 graduate students. U.S. government grants for faculty 

 research and fellowships for graduate student 

 participation are potential means of carrying out such 

 a proposal. 



A useful complement would be the establishment of a 

 U.S. government traveling fellowship program in 

 engineering similar to the highly successful Fulbright 

 fellowship program- U.S. engineering faculty and 

 graduate students would be sent to developing nations 

 to teach, study, and do research. Likewise, 

 engineering faculty from developing nations would spend 

 time in U.S. engineering schools. Both exchanges would 

 enable U.S. engineering faculty to become familiar with 

 conditions in developing nations. 



U.S. corporations that maintain operations in 

 developing nations are a storehouse of knowledge about 

 the technological needs of these nations. This year, 



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