891 



Moreover, the quality and quantity of scientific participation over- 

 seas appears to be affected by changes in diplomatic objectives. In 

 contrast with the situation in the early daj's of the program, partici- 

 pation of scientific personnel with the highest reputation among peers 

 appears to have decreased as the program evolved from one designed 

 primarily to support the "unfettered" international exchange of re- 

 search scholars and lecturers to a program designed to serve informa- 

 tion, political, and technical assistance objectives. Scholarly require- 

 ments for participation in the scientific and technical aspects of the 

 Fulbright-Hays program are met in exchanges conducted with the 

 developed countries. However, in the case of the developing countries 

 the data appear to point to a discrepancy between the scientific, 

 technical, and political objectives of the Fulbright-Hays program 

 and the requirements and capabilities of scientific and teclmical 

 scholars. 



The Foreign Policy Objectives oj Educational and Cultural Exchange 

 Programs 



International educational exchanges tend to be initiated, justified, 

 and programmed in terms of strengthening foreign political, cultural, 

 and economic objectives rather than of strengthening a particular 

 branch of knowledge. U.S. programs are no different in these objectives 

 from those of its political allies, nor those of the Soviet Union.^° 

 Since their inception, U.S. educational and cultural exchange pro- 

 grams have been the subject of a persistent controversy: that is, how 

 independent of foreign polic}^ should these exchange programs be? 

 The legislative and administrative history of U.S. educational and 

 cultural exchange programs indicates that they are a working compro- 

 mise between the position of those who advocate complete inde- 

 pendence and the view that such programs should be closely responsive 

 to foreign policy. Many of the difficulties encountered, especially in 

 the scientific exchanges in the Fulbright-HaA^'s program, arise from 

 this ambivalence. 



Early Exchange Programs 



Before World War II, official educational exchange programs were 

 small and confined primarily to Latin America.^^ During World War II, 

 educational and cultural exchange programs were replaced by 

 informational and propaganda efforts devoted to winning the war. 

 Mixed educational, cultural, and informational motives continued to 

 characterize U.S. exchange and assistance programs in the immediate 

 post-war period. In 1945, large-scale educational, cultural, and 

 informational activities became part of the occupation program in 

 Germany, Austria, and Japan. In 1947 the technical assistance features 

 of the Marshall Plan had important educational and scientific aspects. 



31 Documentation on this point is supplied by Frederick C. Barghoom, The Soikt Cultural Offenshe; 

 The Role of Cultural Diplomacy in Soviet Foreign Policy (Princeton: Princeton University Press, 1960). 

 For a description and review of the exchange programs, see also: Oliver J. Caldwell (Asst. Commissioner 

 or International Education, U.S. Office of Education), "What Others are Doing, The Rising Demand for 

 International Education," Annals of the American Academy of Political and Social Science (May 1961), pp. 

 112-21. 



'I Cummins E. Speakman, Jr., International Exchange in Education (New York: The Center for Applied 

 Research in Education, Inc., 1966), pp. 31-32 and U.S. Congress, House, Comm.ittee on Education and 

 Labor, Federal Educational Policies, Programs, and Proposals: A Survey and Handbook, Part II: Surrey 

 of Federal Educational Activities. Prepared in the Legislative Reference Service, Library of Congress, 90th 

 Cong., 2d sess., 1968, p. 8 (House Document No. 398). 



