tary of Labor, Philij) M. Kaiser, said tlie Departnieut considered it 

 would be necessary to "increase labor's understanding of economic 

 development [)roblems and the role which a free labor movement 

 plays in the process." For this purpose, "trade-union officials and 

 other interested i)ersons sliould be brought to the more advanced 

 countries to learn how more industrially developed countries attempt 

 to deal with the problem of developing constructive industrial rela- 

 tions.^'* Little recognition was given to the training requirements 

 needed for developing the skills of workers in the underdeveloped 

 countries. 



Thus, a primary goal of the point IV program planners, and one 

 which the Congress apparently did not question, was to export the 

 American stanclards of the rights of labor to regions where they were 

 of less pertinence — and possibly seriously premature. However, 

 such a goal, as subsequently became evident, was only one of many 

 technical cooperation considerations relevant for labor. The need 

 for the training of workers in basic and special technical skills, the 

 development of labor recruitment technicjues, and the establishment 

 of environments to motivate workers, have commanded at least an 

 equal priority. 



Education 



The importance of educational assistance in the point IV program 

 was obscured by several factors: the lack of perception of significant 

 cultural differences, the belief that rapid change would ensue, the 

 notion that the United States possessed the appropriate technical 

 "know-how," and the importance given to the role of private business 

 operations in the program. It appears that Congress easily acquiesced 

 in the State Department program, which allocated only 10.5 percent 

 of the initial budget to educational programs.' °° Agricultural and 

 health assistance received approximately 20 percent each, while 

 funds authorized for industrial development, approximated those 

 given to education. 



Even the National Education Association did not foresee or docu- 

 ment the essential role of education in the process of technical assist- 

 ance. The only information it circulated called for a larger share of 

 technical assistance funds to be devoted to educational programs 

 "embracing nonschool as well as school agencies." For example: 



The "rich ethnic resources" of America should be fully utilized, the report 

 advised, recommending that talent present in our Negro citizens be sought out 

 in working with technically undeveloped peoples, the majority of whom belong 

 to the colored races. '"^ 



Subsequent experience with technical assistance programs has shown 

 that one of the prime requisites of economic develoiunent is the 

 provision of a liberal and a technical education to a significant number 



CIO in November of 1949. In House. Act for International Development. Hearings, pt. 2, op. cit.. pp. 443. 

 See also William Green, president of the American Federation of Labor. Letter to Hon. John W. McCormack. 

 President Truman's point 4 program. Congressional Record (appendix) (Mar. 31, 1950), pp. A2421-A2425. 



99 Statement of Philip M. Kaiser, Assistant Secretary of Labor. In House. International Technical 

 Cooperation Act of 1949. Hearings. Pt. 1, op. cit., p. 280. 



wo Total program estimates equaled .'};57,080,000 with education's proposed budget totaling $6,153,280. 

 (Table IV, proposed first year technical cooperation program by functional category— Estimated costs to 

 recipient countries and to United States or international agency. In Point 4: Cooperative Program for Aid 

 in the Development of Economically Underdeveloped Areas (revised January 1950), op. cit., p. 81.) 



'«' "Educational Steps in Point 4 Program," Science News Letter (July 22. 1950), p. 63. 



