A ད STATES Contents General Description of the Program.. Participating Countries and Grant Quotas. Summary of the Grants, by Geographical Area and Public Law. II. Office of Education Staff Activities on Behalf of Participants. Policy Determination and Processing and Selecting Participants. Reception and Physical Arrangements.. Program Planning and Development of Training Activities. Selection of Training Centers... Relations With Participating Centers. Orientation and Supervision of Participants. Other Administrative Activities. IV. Grantees' Participation in Extracurricular Activities. Radio and Television Appearances and Other Publicity Activities. Small World, 1960 (Talent Show Program). . Tables Concerning Various Aspects of the Program 1. Number of Grants, by Country and Type of Training: 1960-61 Program... 2. Educational Institutions and State Departments of Education Used, and Number of Grantees in Group: 1960-61 Program.. 3. Participating Colleges and Universities, by Size of Enrollment: 1950-60 Programs... 4. Selected Facts Concerning the College and University Phase of the Six-Month Pro- 5. State Departments of Education, Program Coordinators in the Departments, and Cooperating Institutions, by Grantees' Fields of Specialization: 1960-61 Program. 6. Selected Data on Teacher Development Workshops Conducted for Grantees at the DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE OFFICE OF EDUCATION WASHINGTON 25, D. C. Mr. Alfred V. Boerner Director Bureau of Educational and Cultural Exchange Department of State Dear Mr. Boerner: It is my pleasure to submit to you the 1960-61 annual report on the International Teacher Development Program. This report has been prepared in accordance with your stipulated request included in the contractual agreement between the Department of State and the Office of Education, Department of Health, Education and Welfare. The International Teacher Development Program, which brings teachers and school administrators from more than 60 countries for further training to observe American educational methods and techniques, is unique in the opportunities afforded for promoting individual professional growth and for fostering mutual understanding and good will. In reading this report, you, I believe, will concur in the observation that the program has been successful in broadening the educational horizons of the participants and in developing attitudes of friendly cooperation and mutual respect, which are fundamental objectives of the International Educational Exchange Program. It is hoped that this report, along with the reports of the cooperating universities, will assist you in evaluating the effectiveness of this part of the total exchange effort. Sincerely yours, Oliver J. Caldwel Acting Associate Commissioner for International Education International Teacher Development I. Introduction The U. S. Office of Education, in cooperation with the U. S. Department of State, initiated the International Teacher Development Program in 1944. Originally authorized by Public Law 355, this project applied then only to the Latin-American area. It was concerned with the training of teachers from that area in elementary, secondary, and vocational education, English as a second language, school administration, and other specialized fields. Later, Public Law 584, 79th Congress, and Public Law 402, 80th Congress, extended the program worldwide. International travel awards made possible by the use of foreign currencies under provisions of Public Law 584, 79th Congress, and other related acts of Congress, have expanded the program to include 83 countries. A total of 67 countries or dependencies participated in the 1960-61 International Teacher Development Program, which is only a part of the total exchange effort. The Office of Education, Department of Health, Education, and Welfare, administers the International Teacher Development Program in cooperation with the Bureau of Educational and Cultural Affairs, Department of State, through an annual contractual agreement between the two Departments. Since 1944, more than 4,000 teachers, principals, inspectors, and Ministry of Education officials have visited the United States under this program. Program Objectives Affording opportunity for direct person-to-person association between selected educators from abroad and the people of the United States, the Interna tional Teacher Development Program increases our knowledge of other countries and cultures; advances mutual aspirations for better understanding, educational progress, peace, and freedom; and satisfies the educational objectives of visiting educators from abroad who desire special training and practical experience in elementary, secondary, and vocational education, English as a second language, school administration, American civilization, science education, and other specialized fields. Selection of Participants Foreign educators applying for these training grants are carefully selected. Each applicant must be: (a) a professional educator with at least three continuous years of successful, full-time educational experience, (b) of good moral character and suitable personal qualities, (c) able to speak, read, write, and understand the English language, and (d) in good health. Candidates for grants are nominated by their Ministry of Education with the concurrence of the American Embassy in their country. Final selection of grantees is made by the Department of State, acting upon the recommendations of the Office of Education. Those teachers receiving Fulbright international travel grants must have these awards approved by the Board of Foreign Scholarships. Each successful candidate is provided with international travel, necessary travel within the United States, tuition and fees where required, a book allowance, and a modest monthly allowance. (1) |