Chapter VII: International Development Through Educational Exchange

The evolution of educational exchange since 1945 reveals both tough and tender coin with a spectrum of aims and practices that include foreign policies, curriculum with a global frame of reference, and idealized human relations. A detailed discussion of this evolution and the corresponding evaluation of research may be found in Cormack (1962). The United States, because of its postwar leadership role and facilitating affluence, has sustained preeminence as host in educational exchanges, as regards both the quality of its educational resources and the numbers of students and scholars invited or attracted to its institutions of higher learn-ing. It has produced, concurrently, the largest volume of program evalua-tion, partly in order to sanction funds but partly because ours is a self-conscious culture. Much of this has been of minimal value except as program ritual. A major difficulty in the field of educational exchange and hence in this evaluation is the general absence of rigor in the definition or conduct