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Fulbright-Hays Seminar Abroad

The Fulbright-Hays programs are authorized by section 102(b)(6) of the Mutual Educational and Cultural Exchange Act of 1961 (Fulbright-Hays Act), and are administered by the U.S. Department of Education (ED) International and Foreign Language Education office (IFLE), contingent upon the Congressional appropriations. Collectively, the Fulbright-Hays programs provide funding to strengthen the capacity and performance of American education in foreign languages, cultural understanding, area and international studies, and research.

The Fulbright-Hays programs are distinct from the Fulbright programs administered by the U.S. Department of State. State Department programs focus on exchange for mutual understanding by bringing overseas scholars and professionals to the United States and sending U.S. citizens often with no prior international experience abroad. In contrast, the Fulbright-Hays programs focus on strengthening area and foreign language expertise among current and prospective U.S. educators by providing advanced overseas study and research opportunities.

Every year three seminars are organized all over the world.
Our Commission hosted this Seminar in 2006 and in 2019.

The seminar normally consists of three phases

Pre-Departure Orientation in the United States (immediately prior to in- country seminar).

In-Country Seminar.

Follow-up Activities.

The specific program is based on discussions between the Department of Education (IFLE) and the respective administering agencies.All seminars are academic programs usually featuring a highlighted topic presented within a more general subject theme. The seminars are structured group activities without much free time for participants who wish to carry out extensive individual research projects. Participants are expected to develop their curriculum/independent projects from activities built-in to the seminar program in addition to any limited independent activities on the part of the participant (only where possible and with the assistance and/or knowledge of the administering agency).Number of participants: 16.

Prospective participants include the following

Elementary, middle, or high school teachers.

Administrators or curriculum specialists.

Librarians, museum educators or media or resource specialists.

Faculty or administrators at Institutions of Higher Education (IHEs).

Upon their return, participants are expected to submit a curriculum project that demonstrates what they plan to implement in the classroom and share their broadened knowledge and experiences with students, colleagues, members of civic and professional organizations, and the public in their home communities through various outreach activities.


IFLE requires to conduct a pre-departure orientation (PDO) in the U.S. of approximately two days in length, immediately prior to the in-country seminar. The orientation should be planned, coordinated, and conducted by the administering agency in collaboration with a higher education institution or other educational organization in the U.S.

We have contacted TIEC to conduct this PDO since they have the resources and capability to ensure that all participants receive quality information and guidance prior to departure.

The pre-departure orientation should be designed to provide

Preliminary information about the seminar’s objectives.

Overview of the seminar’s agenda in the host country.

Cultural cues.

Group building activities.

Curriculum project coordination/planning.

Other practical information about traveling and studying in the host country(ies).

Activities should include lectures and discussions on the host country and seminar theme. Additional agenda items can include a cultural activity (ies), basic language lessons, and other events or discussions that begin to familiarize participants with the host country’s culture, and customs.

In Host Country

Upon participants’ arrival in the host country(ies), each administering agency should provide participants with a briefing of substantive information about the objectives, content, and format of the seminar and further information and materials on life and culture in the host country. The in-country briefing should be a vehicle for providing more in-depth information to what was provided during the pre-departure orientation.

The administering agency is encouraged to balance the program with academic and cultural activities. The academic phase should include class lectures and discussions, conferences with the participants’ counterparts, appointments with host country specialists, and access to library facilities, other resources, etc.

Activities should include lectures and discussions on the host country and seminar theme. Additional agenda items can include a cultural activity (ies), basic language lessons, and other events or discussions that begin to familiarize participants with the host country’s culture, and customs.

Lectures and Discussions:

Based on the nature of the seminar, the administering agency–in consultation with local higher educational institutions, related professional organizations or government educational agencies– is responsible for determining the specific topics of the seminar lectures and discussions. Lectures and discussions should be conducted primarily in English or, when appropriate, in the language of the host country, for an average of 3-4 hours per day by scholars, specialists, or university faculty members of the selected university or other educational institutions. An interpreter should be utilized when presentations and tours are given in the host country language.

Appointments with Host Country’s Specialists:

Special arrangements should be made to meet specific needs for individuals, such as meeting with authors, artists or related specialists and government officials for their curriculum projects within the constraints of a group program.

Classroom Exposure:

The participants should be able to meet with their counterparts, when feasible. They are not expected to teach or lead a classroom while participating in the Seminars Abroad Program. If you would like for the group to lead a discussion on aspects of the U.S. education system, please make sure that the participants are aware of this before they depart for the program.

Library and Other Resources:

Library and other related resource facilities, where possible, should be available to the participants through the arrangement of the administering agency.

The travel phase includes trips to major regions, cities and rural areas, as well as to historical and cultural sites of locations as appropriate.

Major Cities and Regions:

Trips to major cities, and different regions in and around the host country directly related to the specific topics of the seminar should be arranged for the participants to explore the host country’s geographical diversity and regional cultures, as appropriate.

Site Visits:

Site visits to local schools, universities, other educational organizations, and various community agencies should be arranged so that the participants have opportunities to exchange views and share experiences with the teachers/educators of the host country. Opportunities should be provided for participants to visit museums, open markets, stores, concerts, performing arts, folk festivals, ceremonies, as well walking around the city to socialize with the people of all lifestyles of the host country (wherever possible and feasible).

Follow-Up Activities


Regarding post-seminar activities, in addition to the reporting and submission of completed curriculum/independent projects, the administering agency is responsible for providing IFLE with a FINAL seminar report in the IRIS system by December 15th following the seminar. The report should include the following:

A final program agenda.

An outline of actual expenses of the seminar (this may also include a budget narrative in addition to the Excel file with the budget figures).

Participants’ evaluation or summary evaluation (covering all of the program).

Recommendations/suggestions for improvements.