THE UNITED STATES DEPARTMENT OF STATE BUREAU OF EDUCATIONAL Future Leaders Exchange AND CULTURAL AFFAIRS (FLEX) program E mail: [email protected] Website: http://exchanges.state.gov/youth/programs/!ex.html LOCAL COORDINATOR HANDBOOK “I ALSO WOULD LIKETO SAY A BIG THANK YOU TO MY HOST FAMILY. THEY ARE...ALWAYS HELPING ME AND I WILL NEVER FORGET THEM.” LOCAL COORDINATOR STUDENT FROM TAJIKISTAN LIVING HANDBOOK IN ILLINOIS TABLE OF CONTENTS PART I: THE PROGRAM The U.S. Department of State...........3 What is FLEX?......................................3 What Makes FLEX Students Different From Other Exchange Students?........4 Your Role as a Local Coordinator.......4 Responsibilities of FLEX Students .....5 Special Opportunities for FLEX PART II: OPERATIONAL GUIDELINES Students During the Program Year.....5 Securing Host Family and FLEX Student Recruitment School Placements ............................16 and Selection .....................................6 Reporting Placements and FLEX Pre-Departure Orientations .....7 Placement Changes ...........................18 Organization of FLEX Student Student Travel ...................................20 Travel................................................7 Health and Immunization Issues ........26 The Language Program and On-Program Support .........................27 Independence Program......................9 Recruitment and Selection.................33 How Can FLEX Students Be an Asset Pre-Program Preparation..................34 to Their School and Community?........9 Cultural Influences on Behavior..........10 High School in Eurasia ......................12 The Diploma Issue .................................12 PART III: RULES Students Who Want to Stay J Visa Regulations (Code of Federal in the U.S. ........................................13 Regulations)......................................36 What Happens to FLEX Students Form 8: Parent/Student Agreement ...40 When They Return Home?....................14 PDO Agreement..................................44 LOCAL COORDINATOR HANDBOOK PART I: The Program THANK YOU! Thank you for your willingness to place a Future Leaders Exchange (FLEX) student in your community! This handbook is provided to give you additional background information on the FLEX program. By learning more about the FLEX program, you will have a better understanding of what an asset a FLEX student can be to your community, your local schools, and your organization. We hope that WHAT IS FLEX? your experience with FLEX students is both FLEX (previously called the “FSA” or rewarding and educational. “Bradley” program) was originally conceived out of former Senator Bill Bradley’s THE UNITED STATES conviction that the best way to ensure long- DEPARTMENT OF STATE lasting peace and understanding between the The U.S. Department of State (DOS) is the United States and the countries of Eurasia1 is federal foreign affairs agency which Congress to enable young people from these countries to has charged with administering global learn firsthand about the U.S. and Americans. educational and cultural exchange programs. The goal of the program is to promote mutual Through the Department’s Bureau of Educational understanding and foster relationships and Cultural Affairs (ECA), grants of federal between the people of Eurasia and the United funding are awarded to private, not-for-profit States by enabling students to: organizations (including the youth exchange ● gain an understanding of American culture, organization which you represent) to carry out diversity, and respect for others with the FLEX program. ECA refers to the differing views and beliefs; organizations which place students in ● teach Americans about their home countries homestays and schools as “placement and cultures; organizations” (POs). Every organization ● interact with Americans and generate wishing to place students under the FLEX enduring ties; program must submit to ECA a proposal in ● explore and acquire an understanding of which it describes what it proposes to do if it the key elements of U.S. civil society, receives a grant. The proposals are reviewed including concepts such as volunteerism, by a panel of DOS officers that selects the the idea that American citizens can and do organizations whose plans they think will best act at the grassroots level to deal with fulfill the goals of the FLEX program. societal problems, and an awareness of and respect for the Rule of Law; and When your organization decided to accept a ● share and apply experiences and knowledge grant from the federal government, it signed in their home communities as FLEX a contract which obligated it to fulfill certain alumni, initiating activities that focus on requirements (e.g., submissions of periodic development and community service. program and financial reports). Therefore, Congress entrusted the U.S. Department of it is likely that when your organization’s State’s Bureau of Educational and Cultural headquarters asks you to do something that Affairs (ECA) with administering FLEX as you do differently for your private exchange students, it probably is required under the terms of the federal grant. 3 part of the FREEDOM Support Act Legislation. YOUR ROLE AS A FLEX Since the program began in 1993, thousands LOCAL COORDINATOR of young Eurasian citizens have participated As the student’s local coordinator, you play an in FLEX and have returned to their countries important part in this worthwhile program. with a new enthusiasm and desire to help Regular contact is essential in order to develop others and share their newly acquired a supportive and nurturing relationship with experiences and knowledge to benefit their your student so that s/he feels comfortable home communities and countries. talking to you about issues that may arise during the year. It is also important for you to keep in WHAT MAKES FLEX STUDENTS touch with the student’s host family and school DIFFERENT FROM OTHER EXCHANGE on a regular basis. Should problems surface, you STUDENTS? must inform your headquarters office and keep The purpose of the Future Leaders Exchange a detailed record of events for future reference. program is to increase mutual understanding between the U.S. and FLEX students’ home The FLEX grant requires three orientations countries. Unlike students who pay a fee to come that each student must attend: 1) a post arrival to the U.S. on a private exchange, FLEX students orientation; 2) a mid-year orientation and 3) a are awarded U.S. government scholarships reentry and closure workshop. Your placement mainly so they can learn about the U.S. and our organization has received funding for each of system of government through experiencing life these events and it is critical that your student here firsthand. A major goal of the program is participate. To alleviate scheduling problems, for participants to gain a real understanding of we suggest you prepare a calendar of events concepts such as student government, debate, prior to the student’s arrival and you review the citizen empowerment, volunteerism, and calendar with your student and his/her host community action so they can take these concepts family during post-arrival orientation. back to their home communities in the independent countries of Eurasia. The federal Each placement organization is responsible grant awarded to your exchange student’s PO for submitting quarterly reports to the FLEX includes funds for “enhancement activities” that program office at the Department of State. help students learn about the U.S. through visits These reports are reviewed carefully and are to state and local government, participation in used as a tool to refine and improve the community service activities, and so forth. These program. Your input is not only welcome, but funds can also be used for activities that enhance also extremely important as a way for the students’ leadership, entrepreneurship and State Department’s FLEX program office to diplomacy skills, such as Model UN, Future keep track of trends, issues and successes. Business Leaders of America, Student Council, Also, we look for opportunities to let others and Junior Achievement or FFA. know about program effectiveness and we “WHEN I RETURN TO MY COUNTRY, I’M GOING TO WRITE A BOOK ABOUT THE U.S.... I WANT TO TEACH MY PEOPLE HOW TO BUILD [DEMOCRACY] IN MY COUNTRY.” STUDENT FROM AZERBAIJAN LIVING IN NY STATE 4 LOCAL COORDINATOR HANDBOOK depend on you to provide your headquarters CULTURAL PRESENTATIONS office with information about your student, FLEX students are expected to represent including photos, newspaper articles and any their home countries and to teach Americans success stories that we can share. with whom they interact about the culture and the socioeconomic system of their native As a local coordinator, you probably need to countries. All FLEX students are expected to wear many hats. You may find that you serve make presentations at their schools and in as a counselor, teacher, mentor, trainer, and their communities about their home countries sometimes disciplinarian. The disparities during International Education Week, usually between American and Eurasian cultures are the third week of November. While it is hoped often the cause of misunderstandings and that all high school exchange students will miscommunication. By spending quality time share their native culture with the Americans with your student and explaining how they meet, it is an obligation for every FLEX American families and schools function, you participant to be both a cultural