Search

Enhanced cooperation in vocational education and training (VET) will be an important contribution toward ensuring a successful enlargement of the European Union. The social partners play an indispensable role in development, validation, and recognition of vocational competencies and qualifications at all levels and are partners in promotion of enhanced cooperation in this area. These main priorities will be pursued through enhanced cooperation in VET: European dimension; transparency, information, and guidance; recognition of competencies and qualifications; and quality assurance. These principles will underpin enhanced cooperation in VET: measures should be voluntary and principally developed through bottom-up cooperation; initiatives must focus on needs of citizens and user organization; and cooperation should be inclusive and involve member states, candidate countries, and the social partners. Follow up of this declaration will include the following to ensure effective and successful implementation of enhanced European cooperation in VET: implementation of enhanced cooperation in VET will be a gradually integrated part of followup of the objectives report; the existing commission working group will continue work to ensure effective implementation and coordination; and the initial focus between now and 2004 will be on concrete areas where work is already in progress. (YLB)

This document launches a wide public consultation with all those involved in and with an interest in the European Union's (EU's) education, training, and youth programs called Socrates, Tempus, Leonardo da Vinci, and Youth for Europe. It is the first step toward preparing the new generation of programs to start in 2007 and will inform the Commission of European Communities's upcoming detailed proposals for such programs. Sections 2-4 set out the context for this consultation, reporting what has been achieved so far in EU programs; what have been the main developments at European level in education, training, and youth policy; and the scope of program action in these fields. Consultees are invited to respond to a series of 13 key questions that are set out in detail in Section 5. They are divided into these three sections: the type of action to be supported through European programs in the period after 2006; the geographical coverage of the programs (which countries should be involved in which actions); and the design and structure of the new generation of programs. Section 6 explains the different ways the consultees can send in their views. The appendix contains a list of 17 web addresses, offering more information about each action or policy mentioned in the document. (YLB)

This hearing discusses the profound political changes taking place in the world with the collapse of the Communist governments of the Soviet Union and Eastern Europe, and the importance of an exchange of students and educational programs among nations in an attempt to promote a new manner of thinking to go along with the new world situation. It is urged that the United States Information Agency (USIA) be strengthened and improved so that it will support the needs of U.S. citizens to understand other nations and their languages. Overseas post support from USIA is critical to maintaining privately funded educational exchanges, including important educational advising services. USIA also traditionally has provided support for research on issues essential to exchange activities. This includes information on the structure of other nations' educational programs, their degrees, and the educational credentials they issue. The information is necessary for the admission of foreign students into U.S. institutions and for the provision of credit for U.S. student academic work abroad. The report consists of testimony on the importance of international educational exchange as new foreign policy funding legislation was discussed. Representatives of USIA testified that the matter of international educational exchange was very important to the Agency, both training students and fostering the true exchange of ideas. Private international exchange groups are faced with new concerns for international citizen and youth exchange in the increased demand from the states of the former Soviet Union and the need to ensure quality exchanges while increasing quantity. (DK)

This report from the Senate Committee on Labor and Human Resources communicates the committee's approval of S. 1275 (which reauthorizes the Office of Educational Research and Improvement (OERI) through fiscal year 1999), suggests an amendment, and advocates the passage of the bill as amended. The central objective of the reauthorization bill is emphasized, i.e., to insure that what is learned from research has direct benefit upon classroom practice and learning, and it is noted that the heart of the bill lies in creating and strengthening the systems and the tools whereby research is adapted to address specific school and teaching challenges. This bill delineates for the first time the authority, responsibilities and functions of the OERI; clarifies its scope and mission; specifies what is within the OERI's discretionary authority; creates five new directorates to advance new, innovative, and even controversial educational ideas, concepts, and programs; creates a Distinguished Board of Governors to review the research agenda and operation of the OERI; creates a new Office of Dissemination; and redefines the mission of the educational research laboratories to bring proven practices into the classrooms. In addition this bill creates a new Teacher Dissemination Training Network to provide teachers with professional development in research; a National Council on Standards and Assessment; the Office of Educational Technology; two new discretionary grant programs to support the development of technology assisted instruction; a new educational exchange program designed to assist the nations of Central Europe and the Commonwealth of Independent States; a program to address the inadequacy of science equipment in many elementary schools; and the Parents as Teachers Program. This report includes a review of legislative consideration and votes in committee, discussions of the need for legislation, an overview, and the provisions of the bill; a regulatory impact statement; a cost estimate; a section-by-section analysis; and line-by-line notations of changes in existing law. (ALF)

This study of existing guidelines and standards for international travel by students in local school divisions is the result of a Virginia Department of Education team effort over four months. The interdisciplinary team reviewed guidelines and standards for international travel and student exchange programs from major organizations and developed recommendations. The document includes a preface, executive summary, historical background, local concerns, a review of existing guidelines and standards, a discussion of the Council on Standards for International Educational Travel (CSIET) programs, and recommendations. Historical background shows increasing student travel abroad. Numerous organizations responded to student travel by developing tours or exchange programs to foreign countries. The variety in travel programs caused a need for guidelines and standards for evaluation purposes. Several groups provide guidelines and standards. The most comprehensive and widely accepted guidelines are those provided by the CSIET. Because this Council revaluates member organizations each year and publishes its results as public information, this report recommends the standards of the CSIET to local school divisions. The guidelines are meant to serve as a reference for local school divisions. Programs are judged by: (1) educational perspective; (2) organizational profile; (3) financial responsibility; (4) promotion; (5) student selection and orientation; (6) student placement; (7) operations; (8) student insurance; and (9) adherence to government regulations. Because the CSIET standards are thorough, comprehensive, widely accepted, and consistently updated, they are recommended to local Virginia school divisions for answering questions and making decisions concerning international travel for students. Appendices include a list of resource personnel and a list of seven resource agencies. (DK)

Hearings on The Soviet-Eastern European Research and Training Act of 1983 are presented. Objectives of the act are to help ensure the nation's independent factual knowledge of the Soviet Union and Eastern European countries, to help maintain the national capability for advanced research and training on which that knowledge depends, and to provide partial financial support for national programs to serve both purposes. The U.S. Congress has stated that certain essential functions are necessary to ensure the existence of that knowledge: graduate training; advanced research; public dissemination of research data, methods, and findings; contact and collaboration among government and private specialists; and first-hand experience in the Soviet Union and Eastern European countries by American specialists. Testimony is presented that suggests that the act would allow the United States to enter into meaningful relationships and understandings in the military and political spheres in order to know the Soviet Union. The act will also insure the continuation of academic exchanges with the Soviet Union and Eastern Europe. These exchanges provide important insight into current developments in these countries. The legislation will also make it possible to strengthen studies of the Soviet Union in certain disciplines, such as economics, in which the United States has been particularly weak. (SW)

These hearings addressed cooperative efforts of the United States and the People's Republic of China under the 1979 agreement on science and technology. Thus far, there are more than 20 signed protocols (included in appendices) implementing the agreement in various scientific and technological areas. Activities in such areas as energy, health, communications, transportation, and management science have important implications for development of trade between the two countries; useful exchanges in these areas are essential ingredients for an economic and commercial relationship benefiting both nations. The hearings include an overview of the activity under the 1979 agreement from the State Department (which is responsible for coordinating the United States-China science and technology relationship on a daily basis) and testimony on the history and status of two protocols involving the Department of Commerce, the protocol-related work of the Department of Energy, and prospects for a newly signed protocol of the Department of Transportation. The information provided will be used to review the protocols to identify where important progress has been made (and where it has not) and to learn about any special problems that may exist to help overcome impediments to fuller cooperation, and to develop stronger ties. (JN)

Congressional hearings on H.R. 7118, a bill to amend the Immigration and Nationality Act with respect to the admission of foreign medical graduates for graduate medical education, are presented. The bill would allow an extension of the time by which hospitals are required to reduce their reliance on foreign medical graduates. In particular the bill would authorize: a two-year extension of the substantial disruption waiver authority for those hospitals that make a clear showing by means of a comprehensive plan that they are phasing down reliance on foreign medical graduates by recruiting U.S. medical graduates, improving the quality of the program, and attempting to use alternative health care providers. The bill suggests that the National Health Service Corps should play a prominent part in providing medical services while hospitals and programs develop and implement their plans. Testimony by representatives of the federal government, the City and State of New York, and the medical community are presented. Statements regarding the bill and alternative proposals are appended (SW)

Ten programs at California colleges and universities that focus on the Pacific Rim and Basin are discussed, along with the state's needs for additional activities regarding this area, and five statewide policy issues raised by three California Postsecondary Education Commission reports. The Pacific Rim includes those lands with actual coastline on the ocean or subsections of the ocean such as the South China Sea. Ten Pacific Rim programs in California higher education are described, including: the California International Studies Project, Oxnard World Trade Institute, Stanford International Development Education Committee, and the Monterey Institute of International Studies. Three reports of the Commission are reviewed in terms of the state's need for academic resources. Areas of need include: specialists in the Pacific Rim, interchange among scholars, changes in curricular programs, exchange programs and instruction abroad, exchange of information via improved computer systems, and a Pacific Rim studies center. Additional issues of concern include foreign language competence. Appended is the text of Assembly Concurrent Resolution 82 (1986) concerning international studies. (SW)

Hearings on the role of higher education in reducing hunger and malnutrition are presented. Within this country a key concern is nutrition and consumer education, especially of low-income people, as well as nutrition education for health and other professionals. In addition to providing food and feed grains to Third World countries, the United States has passed legislation to increase the participation of U.S. land-grant colleges in international agricultural development activities. The contributions of colleges in cooperative projects include a combination of technology transfer, institution building, and the strengthening of human resources. Cooperative projects can involve contracts and direct involvement of professors in agricultural development; long-term collaboration between researchers and extension workers in U.S. and Third World colleges; and collaboration between U.S. universities and the international agricultural research centers. Supplementary materials include the Institute for Food and Development Policy's "Food First Curriculum," the California State Department of Education's framework for integrating the hunger issues in the school curriculum (grades K-12), the article "A Framework for Development Education in the United States," and the spring 1984 issue of "Resources." (SW)

Hearings on international student exchanges are presented. Information is presented on the countries of origin of foreign students in the United States and the fields they tend to study. It is noted that only 2.2 percent of foreign students studying in the United States are provided scholarships by the U.S. Government; the vast majority are financed by their families' funds (68 percent), while the costs of 13 percent are covered by their home governments. Testimony suggests that educational exchange programs promote public diplomacy, international understanding, and economic competence in developing countries. It is noted that the Soviet Union's student exchange program concentrates almost exclusively on students from lesser developed countries, and the Soviets recruit and train students at their expense. A report is included that provides information on the major exchange programs sponsored by the Peace Corps, the Agency for International Development, the Department of Defense, the Department of Education, the Department of Health and Human Services, the National Science Foundation, and the U.S. Information Agency. Programs of other federal agencies such as the National Aeronautics and Space Agency (NASA) and the Smithsonian are also covered. An exchange survey questionnaire of the U.S. Information Agency is included, along with an article about the diminished role of U.S. Books Abroad (SW)

Immigration laws and regulations are briefly summarized to aid faculty members in understanding problems faced by foreign students and scholars. The objective is to enable faculty to properly advise foreign students regarding their academic programs and to recognize when a foreign student or scholar needs to be referred to the foreign student adviser for assistance. The following areas are covered: basic immigration documents and terminology, classifications of foreign students and scholars, and miscellaneous related matters. For purposes of immigration law, foreign students are classified as F-1 students, J-1 exchange visitor students, immigrants and refugees, nonimmigrants who are in the United States for some principal purpose other than study, and dependents of other aliens. Different regulations pertaining to the foreign student classifications are covered and include those regarding entering the United States, maintaining status, and employment. Foreign scholars are classified as follows: visitor for business, visitor for pleasure, practical trainee, postdoctoral student, exchange visitor, temporary worker of distinguished merit and ability, other temporary worker, other trainee, and immigrant or permanent resident. Steps to acquire immigrant status and the following miscellaneous matters are considered: institutional policy and staffing, immigration attorneys, support services, health insurance, federal and state income taxes, social security tax, federal financial aid, and expectation of scholars. (SW)

Recommendations for national action in higher education are offered by the National Association of State Universities and Land-Grant Colleges and the American Association of State Colleges and Universities. The joint policy statement focuses on issues that the federal government needs to consider including: how to broaden educational opportunity for all Americans; how to increase knowledge and make it more useful through research; how to extend higher education resources beyond the campuses to more people; how to improve cooperative links between the federal government and institutions of higher education; and how to strengthen the capacity of American higher education to help solve such problems as hunger and poverty in the developing nations. The historically black public colleges and affirmative action and equal opportunity, the urban university and a national program for urban action, the arts and humanities, energy and natural resources, federal health programs and policy, and food and agriculture research and education are also considered. (SW)