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Appendix A Legislative History
Pages 267-308

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From page 267...
... Title VI, for example, was conceived as a temporary emergency measure in the National Defense Education Act of 1958. Later it was extended and revised several times, then folded into the Higher Education Act in 1980 and reviewed every six years.
From page 268...
... However, while Congress adjusted the program configuration over time -- largely by adding programs to address specific needs, such as international education for business purposes and the training of minorities -- it did not make significant changes to the original core legislation. This evolution reflects shifting congressional priorities as well as efforts on the part of institutions of higher education and other constituencies to influence the future of the Title VI programs.
From page 269...
... LAYING THE FOUNDATIONS (1958-1972) Three pieces of legislation form the foundation for today's Title VI/FH programs: the National Defense Education Act of 1958, the Mutual Educational and Cultural Exchange Act of 1961, and the International Education Act of 1966.
From page 270...
... In describing the purpose of the section that would become Title VI, the House committee report states that its primary objective is to extend and improve the teaching of foreign languages in the United States. It adds that the title will also "provide the means of preparing more Americans to conduct governmental, business, and cultural relations in an effective way."  To create such language specialists and improve foreign language instruction, the act relied on four main tools: • Language and area centers for instruction in modern foreign languages and other fields "needed to provide a full understanding" of the areas in which those languages are used.
From page 271...
... . Another representative shared this frustration but went on to note that "even though we train these individuals in foreign languages under this bill, there is nothing in the bill that can compel them to go to Lebanon or any other territory or country on the face of the earth after they have learned that foreign language." President Eisenhower signed the NDEA into law in September 1958.
From page 272...
... The House committee report, for example, remarks that, "in the current struggle for the minds of men, no other instrument of foreign policy has such great potential." The legislation aimed not only to better coordinate visits by foreigners to the United States, but also to improve the flow of Americans abroad, whether they were students, teachers, artists, or athletes. In the service of this latter objective, legislators proposed a section on overseas study for teacher training.
From page 273...
... International Education Act of 1966 (P.L.
From page 274...
... That enemy is ignorance, inadequate skills, parochialism, and lack of sensitivity as to why people from different cultures react and behave differently."14 Instead of instituting training mechanisms or educational exchanges to directly serve national security or foreign policy goals, the International Education Act (IEA) sought to improve international studies more broadly.
From page 275...
... The IEA's supporters drew several lessons for future international education efforts from its demise: don't disregard the national security rationale for such programs, try to make sure the program isn't mistaken for foreign aid, and beware of a situation in which legislation is hostage to larger domestic and geopolitical forces. Education Amendments of 1972 (P.L.
From page 276...
... This line of argument presaged the role the centers would later play in outreach efforts. The most significant change to Title VI stemming from the 1972 amendments was the creation of an undergraduate grant program similar to that envisioned by the IEA: the Undergraduate International Studies and Foreign Language Program.
From page 277...
... President Carter created the Commission on Foreign Language and International Studies by executive order in 1978. A year later, it produced a report calling for $178 million in new funding for international education programs.18 More broadly, the late 1970s were a time of concern about the place of the United States in the world economy as the country appeared to lose ground to more nimble competitors.
From page 278...
... In an effort to consolidate and clarify the government's international education efforts, Congress repealed Title VI of the NDEA and Title I of the IEA and replaced them with a new Title VI in the Higher Education Act entitled "International and Foreign Language Studies." In its report on the bill, the Senate Committee on Labor and Human Resources described the shift as a way to "mainstream" the Title VI programs, "a matter of putting an existing program in a framework which has become more appropriate and offers greater impact." It also spoke approvingly of bringing a "reinvigorating international business perspective into juxtaposition with the old NDEA programs." The new Title VI to be incorporated into the Higher Education Act articulated a clear basis for international education programs: that knowledge of other countries is important to promoting mutual understanding and cooperation between nations, and that acquiring such knowledge was critical to the economy and security of the United States. In other words, it combined the rationales expressed in the NDEA, the Mutual Educational and Cultural Exchange Act, and the IEA.
From page 279...
... • Grants to institutions of higher education for programs designed to promote linkages with the U.S. business community were authorized, for example to internationalize the curriculum at business schools, to develop specialized materials and facilities for business-oriented students, or to establish student and faculty fellowships, among other activities (Business and International Education Program)
From page 280...
... Embedded in the Omnibus Trade and Competitiveness Act of 1988 was a provision to create Centers for International Business Education to act as a focal point for internationalizing business education. The program was later transferred to Title VI, which, although it already had a program aimed at business education, did not have centers designated for the task.
From page 281...
... One reason for the relative modesty of the changes to the Title VI programs at this juncture may be that, in 1991, Congress passed the David L Boren National Security Education Act, the first major new piece of legislation targeting international education in nearly 30 years.
From page 282...
... Another fresh development was the creation of a grant program (Technological Innovation and Cooperation for Foreign Information Access) to promote ways to use new electronic technologies to address teaching and research needs in international education and foreign languages.
From page 283...
... Overall, the legislative history of the Title VI/FH programs suggests that significant shifts in direction are largely the result of three types of forces: a catalytic event, such as the Sputnik launch; a presidential initiative, such as the IEA or the Commission on Foreign Languages and International Studies; or the involvement of a dedicated and respected member of Congress. Unlike the Fulbright-Hays programs, Title VI has a built-in six-year review process that provides regular opportunities for revision and change.
From page 284...
... a complex global era depend upon American experts in and citizens knowledgeable about world regions, foreign languages, and interna tional affairs, as well as upon a strong research base in these areas.  Advances in communications technology and the growth of regional (2)
From page 285...
... semination of international and foreign language knowledge, teaching materials, and research, throughout education, government, business, civic, and nonprofit sectors in the United States, through the use of advanced technologies; and  to coordinate the programs of the Federal Government in the areas (3) of foreign language, area studies, and other international studies, in cluding professional international affairs education and research.
From page 286...
... of areas, regions, or countries in which such language is com monly used; (iii) research and training in international studies, and the international and foreign language aspects of professional and other fields of study; and (iv)
From page 287...
... paragraph (1) shall be individuals who are engaged in an instructional program with stated performance goals for functional foreign language use or in a program developing such performance goals, in combination with area studies, international studies, or the international aspects of a professional studies program, including predissertation level studies, preparation for dissertation research, dissertation research abroad, and dissertation writing.
From page 288...
... (a) LANGUAGE RESOURCE CENTERS AUTHORIZED -- The Secretary is authorized to make grants to and enter into contracts with institutions of higher education, or combinations of such institutions, for the purpose of establishing, strengthening, and operating a small number of national language resource and training centers, which shall serve as resources to improve the capacity to teach and learn foreign languages effectively.
From page 289...
... institutions of higher education, combinations of such institutions, or partnerships between nonprofit educational organizations and institu tions of higher education, to assist such institutions, combinations or partnerships in planning, developing, and carrying out programs to improve undergraduate instruction in international studies and foreign languages. Such grants shall be awarded to institutions, combinations or partnerships seeking to create new programs or to strengthen exist ing programs in foreign languages, area studies, and other international fields.
From page 290...
... and technical education with foreign languages, area studies, and other international fields;  the establishment of linkages overseas with institutions of higher (J) education and organizations that contribute to the educational programs assisted under this subsection;  the conduct of summer institutes in foreign area, foreign lan (K)
From page 291...
...  SPECIAL RULE -- The Secretary may waive or reduce the required (4) non-Federal share for institutions that --  are eligible to receive assistance under part A or B of title III or (A)
From page 292...
... (b) PROGRAMS OF NATIONAL SIGNIFICANCE -- The Secretary may also award grants to public and private nonprofit agencies and organizations, including professional and scholarly associations, whenever the Secretary determines such grants will make an especially significant contribution to improving undergraduate international studies and foreign language programs.
From page 293...
... (a) AUTHORITY -- The Secretary is authorized to make grants to institutions of higher education, public or nonprofit private libraries, or consortia of such institutions or libraries, to develop innovative techniques or programs using new electronic technologies to collect, organize, preserve, and widely disseminate information on world regions and countries other than the United States that address our Nation's teaching and research needs in international education and foreign languages.
From page 294...
... guages, area studies, and international studies among grant recipients under this title.
From page 295...
... (c) SUPPORT FOR UNDERGRADUATE EDUCATION -- The Secretary shall also award grants under this part in such manner as to ensure that an appropriate portion of the funds appropriated for this part (as determined by the Secretary)
From page 296...
... tion needs of United States business and the international education, language training and research capacities of institutions of higher edu cation in the United States, and public and private organizations; and  organizations such as world trade councils, world trade clubs, (4) chambers of commerce and State departments of commerce are not adequately used to link universities and business for joint venture ex ploration and program development.
From page 297...
... stitutions of higher education, or combinations of such institutions, to pay the Federal share of the cost of planning, establishing and operating centers for international business education which --  will be national resources for the teaching of improved busi (A) ness techniques, strategies, and methodologies which emphasize the international context in which business is transacted;  will provide instruction in critical foreign languages and inter (B)
From page 298...
... interdisciplinary programs which provide business, finance, management communication systems, and other professional train ing for foreign language and international studies faculty and de gree candidates; (C) programs, such as intensive language programs, available to members of the business community and other professionals which are designed to develop or enhance their international skills, aware ness, and expertise; (D)
From page 299...
... foreign language studies and other international studies designed to carry out the purposes of subparagraph (A) of this paragraph;  the development of opportunities for business students to study (D)
From page 300...
...  NON-FEDERAL SHARE.-The non-Federal share of the cost of (3) planning, establishing, and operating centers under this section may be provided either in cash or in-kind.
From page 301...
... (b) AUTHORIZED ACTIVITIES. -- Eligible activities to be conducted by institutions of higher education under this section shall include,  innovation and improvement in international education curricula to (1)
From page 302...
... summer institutes in international business, foreign area and other international studies designed to carry out the purposes of this section.
From page 303...
... (a) CENTERS FOR INTERNATIONAL BUSINESS EDUCATION. -- There are authorized to be appropriated $11,000,000 for the fiscal year 1993 and such sums as may be necessary for each of the 4 succeeding fiscal years to carry out the provisions of section 612.
From page 304...
... The junior year abroad program shall be open to eligible students at institutions of higher education, including historically Black colleges and universities as defined in section 322 of this Act, tribally controlled Indian community colleges as defined in the Tribally Controlled Community College Assistance Act of 1978, and other institutions of higher education with significant minority student populations. Eligible student expenses shall be shared by the Institute and the institution at which the student is in attendance.
From page 305...
... 624. INTERNSHIPS The Institute shall enter into agreements with historically Black colleges and universities as defined in section 322 of this Act, tribally controlled Indian community colleges as defined in the Tribally Controlled Community College Assistance Act of 1978, other institutions of higher education with signiticant numbers of minority students, and institutions of higher education with programs in training foreign service professionals, to provide
From page 306...
... GIFTS AND DONATIONS. The Institute is authorized to receive money and other property donated, bequeathed, or devised to the Institute with or without a condition of restriction, for the purpose of providing financial support for the fellowshi s or underwriting the cost of the Junior Year Abroad Program.
From page 307...
... ministrative unit of a university that contributes significantly to the national interest in advance research and scholarship, employs a criti cal mass of scholars in diverse disciplines related to a geographic con centration, offers intensive language training in languages of its area specialization, maintains important library collections related to the area, and makes training available in language and area studies to a graduate, postgraduate, and undergraduate clientele; and  the term ‘undergraduate language and area center' means an admin (6) istrative unit of an institution of higher education, including but not limited to 4-year colleges, that contributes significantly to the national interest through the education and training of students who matriculate into advanced language and area studies programs, professional school programs, or incorporate substantial international and foreign lan guage content into baccalaureate degree programs, engages in research, curriculum development and community outreach activities designed to broaden international and foreign language knowledge, employs fac ulty with strong language, area, and international studies credentials, maintains library holdings, including basic reference works, journals, and works in translation, and makes training available predominantly to undergraduate students;  the term ‘critical languages' means each of the languages contained (7)
From page 308...
... PRESERVATION OF PRE-1992 PROGRAMS. Notwithstanding any other provision of law, amendments to this title establishing new programs or expanding existing programs enacted pursuant to the Higher Education Amendments of 1992 shall not be funded in fiscal year 1993, or the 4 succeeding fiscal years, unless and until Congress enacts appropriations for programs under this title enacted prior to such Amendments at a level no less than the level of funding in effect for such preexisting programs for fiscal year 1992.


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