Congressional Record: March 22, 2001 (Senate)
Page S2723-S2725
NATIONAL SECURITY EDUCATION PROGRAM
Mr. COCHRAN. Mr. President, the National Security Education Program
has released an Analysis of Federal Language Needs. This analysis will
appear later this year as part of its annual report to Congress. It
confirms the need to support foreign language instruction at the
elementary and secondary education level.
It also is compelling evidence that the Senate should pass S. 541,
the Foreign Language Acquisition and Proficiency Improvement Act, which
will provide assistance to schools for foreign language instruction. I
ask unanimous consent that the March, 2001, National Security Education
Program Analysis of Federal Language Needs, be printed in the Record.
There being no objection, the material was ordered to be printed in
the Record, as follows:
National Security Education Program (NSEP) Analysis of Federal Language
Needs
introduction
There is little debate that the era of globalization has
brought increasingly diverse and complex challenges to U.S.
national security. With these challenges comes a rapidly
increasing need for a workforce with skills that address
these needs, including professional expertise accompanied by
the ability to communicate and understand the languages and
cultures of key world regions: Russia and the former Soviet
Union, China, the Arab world, Iran, Korea, Central Asia and
key countries in Africa, Latin America and East Asia.
Some 80 federal agencies and offices involved in areas
related to U.S. national security rely increasingly on human
resources with high levels of language competency and
international knowledge and experience. Finding these
resources and, in particular, finding candidates for
employment as professionals in the U.S. Government, has
proven increasingly difficult, and many agencies now report
shortfalls in hiring, deficits in readiness, and adverse
impacts on operations. Some important documentation of these
needs and shortfalls can be found in September 2000 testimony
provided to the United States Senate Committee on
Governmental Affairs, Subcommittee on International Security,
Proliferation, and Federal Services, chaired by Senator Thad
Cochran.
Since 1994, the National Security Education Program (NSEP)
has funded outstanding U.S. students, both undergraduate and
graduate students, to study those languages and cultures
critical to U.S. national security and under-represented in
U.S. study. NSEP award recipients make an important
contribution to future U.S. national security by working in
the federal government or in higher education.
nsep survey
The National Security Education Program (NSEP), as per its
legislative mandate, conducts a yearly survey to identify
those world regions, languages, and fields of study critical
to U.S. national security and under-represented in U.S.
study. The findings are used to better understand the current
and projected needs of the federal government by emphasizing
those same countries, languages, and fields of study in the
annual application guidelines for the NSEP Undergraduate
Scholarships, Graduate Fellowships, and Grants to U.S.
Institutions of Higher Education.
Using as a baseline the current annual list of world
regions, languages, and fields of study emphasized by the
program, (see Attachment A) NSEP asks a broad range of
Federal agencies and organizations with responsibilities in
the national security arena to consider the next five to ten
years in recommending additions and/or deletions to the
existing list. These changes are reflected in annual
guidelines for applications, released each fall.
NSEP, in its 2000-2001 survey, broadened the scope of the
survey by first, increasing the number and types of agencies
and/or offices queried, and second, by identifying the role
that professional competency in critical languages plays in
the capacity of the federal agencies to execute their
missions. This type of information is of critical importance
as we attempt to refine and modify existing and potentially
new programs to respond to the demands of the 21st century.
Questionnaires were mailed to 91 federal agencies and/or
offices that deal with international issues. Forty-eight
respondents from 46 agencies/offices sent their feedback to
NSEP. Attachment B provides a list of agencies who responded
to the 2000-2001 survey.
The purpose of this report is to provide results from this
analysis and to contribute to our understanding of the
increasing need for language and international expertise in
the federal sector.
Survey Responses
The responses to the 2000-2001 survey confirm the
significant need for language expertise in the federal
sector. In addition, respondents indicate that when language
expertise is either required, or an important asset to an
organization's missions and functions, the language must be
at the advanced level. The responses show that the demand for
advanced language skills exists across the board. Agencies
from all functional areas--political/military, social and
economic--vouch that professional proficiency in languages
are imperative to the function of their missions.
The chart at Attachment C provides some additional insight
concerning languages identified by federal organizations and
the advanced levels of expertise associated with these
requirements. Eleven languages (French, Spanish, Portuguese,
German, Russian, Mandarin, Cantonese, Japanese, Korean, Urdu,
and Arabic) were identified by at least four different
federal organizations. An additional 19 languages were
identified by at least two different federal organizations;
40 languages were identified by single organizations.
The following examples serve to provide some additional
insights into federal needs:
The National Cryptologic School of the NSA stated that
``language skills tied to any
[[Page S2724]]
academic discipline is a plus'', while the DIA stated that
``all languages must be at the advanced level.'' The U.S.
Secret Service indicated needs for bilingual capabilities for
Special Agents assigned to certain permanent overseas posts.
Special Agent personnel affected by this requirement attend a
language immersion course and receive certification
documenting their level of proficiency. In addition, the
Service foresees a need to provide bilingual capability to
those personnel tasked with providing training to foreign law
enforcement officials and to those individuals who engage in
the forensic analysis of evidence, including those
responsible for the examination of computers used in criminal
activity.
The International Broadcasting Bureau of the Broadcasting
Board of Governors reported a unique need for professionals
with language and area expertise. While in its management and
daily operations language knowledge is not required,
intermediate or advanced proficiency in a major regional
language (such as Russian for Russia and the former Soviet
Republics) is a tremendous advantage and sometimes necessary
for marketing officers who place BBG programming in local
markets, as well as for engineers who establish, manage, and
maintain the Bureau's global transmission network.
The Centers for Disease Control of the Department of Health
and Human Services works in more than 140 countries each year
to address public health challenges. In addition, CDC has
more than 100 assignees in 41 countries to provide long-term
assistance on disease surveillance, disease eradication, HIV,
infectious and chronic diseases, and other priority programs.
Due to the nature of CDC's work, the agency may carry
operations in countries where the US has no diplomatic
relations to address critical health needs.
The National Aeronautics and Space Administration has
strong needs for proficient language skills in Russian,
Japanese and Spanish.
The Drug Enforcement Agency has 78 offices in 56 countries.
Language training is provided to personnel posted to these
offices by two contract language service companies. These
employees receive one-on-one instruction for the training
period required for the specific language. All employees must
achieve a competency of Level 2 for both speaking and reading
prior to completion of the training.
The Federal Bureau of Investigation has a critical need for
translators proficient in the following languages: Arabic,
Farsi, Hindi, Pashto, Punjabi, Turkish, Urdu, Hebrew,
Japanese, Korean, Chinese (all dialects) and Vietnamese.
Applicants must pass a language proficiency test 3+
(Advanced/Native Speaker).''
The U.S. Customs Service enforces over 600 laws for 60
other agencies involved in international commerce and travel.
``Knowledge of a foreign language is not a mandatory
requirement for employment by the U.S. Customs Service.
However, with over 300 Customs land, sea and air ports in
the U.S., twenty-four Customs attache and senior
representative offices established at American embassies
and consulates in strategic areas around the globe, and
advisory teams in thirteen countries, possessing foreign
language skills is highly desirable to accomplish our
mission as U.S. Customs investigators, inspectors and
other officers.''
In 1999 the U.S. Coast Guard independently carried out an
in-depth study to determine how to best meet the foreign
language needs of its service. All cutters, stations, groups,
air stations, districts and the Coast Guard Intelligence
Service were tasked with reporting the number of incidents
requiring foreign language skills. The selected comments from
the study are highly instructive on the kind of repercussions
that lack of language expertise has for the Coast Guard:
``Absence of effective communications influenced decision
not to board'';
``Lack of interpreter reduced quality of right of approach
questions'';
``Never determined nationality due to lack of
interpreter'';
``All Alaskan Patrol cutters should have Russian
interpreter on board'';
``Lack of interpreter made overall Fish Mission
ineffective'';
``Lack of interpreters in Chinese, Russian, Polish,
Japanese and Korean curtail any intelligence gathering which
is critical to success of mission'';
``50% of crew bilingual, critical to mission success'';
``Heavy workload for 2 Spanish speakers during two intense
patrols; multiple daily interactions with immigrants'';
``Delay due to sharing of Coast Guard and INS
interpreters'';
``Delay attributed to availability of interpreter being
ashore and underway. Lack of Japanese interpreter resulted in
no radio communications'';
``Lone bi-lingual crewmember over tasked. Assistance of INS
Asylum Pre-Screening--Officer critical to relay medical
problems of migrant''.
conclusion
The NSEP analysis, while not intended as a comprehensive
survey of language needs of the federal government, provides
some valuable insights into the need for global skills in the
federal sector and, more specifically, the need for
professional competencies in languages critical to national
security. Along with other ongoing efforts to codify the need
for language expertise, these data serve to continue to build
the case for a more proactive role for federal programs like
NSEP.
The comments received in response to our survey, the
interactions with officials from various agencies, and the
congressional testimonies to the Senate Committee on
Governmental Affairs reveal disjunctions between the existing
demand for language expertise in the federal sector and the
corresponding capacity to meet those needs.
attachment a--nsep areas of emphasis 1999-2000
World Regions
Africa
Angola
Dem. Rep. of the Congo
Rep. of the Congo
Eritrea
Ethiopia
Kenya
Liberia
Nigeria
Rwanda
Sierra Leone
South Africa
Morocco
Sudan
Tanzania
Uganda
Latin America
Argentina
Brazil
Chile
Colombia
Cuba
Guatemala
Mexico
Panama
Peru
Venezuela
East Asia and the Pacific
Burma
Cambodia
China
Indonesia
Japan
North Korea
South Korea
Malaysia
Philippines
Taiwan
Thailand
Vietnam
South Asia
Afghanistan
India
Pakistan
Europe
Albania
Armenia
Azerbaijan
Belarus
Bosnia & Herzegovina
Bulgaria
Croatia
Czech Republic
Georgia
Hungary
Kazakhstan
Macedonia
Moldova
Poland
Romania
Russia
Serbia & Montenegro
Slovakia
Slovenia
Tajikistan
Turkey
Ukraine
Uzbekistan
Near East
Algeria
Bahrain
Egypt
Iran
Iraq
Israel
Jordan
Kuwait
Lebanon
Libya
Oman
Qatar
Saudi Arabia
Syria
Tunisia
Unit.Arab.Emira.
Yemen
Languages
Albanian
Arabic (and dialects)
Armenian
Azeri
Belarusian
Burmese
Cantonese
Czech
Farsi
Georgian
Hebrew
Hindi
Hungarian
Indonesian
Japanese
Kazakh
Khmer
Korean
Kurdish
Lingala
Macedonian
Malay
Mandarin
Mongolian
Polish
Portuguese
Romanian
Russian
Serbo-Croatian
Sinhala
Swahili
Tagalog
Tajik
Tamil
Thai
Turkmen
Turkish
Uighur
Ukrainian
Urdu
Uzbek
Vietnamese
Fields of Study
Agricultural and Food Sciences
Applied Sciences and Engineering: Biology, Chemistry,
Environmental Sciences, Mathematics, and Physics
Business and Economics
Computer and Information Science
Health and Biomedical Science
History
International Affairs
Law
Other Social Sciences: Anthropology, Psychology, Sociology,
Political Science, and Policy Studies
Attachment B--FEDERAL ORGANIZATIONS RESPONDING TO NSEP NATIONAL
SECURITY NEEDS ASSESSMENT, 2000-2001
Executive Office of the President
Office of the U.S. Trade Representative
National Intelligence Council
Department of Agriculture
Farm and Foreign Agricultural Services
Department of Commerce
International Trade Administration: U.S. Foreign Commercial
Service
National Communications & Information Administration
(NTIA): Office of International Affairs
Department of Defense
Defense Intelligence Agency
National Security Agency
Defense Threat Reduction Agency
National Imagery and Mapping Agency
Special Operations and Low-Intensity Conflict
Strategy and Threat Reduction
Department of the Navy: International Programs Office
Department of Energy
Deputy Administrator for Defense Nuclear Nonproliferation
Department of Health and Human Services:
Office of International and Refugee Health
Centers for Disease Control and Prevention
Food and Drug Administration
Department of Justice
Drug Enforcement Administration
INTERPOL
Federal Bureau of Investigation
Department of Labor
Office of International Economic Affairs.
Department of State
Bureau of Intelligence & Research
Office of the Legal Adviser
Under Secretary for Global Affairs: Bureau of Democracy,
Human Rights and Labor; and Bureau of International Narcotics
and Law Enforcement Affairs
[[Page S2725]]
Bureau of Consular Affairs
Foreign Service Institute
Department of Transportation
Office of Intelligence & Security
U.S. Coast Guard: Office of the Commandant; and
Intelligence Coordination Center
Federal Aviation Administration: Asst Administrator for
Policy Planning & Intl Affairs
Federal Highway Administration: Office of International
Programs
Maritime Administration: Associate Administrator for Policy
and Intl Trade
Department of the Treasury
U.S. Customs Service: Office of International Affairs
International Revenue Service: Office of the Commissioner,
International
U.S. Secret Service
Department of Veterans Affairs
Assistant Secretary for Public & Intergovernmental Affairs:
Intergovernmental & International Affairs
U.S. Agency for International Development
Bureau for Global Programs, Field Support & Research
Bureau for Latin America and the Caribbean
Broadcasting Board of Governors
International Broadcasting Bureau
Export-Import Bank of the U.S.
Policy Group
Federal Communications Commission
International Bureau
Federal Reserve System
International Finance Division
International Trade Commission
Office of Operations
National Aeronautics and Space Administration
Office of Human Resources and Education
Nuclear Regulatory Commission
Office of International Programs
U.S. Postal Service
International Business
attachment c--language requirements at advanced levels
Language--Number of Federal Organizations
Haitian-Cr--3
Farsi--3
Hindi--3
Vietnamese--3
Turkish--3
Romanian--3
Ukranian--3
Serbo-Croatian--3
Bulgarian--3
Arabic--4
Italian--3
Urdu--4
German--4
Korean--5
Japanese--6
Portuguese--7
French--9
Mandarin--9
Russian--12
Spanish--16
Additional Languages (at the Advanced Level) Identified by
Federal Organizations
Afan Oromo
Amharic
Armenian
Azeri
Bangla
Belarus
Burmese
Czech
Danish
Dari
Dutch
Estonian
Finnish
Georgian
Greek
Hausa
Hebrew
Hongul
Hungarian
Ibo
Indonesian
Kazakh
Khmer
Kinyarwanda
Kirundi
Kurdish
Kyrgyz
Lao
Latvian
Lingala
Lithuanian
Malay
Mongul
Pashto
Polish
Punjabi
Sengalese
Shona
Sinhala
Slovenian
Swahili
Tagalog
Tajik
Tamil
Thai
Tibetan
Tigrigna
Turkish
Turkmen
Uzbek
Xhosa
Yoruba
____________________
