国会记录：2001年3月22日（参议院）第S2723-S2725国家安全教育计划COCHRAN先生。主席先生，国家安全教育计划已经发布了联邦语言需求的分析。这种分析将在今年晚些时候出现其向国会的年度报告的一部分。它证实了需要支持的外语教学在小学和中学教育水平。这也足以证明，参议院应该通过S. 541，外语习得及能力改进法案，这将学校的外语教学提供援助。我要求一致同意，在2001年的3月，美国联邦语言的国家安全教育计划分析需求，可以在记录打印出来。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 ____________________