[Congressional Record Volume 144, Number 140 (Thursday, October 8, 1998)]
[Senate]
[Pages S12034-S12035]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




    CARL D. PERKINS VOCATIONAL-TECHNICAL EDUCATION ACT AMENDMENTS--
                           CONFERENCE REPORT

  Mr. JEFFORDS. Mr. President, I submit a report of the committee of 
conference on the bill (H.R. 1853) to amend the Carl D. Perkins 
Vocational and Applied Technology Education Act, and ask for its 
immediate consideration.
  The PRESIDING OFFICER. The report will be stated.
  The clerk read as follows:

       The committee on conference on the disagreeing votes of the 
     two Houses on the amendment of the Senate to the bill (H.R. 
     1853), have agreed to recommend and do recommend to their 
     respective Houses this report, signed by a majority of the 
     conferees.

  The PRESIDING OFFICER. Without objection, the Senate will proceed to 
the consideration of the conference report.
  (The conference report is printed in the House proceedings of the 
Record of October 8, 1998.)
  Mr. JEFFORDS. Mr. President, I will make a few comments on the 
vocational education bill at this time.
  Today we are considering the reauthorization of the Carl D. Perkins 
Vocational and Applied Technology Education Act.
  This is one of the most important proposals we will consider in the 
105th Congress. In July, we passed the Workforce Investment Act. The 
reauthorization of vocational education is an important partner to the 
Workforce Investment Act.
  There are presently between 200,000 and 300,000 unfilled positions in 
the technology field. The reason for the difficulty in filling these 
positions is not because of low unemployment numbers, but because of 
the lack of skilled workers. Many of these jobs do not require four 
years and plus of postsecondary education. They do require an excellent 
vocational education system and the ability to pursue further technical 
education following high school education.

[[Page S12035]]

  One of the most fascinating facts to come out of the Senate Labor 
Committee's hearings on vocational education, was that Malaysia has 
replicated our Tech Prep model. Tech Prep was created in this country 
and we have many model Tech Prep programs, but not as many as we should 
have. Malaysia realized Tech Prep was a key answer to improving their 
skilled workforce and they have put the resources behind it to make it 
very successful.
  The 1998 vocational education reauthorization strengthens the Tech 
Prep program by emphasizing the importance of the business community as 
a partner with the education sector.
  The United States is the most productive country in the world, but we 
are losing our edge to other industrialized nations such as Japan and 
Germany as well as other rapidly developing countries such as Taiwan, 
Korea, and China.
  Over the past 25 years, the standard of living for those Americans 
without at least a four year postsecondary degree has plunged. In the 
next decade, we are in danger of being surpassed as the world's 
foremost economic power if we don't begin to redefine our priorities at 
the national, state, and local levels.
  Our international competitors have been leaders in making the 
important connection between education and work.
  Last year, a report released by the National Center for Research in 
Vocational Education, a report which I requested as part of the 1990 
vocational education reauthorization, highlighted the importance of a 
cohesive partnership between educators and employers. Employers are 
active participants in the governance of work-related education and 
training in Australia, Great Britain, France, and Germany.
  Another significant finding of the report was that European nations, 
such as the Netherlands and Denmark, are attempting to develop a 
technical education system that can serve as either a bridge to 
additional vocational training or pursuing college level courses.
  This reauthorization package emphasizes the important balance between 
a strong academic background and a vocational and technical education 
system that reflects today's global economy.
  The 1998 reauthorization also requires the states and local 
communities to set-up an accountability system which will give us a 
visual picture of how states and local communities are implementing 
vocational and technical education programs. Most importantly, how 
these programs are impacting vocational and technical education 
students.
  I would like to thank my colleagues on the Senate Labor Committee and 
the staff, especially the Congressional Research Staff and the 
legislative counsel staff who have all put in countless hours on this 
bill which is an excellent foundation for the 21st century workforce.
  I thank my colleagues on the Senate Labor Committee and the staff, 
especially the Congressional Research staff and the legislative counsel 
staff who all put in countless hours on this bill which is an excellent 
foundation for the 21st century workforce. I also commend the members 
of my committee, certainly, but also the Members of the House. We are 
bringing this to a close just at the end of the session. For a long 
period of time, it looked like we would not be here, but we are. I 
thank Chairman Goodling, in particular, and Congressman Buck McKeon for 
their tremendous help in bringing this to fruition.
  Mr. KENNEDY. Mr. President, I strongly support this reauthorization 
of the Vocational Education Act, the Carl Perkins Vocational and 
Applied Technology Education Amendments of 1998. This bill, along with 
the Workforce Investment Act passed earlier this year, are important 
steps to improve the quality of the nation's workforce. Well-educated 
and well-trained workers are essential for the nation's future. As 
students prepare to enter the workforce, they should have a variety of 
choices, and this bill gives it to them.
  It encourages more effective integration of academic skills and job 
skills. It helps school districts form partnerships with community 
colleges, area technical schools, and businesses of all sizes to 
combine quality academic instruction with real-world work experiences. 
These partnerships will provide internships, apprenticeships, and 
practical job experience that will teach students about many difficult 
aspects of the world of work.
  It also encourages schools to use state-of-the-art techniques and 
equipment in teaching, so that students are offered challenging 
courses, and so that graduates can continue their education or enter 
the workforce better prepared for good careers.
  States are also guaranteed a greater flexibility in providing funds 
to local schools to improve their vocational and technical education 
programs.
  The Perkins Act has had a highly positive effect on the quality of 
vocational education across the nation. Its goal is to encourage 
innovation and ensure fairer opportunities for all students--especially 
those who have historically been denied access to high-level careers, 
and have suffered the most from the inequities in the job market.
  The bill also recognizes the importance of preparing students and 
trainees for non-traditional employment. Supporting these underserved 
populations is increasingly important if we are to meet the demands of 
the 21st Century economy.
  Finally, this legislation retains our commitment to the important 
role of gender equity in vocational education. Gender equity issues 
must continue to be part of every state's priority. Every student 
should be convinced that good careers are not out of reach because of 
such discrimination. Vocational education must expand opportunities, 
not restrict them.
  Overall, this legislation enables the nation to move forward in all 
of these important ways. I urge the Senate to support it, and I'm 
confident it will be effective in bringing us closer to the goals we 
share for vocational education in the years ahead.
  Mr. JEFFORDS. I ask unanimous consent that all time be yielded back 
on the conference report to accompany H.R. 1853, the vocational 
education bill. I further ask that the conference report be agreed to, 
the motion to reconsider be laid upon the table, and any statements 
relating to the conference report appear at this point in the Record.
  The PRESIDING OFFICER. Without objection, it is so ordered.
  The conference report was agreed to.

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