[Congressional Record Volume 148, Number 59 (Friday, May 10, 2002)]
[Senate]
[Pages S4199-S4205]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
STATEMENTS ON INTRODUCED BILLS AND JOINT RESOLUTIONS
By Mr. CAMPBELL:
S. 2503. A bill to amend title 49, United States Code, to permit an
individual to operate a commercial motor vehicle solely within the
borders of a State if the individual meets certain minimum standards
prescribed by the State, and for other purposes; to the Committee on
Commerce, Science, and Transportation.
Mr. CAMPBELL. Mr. President, today I am introducing companion
legislation to H.R. 2466, the Commercial Driver's License Devolution
Act of 2001, which was originally brought to the floor of the House of
Representatives last July by my friend from North Carolina,
Representative Howard Coble.
I believe it is no secret to my colleagues here in the Senate, that I
support small business and returning power to the States. The
traditional, one-size-fits-all approach to governing has done more harm
than good, and this bill is an attempt to remedy some of that.
This legislation will give States the option to establish their own
commercial driver's license, CDL, requirements for intrastate drivers.
It will return power to the States by giving
[[Page S4200]]
them the option to license intrastate drivers of commercial motor
vehicles based upon testing standards determined by the individual
States. And I stress, it will be an ``option.''
I want to emphasize that this legislation is not a Federal mandate
imposed on States. States that choose not to participate would remain
under Federal guidelines. A State that chooses to exercise this option
would in no way diminish the role of the CDL in the long-haul trucking
industry. Additionally, this legislation effectively precludes two or
more States from using this option as the basis for an interstate
compact.
As I am sure my colleagues are aware, the Commercial Motor Vehicle
Safety Act of 1986, CMVSA, required States to establish a new and
uniform program of testing and licensure for all operators of
commercial vehicles both intra and interstate. The principal objectives
of the Act have been met, and would not be harmed by this legislation
I'm introducing here today.
I have no issue with the CMVSA. It is a good law, and at the time the
provisions it contained were necessary and timely for improving the
standards of performance for long-haul truck drivers in this country.
However, I, like my counterpart in the House, believe the CMVSA was
imposed upon intrastate commerce where the operation of trucks may be a
small but necessary part of an individual's job. Therefore, the reality
was that Washington imposed its will on thousands of small businesses
across this country who aren't involved in long-haul trucking and we
expected them to adjust to any circumstance that might arise. That's
unfair and not what government is supposed to be about.
When you have conditions such as these, I believe it should be within
a State's discretion to determine what kind of commercial vehicle
licensure and testing is required for commerce taking place solely
within its borders.
This legislation is important to our Nation's small businesses,
especially those dependent upon commercial truck travel, which means
it's important to the consumers. I urge my colleagues in the Senate to
support it.
______
By Mr. HATCH:
S. 2504. A bill to extend eligibility for refugees status of
unmarried sons and daughters of certain Vietnamese refugees; to the
Committee on the Judiciary.
Mr. HATCH. Mr. President, I rise today to introduce a Senate
companion to H.R. 1840, a bill to extend the eligibility for refugee
status of immigrants who are the unmarried children of qualified
Vietnamese nationals. This bill would extend the authority to process
such individuals through fiscal year 2003, as it was set to expire
earlier this year. The House and Senate have been in communication
regarding this bill for some time, and given that the Senate Judiciary
Committee approved the House version of this bill by unanimous consent
this morning, I have little doubt that the entire Senate will extend
their support.
This is a very important piece of legislation and one that will
provide crucial relief to a small, yet deserving group of people, the
children of those Vietnamese nationals who were placed in internment
camps by the Socialist Republic of Vietnam and are now in the United
States as refugees. We simply cannot expect the sons and daughters of
these Vietnamese nationals to be forgotten. It is our duty to support
the sacrifices that these families made for freedom and democracy and I
find it most appropriate that we prevent further persecution by
welcoming their children.
I want to commend Congressman Tom Davis on his introduction of this
legislation in the House. I urge my Senate colleagues' support.
______
By Mr. KENNEDY (for himself, Mr. Lugar, Mr. Chafee, Mr. Leahy,
Mr. Dodd, Mr. Hagel, Mr. Smith of Oregon, Mr. Cochran, Mr.
Brownback, Mr. Jeffords, Mr. Durbin, and Mr. Feingold):
S. 2505. A bill to promote the national security of the United States
through international educational and cultural exchange programs
between the United States and the Islamic world, and for other
purposes; to the Committee on Foreign Relations.
Mr. KENNEDY. Mr. President, today, Senators Lugar, Leahy, Chafee,
Dodd, Hagel, Gordon Smith, Cochran, Brownback, Jeffords, Durbin,
Feingold and I are introducing legislation to increase the level of
student and other exchanges between Americans and visitors from the
Islamic world.
Our legislation, the Cultural Bridges Act, would authorize $75
million above current appropriations in fiscal years 2003 through 2007
to expand the activities of the State Department's existing educational
and cultural programs in the Islamic world. It would also authorize $20
million in fiscal years 2003 through 2007 for the Department of State
to establish a new high school student exchange program to enable a
small number of competitively selected students from the Islamic world
to study in the United States at a public high school for an academic
year.
There are no better ambassadors for American values than Americans
themselves, and student exchange programs have proven to be an
effective tool in reaching out to the next generation of leaders. As
Secretary Powell said in his August 2001 Statement on International
Education Week, ``I can think of no more valuable asset to our country
than the friendship of future world leaders who have been educated
here.''
One of the clear lessons of September 11 is that our government needs
to do more to ensure that future generations in the Islamic world
understand more about American values and culture. A recent Gallup poll
in nine predominantly Muslim countries revealed strong anti-American
attitudes. Nearly 1.5 billion people live in the Islamic world, and if
we ignore these sentiments, we do so at our own peril. If we try to
address the problem directly, by teaching American values to students
from the Islamic world, we have a chance, in the long run, of changing
negative attitudes. It's a long process, which September 11 has taught
us we must begin now.
The State Department currently manages outstanding international
student educational and cultural exchange programs that have helped
foster mutual respect and understanding in many countries worldwide.
These programs, which enable approximately 5,000 Americans to travel
abroad and 20,000 foreign visitors to travel to the United States
annually to study, teach, engage in people-to-people programs, have
been enormously successful in promoting American values and cultural
tolerance.
Unfortunately, visitors and students from the Islamic world are
significantly underrepresented in many of these programs. Individuals
in the Islamic world represent approximately 25 percent of the world's
6.2 billion people. However, in fiscal year 2000, less than 10 percent
of the participants in State Department cultural and educational
exchange programs were from the Islamic countries covered under our
legislation, and less than 12 percent of the budget was spent on these
countries. Additionally, according to the State Department's Bureau of
Educational and Cultural Affairs, direct appropriated funding for
exchanges has fallen by almost a third since 1993 which adjusted for
inflation.
The additional $75 million our legislation authorizes for existing
programs to be expanded in the Islamic world is essential to our
nation's objective of promoting greater understanding of American
values and ideals. Existing programs provide the essential building
blocks our nation needs for an expanded and sustained effort to reach
more broadly into these societies, to foster mutual respect, and to
counter the ignorance and hatred that can lead to acts of terrorism.
In October of last year, President Bush spoke eloquently about the
need to reach out in friendship to children and the Islamic world. In a
speech to students at Thurgood Marshall Extended Elementary School, the
President said that America is ``determined to build ties of trust and
friendship with people all around the world, particularly with children
and people in the Islamic world.
To facilitate the President's goal of reaching children, our
legislation would create a new program for high school students from
the United States. No Federal program currently exists to facilitate
such student exchanges with ever-increasing numbers of youth in the
Islamic world.
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There are many benefits to reaching out to students while they are
young and open-minded to enhance mutual cultural understanding and
tolerance. Today's high school students are tomorrow's leaders, and we
need to begin working with them now to inform their attitudes about our
country.
In a January 20, 2002 op-ed in the Washington Post, a former
Fulbright scholarship recipient from Egypt expressed concern that his
university in Egypt was and continues to be fertile ground for
recruiters from terrorist or extremist organizations. Our challenge is
to provide young students with the opportunity to learn about America,
participate in all aspects of American family life, and understand our
values before they reach that stage.
The high school student exchange program authorized in our
legislation is modeled on the State Department's highly successful
Future Leaders Exchange Program, FLEX, which brings approximately 1,000
students ages 15-17 from the Newly Independent States to the United
States each year to attend an American high school for a year and live
with an American family.
The FLEX program has been extremely effective in shaping attitudes
among the students selected to participate from the Newly Independent
States. A 1998 U.S. government study, which compared Russian FLEX
alumni with other Russian youth of the same age, indicated that the
FLEX alumni are more open to and accepting of Western values and
democratic ideals. They are more likely to want to become leaders in
and to make a contribution to their society. They tend to be more
optimistic about the future of their country, especially its evolution
to a more democratic, rule-of-law society, than other Russian youths.
Importantly, the FLEX program has been successful in the six
predominantly Islamic countries from the Newly Independent States,
Azerbaijan, Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and
Uzbekistan. More than 1,500 students from those Muslim countries have
studied and lived in the United States since the program began. FLEX
alumni in Azerbaijan and Turkmenistan are teaching English in their
home countries, and alumni in Kyrgyzstan and Tajikistan have been
involved in activities to develop democratic practices. Given the track
record in these countries, there is every reason to believe that a high
school student exchange program would succeed throughout the Islamic
world.
Like the existing student exchange program for the Newly Independent
States, our legislation requires participating students in high school
exchanges form the Islamic world to be selected competitively and in a
manner that ensures geographic, gender, and socio-economic diversity.
To quality, students must be tested extensively and interviewed under
State Department guidelines. As with the FLEX program, the State
Department will work with experienced American non-governmental
organizations to recruit, select, and place students and will remain in
close contact with the public high school, American host family, and
American non-governmental organizations while the students are in the
United States.
Importantly, all students and visitors participating in programs
authorized in this legislation must be admissible under all immigration
laws and procedures. Furthermore, legislation recently passed by the
Senate would improve our ability to screen foreign students by
requiring increased communication among the State Department, the INS,
and the schools enrolling foreign students and closing gaps in the
existing foreign student monitoring program.
Our legislation has been endorsed by the Alliance for International
Education and Cultural Exchange, AMIDEAST, AFS, the Academy for
Educational Development, the American Councils for International
Education, the American Institute for Foreign Study, the Institute of
International Education, the National Council for International
Visitors, Sister Cities International, World Learning, and World Study
Group.
About the Cultural Bridges Act, the Director of the Alliance for
International Educational and Cultural Exchange, a coalition of 65
organizations with chapters in all 50 states, former Ambassador Kenton
Keith, wrote: ``Winning the war on terrorism will demand more than just
our military prowess. It will require us to engage the peoples of the
Islamic world about our society and values if we are to forge the
mutual understanding and respect that will be the basis of peaceful
productive relationships. The exchanges authorized in your bill are the
most cost-effective way to encourage the positive personal and
institutional relationships that will enhance our long-term national
security.'' I ask unanimous consent that copies of this and other
endorsement letters be included in the Congressional Record at the end
of my statement along with the text of the legislation.
America must respond to the terrorist threat on many levels. We need
to ensure that our defenses are strong, our borders are secure, and our
relationships with allies are vibrant. We also need to do more in the
area of public diplomacy.
It is clearly in America's national security interest to promote more
people-to-people contacts throughout the Muslim world. Indeed, in a May
3rd speech to the World Affairs Council in California, Deputy Secretary
of Defense Paul Wolfowitz spoke about the need to reach out and
strengthen voices of moderation in the Islamic world and to bridge the
``dangerous gap'' between the West and the Muslim world. He said
America must ``begin now . . . the gap is wide and there is no time for
delay.''
After September 11, many of the Muslim countries condemned those acts
and pledged to help the United States fight terrorism. As we have seen
in Afghanistan, Pakistan, and elsewhere in the Muslim world, some
individuals and factions within a country can support terrorists and
terrorist organizations, while others seek to resolve issues
peacefully. America must reach out in friendship to all individuals in
the Islamic world who share our worldview.
The Koran says, ``O Mankind! We created you from a single pair of a
male and a female, and made you into nations and tribes, that ye may
know each other.'' These words speak eloquently of the need for this
legislation. Building bridges of understanding and tolerance across
cultures will help ensure that Americans and people of the Islamic
world will truly understand and know each other. I urge my colleagues
to support this legislation.
I ask unanimous consent that the text of the bill be printed in the
Record.
There being no objection, the bill was ordered to be printed in the
Record, as follows:
S. 2505
Be it enacted by the Senate and House of Representatives of
the United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Cultural Bridges Act of
2002''.
SEC. 2. FINDINGS.
Congress makes the following findings:
(1) Educating international students is an important way to
impart cross-cultural understanding and create goodwill for
the United States throughout the world.
(2) Students from the Islamic world are significantly
underrepresented among the approximately 500,000
international students who study in the United States
annually.
(3) The volume of professional and cultural exchanges
between the United States and the Islamic world is extremely
low compared to other regions, and these exchanges have
proven extremely effective worldwide in building productive
people-to-people ties.
(4) The Federally-funded Future Leaders Exchange Program
for high school students from the former Soviet Union,
administered by the Department of State, has demonstrated the
positive impact of reaching out to international students at
the secondary school level, introducing them to American
culture, and strengthening their commitment to democratic
values and ideals.
(5) A critical element in the war against terrorism will be
increasing mutual understanding and respect between the
peoples of the United States and peoples around the world,
particularly those of the Islamic faith.
SEC. 3. DEFINITIONS.
In this Act:
(1) Appropriate congressional committees.--The term
``appropriate congressional committees'' means the Committee
on Foreign Relations and the Committee on Appropriations of
the Senate and the Committee on International Relations and
the Committee on Appropriations of the House of
Representatives.
(2) From the islamic world.--The term ``from the Islamic
world'', when used with respect to a person, means that the
person is
[[Page S4202]]
a national of a country in the Islamic world or has as the
person's residence or place of birth the West Bank or Gaza.
(3) Islamic world.--The term ``Islamic world'' means--
(A) the member countries of the Organization of the Islamic
Conference and does not include any country having observer
status in the Organization; and
(B) the areas consisting of the West Bank and Gaza.
(4) Secondary school.--The term ``secondary school'' means
a school that serves students in any of the grades 9 through
12 or equivalent grades in a foreign education system, as
determined by the Secretary, in consultation with the
Secretary of Education.
(5) Secretary.--Except as otherwise provided, the term
``Secretary'' means the Secretary of State.
(6) United states sponsoring organization.--The term
``United States sponsoring organization'' means a
nongovernmental organization having United States citizenship
that is designated by the Secretary to carry out the program
authorized under section 5(a).
SEC. 4. PURPOSE.
The purpose of this Act is to promote the national security
of the United States through international educational and
cultural exchange programs between the United States and the
Islamic world that would--
(1) afford additional opportunities for eligible
participants from the Islamic world to study in the United
States;
(2) foster mutual respect for American and Islamic values
and culture through people-to-people contacts; and
(3) build bridges to a more peaceful world through programs
aimed at enhancing mutual understanding.
SEC. 5. NEW EXCHANGE VISITOR PROGRAM FOR SECONDARY SCHOOL
STUDENTS FROM THE ISLAMIC WORLD.
(a) In General.--To carry out the purpose of section 4, and
to redress the underrepresentation in United States
international exchange visitor programs of persons from the
Islamic world, the Secretary, acting under the authority,
direction, and control of the President, is authorized to
establish an international exchange visitor program under
which eligible secondary school students from the Islamic
world would--
(1) attend a public secondary school in the United States;
(2) live with an American host family and experience life
in a United States host community; and
(3) participate in activities designed to promote a greater
understanding of American and Islamic values and culture.
(b) Implementation.--The Secretary shall utilize the
authorities of the Mutual Educational and Cultural Exchange
Act of 1961 to carry out the program authorized by subsection
(a) by grant, contract, or otherwise with United States
sponsoring organizations.
(c) Eligibility Criteria.--
(1) In general.--Except as provided in paragraph (2) and
section 7, a foreign student is eligible for participation in
the program authorized by subsection (a), if the student--
(A) is from the Islamic world;
(B) is at least 15 years of age but not more than 18 and 6
months years of age at the time of initial school enrollment;
(C) is enrolled in secondary school in the student's
country of nationality or in the West Bank or Gaza;
(D) has completed not more than 11 years of primary and
secondary education, exclusive of kindergarten;
(E) demonstrates maturity, good character, and scholastic
aptitude; and
(F) has not previously participated in an academic year or
semester secondary school student exchange program in the
United States.
(2) Exception.--An alien is not eligible for participation
in the program authorized by subsection (a) if the alien is
otherwise inadmissible to the United States under section
212(a) of the Immigration and Nationality Act (8 U.S.C.
1182(a)).
(d) Program Requirements.--The program authorized by
subsection (a) shall satisfy the following requirements:
(1) Recruitment and selection.--Each United States
sponsoring organization shall recruit and select eligible
secondary school students on a competitive basis under
guidelines developed by the Secretary and in a manner that
ensures geographic, gender, and socio-economic diversity.
(2) English language proficiency.--The Secretary or the
United States sponsoring organization shall establish the
English language proficiency of eligible secondary school
students through standardized testing. For selected secondary
school students found in need of additional English language
training, the Secretary shall provide for not to exceed three
months of such training, depending on the need of the
student, prior to the commencement of the student's course of
academic study in the United States.
(3) Preference for full academic year of study.--The
program shall emphasize educational exchanges consisting of a
full academic year of study.
(4) Compliance with ``j'' visa requirements.--Participants
in the program shall satisfy all requirements applicable to
the admission of nonimmigrant aliens described in section
101(a)(15)(J) of the Immigration and Nationality Act (8
U.S.C. 1101(a)(15)(J)). The program shall be considered a
designated exchange visitor program for purposes of the
application of section 641 of the Illegal Immigration Reform
and Immigrant Responsibility Act of 1996.
(5) Regular reporting to the secretary.--Each United States
sponsoring organization shall report regularly to the
Secretary the information that the organization has obtained
during regular contacts with the sponsored student, the host
family, and the host secondary school.
SEC. 6. AUTHORITY TO ESTABLISH NEW EDUCATIONAL AND CULTURAL
EXCHANGE PROGRAMS AND EXPAND EXISTING PROGRAMS.
Under the authority, direction, and control of the
President, the Secretary is authorized to use the authorities
of the Mutual Educational and Cultural Exchange Act of 1961
to establish new programs under that Act, and expand the
coverage of existing programs under that Act, to increase the
number of educational and cultural exchange activities
involving persons from the Islamic world, except as provided
in section 7.
SEC. 7. EXCEPTION FOR ISLAMIC WORLD COUNTRIES COVERED BY THE
FREEDOM SUPPORT ACT.
An individual who is a national of any of the following
countries shall not be eligible for participation in any new
program authorized under section 5 or 6 or for participation
in an existing program expanded under the authority of
section 6: Azerbaijan, Kazakhstan, Kyrgystan, Tajikistan,
Turkmenistan, and Uzbekistan.
SEC. 8. REPORTING REQUIREMENTS.
(a) Initial Report.--Not later than 3 months after the date
of enactment of this Act, the Secretary shall submit to the
appropriate congressional committees a report setting forth
the plans to implement this Act. The report shall include--
(1) with respect to the program authorized by section
5(a)--
(A) a plan indicating priority countries and areas in the
Islamic world for participation in the program;
(B) an estimate of the number of participating students
from each country or area;
(C) an identification of United States sponsoring
organizations; and
(D) a schedule for implementation of the program; and
(2) with respect to fiscal year 2003, an allocation of
funds by country or area in the Islamic world for the program
authorized by section 5(a), and by program and country or
area in the Islamic world for the exercise of authority under
section 6.
(b) Annual Report.--Not later than January 31 of each year,
the President shall submit to the appropriate congressional
committees a report on the progress and effectiveness of
activities carried out under this Act.
SEC. 9. AUTHORIZATIONS OF APPROPRIATIONS.
(a) New Program Funding.--
(1) In general.--In addition to funds otherwise available
for such purpose, there is authorized to be appropriated for
the Department of State $20,000,000 for each of the fiscal
years 2003 through 2007 to carry out the program authorized
by section 5(a).
(2) Availability of appropriations.--Amounts appropriated
pursuant to paragraph (1) are authorized to remain available
until expended.
(b) Funding of Expansion of Existing Programs.--
(1) In general.--In addition to funds otherwise available
for such purpose, there is authorized to be appropriated for
the Department of State $75,000,000 for each of the fiscal
years 2003 through 2007 to carry out any new international
educational or cultural exchange programs under section 6 or
the expansion under section 6 of any existing such programs.
(2) Availability of appropriations.--Amounts appropriated
pursuant to paragraph (1) are authorized to remain available
until expended.
(c) Limitations.--
(1) Single country limitation.--Of the amount authorized to
be appropriated by subsection (a), and of the amount
authorized to be appropriated by subsection (b), not more
than 10 percent of each such amount is authorized to be
available for any single country.
(2) Single program limitation.--Of the amount authorized to
be appropriated by subsection (b), not more than 25 percent
is authorized to be available to carry out, or expand, any
single international educational or cultural exchange
program.
Mr. LUGAR. Mr. President, I am pleased to join Senators Kennedy,
Chafee, Leahy, Hagel, Gordon Smith, Cochran, Brownback, and Jeffords in
introducing the Cultural Bridges Act of 2002. Put simply, our bill
authorizes funding for international student exchange programs between
the United States and countries of the Islamic world.
The bill authorizes $20 million to establish a secondary school level
student exchange program that would bring students from the Islamic
world to America in order to foster greater understanding and
tolerance. It also authorizes an additional $75 million to existing
student and foreign-exchange programs such as the Congress-Bundestag
Program, Fulbright Scholarships, etc. The purpose is to foster mutual
respect between our peoples and a greater understanding of the
differences and similarities between the cultures.
One of the lessons learned in recent months is that the United States
needs
[[Page S4203]]
to create more effective tools of public diplomacy. The most striking
example of this was a December 2000-January 2001 Gallup Poll in nine
predominantly Muslim states that revealed very strong anti-American
attitudes in a majority of the countries. There are no more effective
means to spread American values and influence and to create goodwill
than international student exchanges. As a result, I have concluded it
is in U.S. national security interests to create an exchange program
focused on Asia, the Middle East, and North Africa.
Last year only 10 percent of participants in various State Department
student and cultural exchange programs came from Islamic countries
outside the former Soviet Union. Our new program will bring students
aged 15 to 17 to attend high school and live with an American family
for a year. Recruitment and selection of participants will be conducted
on a competitive basis designed to ensure geographic, gender, and
socio-economic diversity.
The legislation is based on the successful Future Leaders Exchange
Program, FLEX, for high school students in the former Soviet Union. The
new exchange program with Islamic states would be administered by the
Department of State and will utilize similar guidelines and regulations
established for the FLEX Program and utilize organizations experienced
in such exchanges. A study of Russian FLEX alumni concluded that they
are more open to and accepting of Western values, democratic ideals and
foreign interaction than other students of the same age.
In addition to the importance of increasing understanding between the
United States and Islamic countries, we must also appreciate and
address the continuing threat of terrorism. Our bill requires all
students and visitors participating in programs authorized in this
legislation to comply with the immigration procedures in the USA
PATRIOT Act. Students will travel to the United States under J-visas.
I am pleased our legislation has garnered the support of so many non-
governmental organizations involved in the implementation and
management of student and cultural exchanges. As the Alliance for
International Educational and Cultural Exchange wrote in their letter
of April 2: ``Winning the war on terrorism will demand more than just
military prowess. It will require us to engage the peoples of the
Islamic world about our society and values if we are to forge the
mutual understanding and respect that will be the basis of peaceful,
productive relationships. As September 11 and its aftermath makes
clear, our public diplomacy has fallen short.'' The Alliance concludes
by saying that the ``. . . legislation is the right bill at the right
time.''
In addition to the Alliance, we have also received letters of support
from: the AFS Intercultural Programs USA, the Academy for Educational
Development, the American Councils for International Education, the
American Institute for Foreign Study, the Institute of International
Education, the National Council for International Visitors, Sister
Cities International, World Learning, the World Study Group, and the
America-Mideast Educational and Training Services.
I understand the administration has reviewed our legislation and
indicated that they would support its passage, pending the allocation
of necessary resources. I am hopeful that my colleagues will join
Senator Kennedy, our cosponsors and I in ensuring swift passage of this
timely and important bill.
I ask unanimous consent that letters of support be printed in the
Record.
There being no objection, the letters were ordered to be printed in
the Record, as follows:
America-Mideast Educational
and Training Services, Inc.,
Washington, DC, April 4, 2002.
Hon. Edward M. Kennedy, Richard Lugar, and Lincoln Chafee.
Dear Senators Kennedy, Lugar, and Chafee: AMIDEAST is the
largest American NGO promoting educational and cultural
exchanges between the United States and the Arab world, where
we have worked for over 50 years to strengthen mutual
understanding and cooperation between Arabs and Americans. I
am writing today to thank you for introducing the Cultural
Bridges Act of 2002.
The Middle East is experiencing its most severe crisis
since 1948. The chasm of misunderstanding between Arabs and
Americans has never been wider. As I write to you today,
demonstrations are taking place on high school and university
campuses throughout the Middle East and North Africa
denouncing what they perceive to be America's unfair support
for Israeli's actions in the Occupied Territories. To win the
war on terrorism, we need to find new ways to reach the youth
of the Arab world, to quell their hostility towards us, and
to engage them in constructive dialogue.
The Cultural Bridges Act of 2002 will afford us that
opportunity. It will promote educational exchanges between
the United States and the Islamic world, enabling Muslim
youth to learn about our society and values first-hand and
then serving as ambassadors of peace upon their return home,
while affording American students first-hand experience
abroad providing them with valuable insight and understanding
about the Arab and Islamic worlds.
Your legislation is important and timely. We thank you for
championing this bold initiative.
Sincerely,
William A. Rugh,
U.S. Ambassador (retired),
President and CEO.
____
Alliance for International
Educational and Cultural Exchange,
Washington, DC, April 2, 2002.
Hon. Edward M. Kennedy, Richard Lugar, and Lincoln Chafee,
U.S. Senate.
Dear Senators Kennedy, Lugar, and Chafee: On behalf of the
65 member NGOs of the Alliance for International Educational
and Cultural Exchange, I write to thank you for your
leadership in introducing the Cultural Bridges Act of 2002.
Winning the war on terrorism will demand more than just our
military prowess. It will require us to engage the peoples of
the Islamic world about our society and values if we are to
forge the mutual understanding and respect that will be the
basis of peaceful, productive relationships. As September 11
and its aftermath make clear, our public diplomacy has fallen
short.
Building productive ties will require a sustained and
serious commitment that reaches well beyond our current
efforts. The exchanges authorized in your bill are the most
cost-effective way to encourage the positive personal and
institutional relationships that will enhance our long-term
national security.
Congressional leadership will be crucial to this endeavor.
Student and exchange flows from the Muslim world are among
the lowest of any region, and significant new resources will
be required to jump-start this effort. Moreover, a clear
federal commitment will leverage private sector support from
universities, schools, businesses, and communities across the
U.S. This initiative will engage the American people directly
in the conduct of the highest priority foreign policy.
Your legislation is the right bill at the right time. You
have the gratitude and support of members of the exchange
community throughout the United States.
Sincerely,
Kenton w. Keith,
U.S. Ambassador (retired),
Chair, Board of Directors.
Enclosure: List of Alliance member organizations.
The Alliance for International Educational and Cultural
Exchange is a coalition of 65 organizations with chapters and
grassroots networks in all 50 states. Alliance member
organizations administer or facilitate exchange programs that
put a human face on American foreign policy, transmit
America's democratic values, foster economic ties with
overseas markets, engage millions of Americans in our foreign
affairs, and develop foreign language, cross-cultural, and
area studies expertise of American citizens.
member organizations
Academy for Educational Development.
Africa-America Institute.
AFS Intercultural Programs.
AIESEC, Inc.
*Alliances Abroad [corporate associate member].
American Association of Community Colleges.
American Association of Intensive English Programs.
American Council of Young Political Leaders.
American Council on Education.
American Councils for International Education: ACTR/ACCELS.
American Institute for Foreign Study Foundation.
American Intercultural Student Exchange.
American-Scandinavian Foundation.
Aemrican Secondary Schools for International Students and
Teachers.
AMIDEAST.
Amity Institute.
Association of International Education Administrators.
Association for International Practical Training.
Association of Professional Schools of International
Affairs.
AYUSA International.
BUNAC.
CDS International.
Children's International Summer Villages, Inc.
CEC International Partners.
The College Board.
Communicating for Agriculture.
Concordia Language Villages.
Council of Graduate Schools.
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Council of International Programs USA.
Council on International Educational Exchange.
Council on Standards for International Educational Travel.
Educational Testing Service.
EF Foundation for Foreign Study.
French-American Chamber of Commerce.
The Fulbright Association.
The German Marshall Fund of the United States.
Girl Scouts of the USA.
Institute of International Education.
International Cultural Exchange Services.
InterExchange.
International Internship Programs.
International Research and Exchanges Board.
Japan-America Student Conference.
LASPAU: Academic and Professional Programs for the
Americas.
The Laurasian Institution.
Minnesota Agriculture Student Trainee/Practical
Agricultural Reciprocal Training.
Meridian International Center.
NAFSA: Association of International Educators.
National 4-H/Japanese Exchange Program.
National Association of State Universities and Land-Grant
Colleges.
National Council for Eurasian and East European Research.
National Council for International Visitors.
North Carolina Center for International Understanding.
Ohio Agricultural Intern Program.
Pacific Intercultural Exchange.
People to People International.
Program of Academic Exchange.
Sister Cities International.
University and College Intensive English Program.
World Education Services.
World Exchange, Ltd.
World Heritage.
World Learning.
YMCA International Program Services.
Youth Exchange Services.
Yourth For Understanding.
____
AFS-USA, Inc.,
New York, NY, April 1, 2002.
Hon. Edward M. Kennedy, Richard Lugar, and Lincoln Chafee,
U.S. Senate.
Dear Senators Kennedy, Lugar, and Chafee: I am writing on
behalf of our staff, volunteers, and board members located in
all 50 States to express our pleasure and thanks for
initiating the cultural Bridges Act of 2002.
AFS is the oldest, largest, and most diverse high school
exchange program in the United States and in the world. We
understand and appreciate the leadership you have
demonstrated in sponsoring this bill. Public diplomacy in the
Islamic world requires the focus and funding contained in
your bill. Our 54 years of experience in the field of
exchange tells us that a serious commitment, sustained over a
number of years, will be needed to defeat terrorism at its
roots by increasing understanding and tolerance among people
of different countries, beliefs and values. AFS exchanged
students from Germany and Japan with the U.S. almost
immediately after World War II. Today those countries are our
allies. Democratic principles, respect for others, and
individual freedom are our values, and they can be powerful
when seen through daily interaction with our families and
students.
You are doing the right thing. We stand ready to support
you in any way we can.
Thank you for your pursuit of peace and freedom.
Sincerely,
Alex J. Plinio,
President.
____
Academy for
Educational Development,
Washington, DC, April 2, 2002.
Hon. Edward M. Kennedy, Richard Lugar, and Lincoln Chafee,
U.S. Senate, Washington, DC.
Dear Senators Kennedy, Lugar and Chafee: On behalf of the
Academy for Educational Development, a non-profit
organization serving people in more than 160 countries, I
want to thank you for your leadership in introducing the
Cultural Bridges Act of 2002.
International exchange programs are a critical component of
the war on terrorism. Exchange programs enhance mutual
understanding and build long-term bridges with individuals in
other countries. Expanding the flow of people, ideas and
information will promote greater understanding of the United
States and will advance our foreign policy objectives.
The International Visitor Program has been particularly
effective at reaching future foreign leaders and at advancing
key foreign policy objectives. For example, a recent
leadership development program brought student leaders from
the Middle East and North Africa for exchanges with student
leaders across the United States. Another program on the role
of religion in the United States brought administrators from
religious educational institutions, or ``madrassahs,'' in
Pakistan to meet with civic and religious leaders in several
cities. Programs such as these that target key issues and
leaders should be significantly expanded in the Islamic
world.
Although the world's attention has been focused on the
Muslim world, exchange programs from countries with large
Islamic populations are underrepresented in U.S. government-
sponsored exchange programs. Your bill will significantly
enhance the capacity to reach out to individuals in these
countries through people-to-people exchanges that are among
our best tools of diplomacy.
We thank you for your leadership, vision and commitment in
introducing this critical piece of legislation.
Sincerely,
Stephen F. Moseley,
President and Chief Executive Officer.
____
American Councils
for International Education,
Washington, DC, April 2, 2002.
Hon. Edward M. Kennedy, Richard Lugar, and Lincoln Chafee,
U.S. Senate, Washington, DC.
Dear Senators Kennedy, Lugar, and Chafee: I write to
commend you for your leadership in introducing the Cultural
Bridges Act of 2002, a legislative initiative designed to
engage the diverse Islamic populations around the world
through international exchange programs. I particular want to
thank you for focusing on high school exchanges as a highly
effective mechanism for introducing the United States to this
audience, and them to our fellow Americans.
While our country's public diplomacy efforts--which include
exchange programs--have earned us many friends in parts of
the world, the dramatic events of September 11th and our
examination of our standing with key populations in the
Islamic world since those terrorist attacks have revealed
that we have neglected a critical world population stretching
from West Africa to Southeast Asia. This arc crosses the Arab
Middle East, through Southeastern Europe and Central Asia to
Indochina; approximately 1.4 billion people populate the
countries along this arc. Your initiative would make it our
national policy to reach out to the peoples of these
countries to build mutual understanding.
The Cultural Bridges Act of 2002 would capitalize on our
nation's capacity to educate and inform by bringing
individuals to the United States to learn about our culture,
language, and aspirations--all while studying in school,
mastering their chosen profession, or doing research. It
provides a highly effective (and low cost) way to positively
influence foreign populations through citizen diplomacy,
something we've done well with post-war Europe and Japan,
Latin America, and most recently with the countries of the
former Warsaw Pact.
My own organization has utilized academic and youth
exchanges for more than 25 years with the former Soviet
Union. Among our many successes in fostering understanding of
the United States in that region, some of the most impressive
results result from exchange programs involving youth, like
the Future Leaders Exchange Program, and secondary school
teachers, like the Excellence in Teaching Awards Exchange
Program--both funded through an earlier congressional
initiative, the FREEDOM Support Act. The Cultural Bridges Act
that you are introducing in the Senate would facilitate
similar successes in the Islamic World.
The American Councils has experience with working in the
Muslim communities of the NIS--communities that exist
throughout the 12 countries of the old Soviet Union. Some of
the most dynamic needs for expanded exchange opportunities in
the NIS are apparent in the predominately Islamic countries
of Azerbaijan, Kazakhstan, Kyrgyzstan, Tajikistan,
Turkmenistan, and Uzbekistan--countries that are critical to
addressing our urgent security concerns in Central Asia and
all of which would be eligible to benefit from your
legislation.
Your exchanges initiative is both an effective bulwark
against ignorance of the United States and a proactive
measure for securing the peace we hope to achieve through our
current military campaign. I applaud your leadership in
introducing this bill, and look forward to its enactment.
Sincerely,
Dan E. Davidson,
President.
____
American Institute
for Foreign Study,
Stamford, CT, April 2, 2002.
Hon. Edward M. Kennedy, Richard Lugar, and Lincoln Chafee,
U.S. Senate.
Dear Senators: As a member of the Alliance for
International Educational and Cultural Exchange, I write to
thank you for your leadership in introducing the Cultural
Bridges Act of 2002.
Winning the war on terrorism will demand more than just our
military prowess. It will require us to engage the peoples of
the Islamic world about our society and values if we are to
forge the mutual understanding and respect that will be the
basic of peaceful, productive relationships. As September 11
and its aftermath make clear, our public diplomacy has fallen
short.
Building productive ties will require a sustained and
serious commitment that reaches well beyond our current
efforts. The exchanges authorized in your bill are the most
cost-effective way to encourage the positive personal and
institutional relationships that will enhance our long-term
national security.
Congressional leadership will be crucial to this endeavor.
Student and exchange flows from the Muslim world are among
the lowest of any region, and significant new resources
[[Page S4205]]
will be required to jump-start this effort. Moreover, a clear
federal commitment will leverage private sector support from
universities, schools, businesses, and communities across the
U.S. This initiative will engage the American people directly
in the conduct of the highest priority foreign policy.
Your legislation is the right bill at the right time. You
have the gratitude and support of members of the exchange
community throughout the United States.
Sincerely,
Robert J. Brennan,
President.
____
Institute of
International Education,
New York, NY April 2, 2002.
Hon. Edward M. Kennedy, Richard G. Lugar, and Lincoln D.
Chafee,
U.S. Senate, Washington, DC.
Dear Senators: On behalf of the Institute of International
Education, including our Trustees and volunteers across the
country, please accept IIE's thanks and appreciation for the
leadership you are showing by introducing the Cultural
Bridges Act of 2002. Your initiative could not be more
relevant and timely.
As always, the leadership of Congress in international
educational exchange is critical. Now, in vulnerable areas of
the world where peace, understanding and progress through
education are vitally needed to insure that terrorism and
intolerance are eliminated, your legislation addresses key
areas where we can work to build shared values.
Exchanges of high school and college students, graduate
students and young professionals, as well as others, who can
help create the climate we need where progressive democratic
developments flourish are sorely needed in Africa, the Near
East, Central and South Asia, and Southeast Asia. The focus
of your Cultural Bridges Act of 2002 on members of the
Organization of Islamic Conference includes virtually every
nation we need to reach if we are serious about making people
to people diplomacy work for youth. As you know, the
Institute has always regarded the Mutual Educational and
Cultural Exchanges Act of 1961 as one of the most important
of all this nation's foreign policy documents. By directing
the Department of State to establish new initiatives through
the authority of the 1961 Act you will assure that the
philanthropic and higher education sectors not only support
your efforts but help you leverage government resources for
important common purposes.
Please let me know if there is anything the Institute can
do to assist you in this critically important endeavor at a
time of great national need.
Sincerely yours,
------ ------
____
National Council for
International Visitors,
Washington, DC, April 2, 2002.
Hon. Edward M. Kennedy, Richard Lugar, and Lincoln Chafee,
U.S. Senate.
Dear Senators Kennedy, Lugar, and Chafee: On behalf of the
Board and members of the National Council for International
Visitors (NCIV), we thank you for your initiative in
introducing the Cultural Bridges Act of 2002. NCIV members--
nonprofit program agencies and 95 community organizations
across the United States--organize professional programs,
home visits, and cultural activities for participants in the
State Department's International Visitor Program and other
exchanges. More than 80,000 volunteers are involved in NCIV
member activities each year, including WorldBoston,
International Center of Indianapolis, and the World Affairs
Council of Rhode Island.
NCIV members promote citizen diplomacy--the idea that the
individual citizen has the right, even the responsibility, to
help shape U.S. foreign relations ``one handshake at a time''
through exchanges. We are grateful for your leadership in
introducing this legislation that will make more of these
handshakes possible with participants from underserved areas
of the world.
Sincerely,
Alan Kumamoto,
Chair, Board of Directors.
Sherry L. Mueller,
President.
____
Sister Cities International,
Washington, DC, April 1, 2002.
Hon. Edward M. Kennedy, Richard Lugar, and Lincoln Chafee,
U.S. Senate.
Dear Senators Kennedy, Lugar, and Chafee: On behalf of
Sister Cities International and the 700 U.S. cities joined in
cooperative sister city partnerships with 1,500 international
cities in 121 countries, I applaud your leadership in
introducing the Cultural Bridges Act of 2002. The Cultural
Bridges Act of 2002 will be a vital tool in the conduct of
U.S. foreign policy and public diplomacy in response to new
challenges facing the United States.
The need for increased international understanding and
cooperation has never been more imperative than in the
aftermath of September 11. International education and
exchange programs are critical elements in advancing U.S.
foreign policy and national security, as they build
understanding and cooperation between Americans and future
foreign leaders. Nearly 150 present and past foreign heads of
state made their first visits to the United States on
exchange programs. This powerful tool for building
productive, positive relationships has served the United
States extraordinarily well over the years, and has included
visits from world leaders such as Anwar Sadat and Indira
Gandhi, French Premier Lionel Jospin and British Prime
Minister Tony Blair.
Perhaps most importantly, the Cultural Bridges Act boldly
leads the way for the federal government to encourage
sustainable, cooperative relationships between the United
States and the Islamic world. In the fight against terrorism
and efforts to improve our national security, there can be no
doubt that fostering international exchanges will help
diminish negative stereotypes and build an environment of
mutual understanding and respect for differences.
Furthermore, the Cultural Bridges Act will help foster
citizen diplomacy initiatives that will promote the
involvement of local citizens in international engagement.
Now more than ever, the federal government must invest in
capacity building at the community level to promote citizen
diplomacy, particularly with regard to the Islamic world. As
we know, resources allotted for these activities are
drastically insufficient in the current climate, and we hope
the introduction of the Cultural Bridges Act will move our
nation in the right direction of enhanced cooperation.
Thank you for your leadership on this pressing issue.
Sincerely,
Tim Honey,
Executive Director.
____
World Learning,
Washington, DC, April 1, 2002.
Hon. Edward M. Kennedy, Richard Lugar, and Lincoln Chafee,
U.S. Senate, Washington, DC.
Dear Senators Kennedy, Lugar, and Chafee: Thank you for
your leadership in introducing the Cultural Bridges Act of
2002. Enactment of this legislation will make possible
increase opportunities to bring current and future leaders
from the Islamic world to the United States and to send
Americans to Muslim counties to teach and study.
Expanded opportunities for citizen exchange between the
United States and the Islamic world will help to engender
increased respect, understanding and trust between our
peoples. building this mutual understanding will enhance our
national security by broadening the range of productive
interactions between the United States and Muslim countries.
Currently, student and other exchange flows with Muslim
countries are lower than with regions of the world. The
programs which the Cultural Bridges Act authorizes would
provide for significant increases at this crucial time for
our nation. Thank you again for your leadership in working to
strengthen these important programs.
Sincerely yours,
Robert Chase,
Vice President.
____
World Study Group,
San Francisco, CA, April 2, 2002.
Hon. Edward M. Kennedy, Richard Lugar, and Lincoln Chafee,
U.S. Senate.
Dear Senators Kennedy, Lugar, and Chafee: On behalf of the
World Study Group, I write to thank you for your leadership
in introducing the Cultural Bridges Act of 2002. The World
Study Group and its affiliated J-1 visa programs are
dedicated to increasing understanding and trust between
people through international cultural exchange.
Building productive ties with Muslim world will require a
sustained and serious commitment that reaches well beyond our
current efforts. The exchanges authorized in your bill are
the most cost-effective way to encourage the positive
personal and institutional relationships that will enhance
our long-term national security goals. Breaking down
misunderstanding requires that our peoples know each other
better.
Congressional leadership will be crucial to this endeavor.
Student exchanges from the Muslim world are among the lowest
of any region, and significant new resources will be required
to jump start this effort. Moreover, a clear federal
commitment will leverage private sector support and will
immediately engage the American people directly in the
conduct of this high priority foreign policy initiative.
Your legislation is the right bill at the right time. On
behalf of AYUSA, AuPairCare, and Intrax Inc., we thank you.
You have the gratitude and support of our staff and field
representatives throughout the United States.
Sincerely,
John Wilhelm,
President.
____________________