Oversight Hearing on the Reauthorization of the Higher Education Act of 1965: Hilo, Hawaii : Hearing Before the Subcommittee on Postsecondary Education of the Committee on Education and Labor, House of Representatives, One Hundred Second Congress, First Session, Hearing Held in Hilo, HI, July 1, 1991, Volume 4
Congress of the U.S., Washington, DC. House Subcommittee on Postsecondary Education, United States. Congress. House. Committee on Education and Labor. Subcommittee on Postsecondary Education
U.S. Government Printing Office, 1992 - 261 pages
In one of a series of hearings held in communities around the nation on the reauthorization of the Higher Education Act of 1965, the Subcommittee on Postsecondary Education met to hear testimony from higher education professionals, business people, and students in the state of Hawaii. In particular the witnesses, grouped in seven panels, testified to the needs of citizens in Hawaii and in the larger Pacific area. The first panel consisted of five officials from the University of Hawaii (UH) who spoke about the needs and plans of that institution, the diverse nature of the student body at UH, and recommendations for the reauthorization. The second panel contained representatives from Hawaii's community colleges testifying on the concerns of those institutions. The third panel included a college admissions counselor from a local private high school and a student support services program director from UH speaking on preparing, informing and counseling high school students and on the Special Programs for Students from Disadvantaged Backgrounds. The fourth panel of witnesses included three financial aid administrators from institutions around the state and the president of a private career school whose testimony concerned the financial aid needs of students and proposals for changes or reauthorization of various federal student aid programs. On the fifth panel were a state director on vocational education, a UH administrator, a representative of the local building and construction industry and a representative of a local carpenters union all speaking about developing the workforce. The sixth panel consisted of two student loan administrators addressing proposed changes to the legislation. The last panel was made up of students from UH testifying to the needs of low-income, disabled and non-traditional students. The prepared statements of the witnesses and of those not able to attend as well as letters and supplemental materials are also included. (JB)
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Page 145 - Schools, bringing at least 535 of them into existence by 1996 and thousands by decade's end. 3. For those of us already out of school and in the work force, we must keep learning if we are to live and work successfully in today's world. A "Nation at Risk" must become a "Nation of Students.
Page 66 - Xl should be replaced by a national network of employer-college partnerships for human resource and economic development, to provide "relevant skill upgrading for all workers throughout their careers," to increase workforce literacy, and to infuse instruction with more state-of-the-art technology. • A parallel initiative in "pipeline...
Page 217 - Thank you for giving me this opportunity to speak on behalf of the American Optometric Association.
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Page 14 - The purpose of the program under this part is to promote research and education of higher quality throughout the United States by providing financial assistance to...
Page 112 - If your plan is for one year, plant rice; For ten years, plant trees; For a hundred years, educate men.
Page 245 - Thank you, again, for holding this hearing and I look forward to the testimony.
Page 80 - We are very grateful indeed to you, Mr. Chairman, and to the members of your committee for...
Page 68 - E workforce.... The problem calls for strong and immediate cooperation between the Education Department and the National Science Foundation. Articulation grants should be made to high schools, community colleges, and four-year schools to form partnerships that enable their faculties in science, engineering and technology to build and maintain continuity in learning and the most efflcient transfer tracks.
Page 70 - ... adults with full-time obligations to work or family, and students in rural areas and communities isolated from campuses. New technologies brighten the hope that these students can be better served through long distance learning. Federal incentives should encourage initiatives in these areas.