speeches by amb. coats

Ambassador Ischinger, thank you.

Dr. Schuette

Dr. Landfried,

Members of the German Bundestag,

Organizers, Panelists,

Dear Guests,

Well over a year ago, we began this dialogue on universities of the future. Perhaps inevitably because the formal – and informal – discussions have mostly taken place in Germany, this transatlantic dialogue has focused more on university reform in Germany than in the United States. Certainly, the paper that was developed at the Dresden Conference is a bold list of reform initiatives that address very pragmatic issues as well as the philosophical underpinnings of the German system of higher education. But the vision of the German university of the future that emerged in the Dresden Theses -- a vision characterized by flexibility, transparency, competitiveness and performance -- is compatible with the goals of American universities.

There are similarities in the university reform process but there are also differences. There is clearly not one model of higher education that can be transplanted. I know that many elements of the American system have been part of the discussion over this last year. But certainly there is much that we can learn from one another, and should.

Not being a part of the education or academic community, I have a slightly different perspective on educational reform that I would like to discuss briefly. As some of you may know, I served for nearly 20 years in the United States Congress. Educational reform was an issue in every single term office that I held, and an issue that I have followed with great interest for a number of reasons. In fact, about 20 years ago, just about the time when I was a freshman Congressmen representing Indiana in the House of Representatives, the U.S. Department of Education published its landmark study of the American educational system -- "A Nation at Risk." While that report focused more on elementary and secondary education, it did establish education in general as a priority issue for government.

In fact it was the publishing of that specific report that really initiated a serious debate and dialogue about our elementary and secondary education systems. That has brought about significant efforts to reform at the federal, state, and local levels. And these efforts continue.

Right now in Congress, in fact, a House Committee on Education and the Workforce is re-examining the Higher Education Act by asking the basic question, ‘What are parents, students, and taxpayers getting for their money?’ There is concern on the part of government about competitive marketplace issues such as value, cost, quality and choice; and concern on the part of universities that this will be translated into federal policies that regulate curriculum or establish price controls. A recent public opinion poll by "The Chronicle of Higher Education" gave an answer to that question from Congress. The polls showed that 91 percent of Americans ‘agreed’ or ‘strongly agreed’ that colleges and universities are among the most valuable U.S. resources.

The educational environment that has evolved to fit the widely varying characteristics of American students -- with respect to their capabilities, interests, and goals -- is indeed unique.

We find that variety and diversity can be enabling. The concept of a "second chance" is embedded in our system. But it can also have limitations. In fact, serious gaps in enrolling and completing some education beyond high school have persisted for low-income and other disadvantaged groups. The educational demands that will be posed by the technological, economic, and demographic changes in society are becoming very clear. The individual consequences for economic wellbeing and personal security that result from a post-secondary education are enormous.

Never before have Americans been faced with so many complex decisions about their personal and collective futures. And I think this is true here in Germany as well. Citizens must decide not only whom to elect to public office, but they also must grapple with complex political issues -- school vouchers, parental choice, the future of Social Security, local environmental and health care issues, to name just a few.

The need for high levels of critical judgment and analytical ability is also making its presence felt in the workplave. In a production line economy, independent judgment was not necessarily needed nor encouraged. In a knowledge economy, independent judgment is often essential for problem solving or product development.

The global, knowledge-based economy will increasingly determine our standard of living and the quality of life in our society. Universities have long been instrumental in generating knowledge and ideas but in an increasingly globalized world and in the face of rapid scientific change, they now face new challenges on how to best prepare students for the coming decades. All nations that seek to compete in the global economy are under pressure -- significant pressure -- to raise the levels of knowledge and skills of their citizens.

In the 21st century, it is clear that the wellbeing of individuals and the wealth and success of nations will depend as never before on the ability to produce and use knowledge.

A century ago, Harvard University -- and I use it as an example because it is the oldest institution of higher learning in the United States and perhaps the best known -- was a place where New England gentlemen taught the sons of other New England gentlemen.

Today a look at Harvard shows there is no such typical Harvard student. Harvard men and women represent an array of ethnic groups, religious traditions, and political persuasions. They come from every region of the United States and more than 100 countries.

There is also no typical Harvard community. Cambridge, Massachusetts received its name in 1637, in recognition of Cambridge University, where many of the leading colonists had been educated. Today Cambridge is a city that is proud of its rich history -- a history that includes strong ethnic roots and traditions. As an indication of its diversity, Cambridge public schools now offers English as a second language to students speaking 46 different languages. Harvard works to give back to Cambridge and Boston in many ways, including more than 240 public service programs involving Harvard students, staff, and faculty.

That picture of diversity and community involvement is not necessarily the image one has of Harvard. That image, however, also applies to a myriad of American colleges and universities that are undertaking the challenge to move forward and implement new ideas while maintaining the commitment to excellence that have made them models around the world.

We are pleased that American colleges and universities attract students and scholars from all over the world. These individuals enrich our communities with their academic abilities and cultural diversity.

We are also appreciative of the advantages that foreign universities have offered to American students and scholars. As Ambassador to Germany, I see the benefits of international education and exchanges every day. Many of our diplomats both here at the Embassy and at the consulates around the country have studied at German universities -- through DAAD and Fulbright exchange programs and other partner university programs. Their studies, their research, and their knowledge are of tremendous and significant help in the day in, day out diplomatic world of ideas, policies, thoughts and debate.

International education has provided the basis for the kind of strategic partnerships -- in research, in government, in business -- that have served us well in the past and that will indeed serve us well in the years ahead.
These are the strategic partnerships that produce -- and implement -- the new ideas that will indeed shape our common destiny.

And that is why this series of conferences over the past year are important and proof of how seriously we all take this challenge.

I wish you great success in this last conference, but more importantly, success in moving forward in bringing about the mutual exchange of ideas -- and the reforms that can emanate from that exchange. Together we must work to strengthen the values and the knowledge that is passed on to students, the students that will take places of leadership in our respective countries in the decades ahead.

Thank you.