Education for All Act of 2010 - Amends the Foreign Assistance Act of 1961 to state that it is U.S. policy to work with foreign countries and international and civil society organizations to achieve universal basic education by: (1) assisting developing countries and nongovernmental and multilateral organizations to provide all children with a quality basic education; and (2) promoting education as the foundation for communities' development.
Directs the President to develop a comprehensive U.S. strategy to promote universal basic education by 2015.
Authorizes the President to provide funds and other assistance to qualifying foreign countries to create the policies, processes, and infrastructure to develop national basic education plans.
Amends the State Department Basic Authorities Act of 1956 to establish within the Department of State a Coordinator of United States Government Activities to Provide Basic Education Assistance who shall shall have primary responsibility for the oversight and coordination of all U.S. government resources and international activities to promote universal basic education.
[Congressional Bills 111th Congress]
[From the U.S. Government Publishing Office]
[H.R. 5117 Introduced in House (IH)]
111th CONGRESS
2d Session
H. R. 5117
To amend the Foreign Assistance Act of 1961 to provide assistance for
developing countries to promote quality basic education and to
establish the achievement of universal basic education in all
developing countries as an objective of United States foreign
assistance policy, and for other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
April 22, 2010
Mrs. Lowey (for herself, Mr. Reichert, Mr. Smith of Washington, Ms. Lee
of California, and Mr. Olver) introduced the following bill; which was
referred to the Committee on Foreign Affairs
_______________________________________________________________________
A BILL
To amend the Foreign Assistance Act of 1961 to provide assistance for
developing countries to promote quality basic education and to
establish the achievement of universal basic education in all
developing countries as an objective of United States foreign
assistance policy, and for other purposes.
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 ``Education for All Act of 2010''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) Throughout the world, an alarming number of children
and youth are not receiving a basic education. At least
72,000,000 children of primary school age are not in school and
tens of millions drop out of school annually. If current trends
continue, 56,000,000 children will still be out of school in
2015. There are an estimated additional 71,000,000 children and
youth of secondary school age currently out of school.
(2) Of the approximately 72,000,000 children of primary
school age and 71,000,000 of secondary school age who are not
in school, nearly 3 in 5 are girls. The proportion of out-of-
school primary age girls is highest in Arab states, Central
Asia and South and West Asia. Almost one-half of out-of-school
children live in sub-Saharan Africa and nearly 40,000,000 live
in countries affected by conflict and fragility. A significant
number of such children have been orphaned or otherwise
negatively affected by HIV/AIDS while others have been victims
of child labor or human trafficking. Without access to quality
education, such children will not have the skills to contribute
to reconstruction and stabilization of their countries.
(3) The final report of the National Commission on
Terrorist Attacks Upon the United States (hereafter in this
section referred to as the ``Report'') concluded that education
that teaches tolerance, the dignity and value of each
individual, and respect for different beliefs must be a key
element in any global strategy to eliminate terrorism. The
Center for Strategic and International Studies' Commission on
Smart Power determined that ``education is the best hope of
turning young people away from violence and extremism''.
(4) Extending the vision of educational opportunity
described in the Report to all developing countries, including
countries affected by armed conflict, is critical to achieve
the United Nations Millennium Development Goals and prevent the
rise of violent extremism worldwide.
(5) The Report concluded that the United States Government
must offer an example of moral leadership in the world and
offer parents and their children a vision of the future that
emphasizes individual educational and economic opportunity.
(6) The Report noted that the United Nations has rightly
equated ``literacy as freedom'' and while gains have been made
in Arab states in reducing the out-of school population, an
estimated 29 percent of the adult population in the Arab
states, or 58,000,000 people, lack basic literacy or numeracy
skills needed in everyday life.
(7) The Report concluded that ensuring educational
opportunity is essential to the efforts of the United States to
defeat global terrorism and recommended that the United States
Government ``should offer to join with other nations in
generously supporting [spending funds] . . . directly on
building and operating primary and secondary schools in those
Muslim states that commit to sensibly investing financial
resources in public education''.
(8) At the World Education Forum held in Dakar, Senegal in
2000, the United States joined more than 180 other countries in
committing to the goal of universal basic education by 2015.
Universal completion of primary school and eliminating gender
disparity in all levels of education not later than 2015 are
part of the United Nations Millennium Development Goals.
(9) Since the World Education Forum in 2000, the number of
children out of school has decreased at an average approximate
rate of 4,000,000 children per year. Despite this progress, the
goal of achieving universal basic education will not be met and
56,000,000 children will still be out of school by 2015.
(10) Credible estimates indicate that approximately
$16,000,000,000 per year of financing assistance is necessary
for developing countries to achieve universal basic education
by 2015.
(11) The United States Agency for International
Development's bilateral assistance has helped to deliver a
quality basic education to 41 million learners enrolled in
United States Government-supported primary schools around the
world. USAID has expertise in a number of key areas, including
teacher training, reaching marginalized groups and quality
measurement and has provided technical assistance to
governments in order to create sustainable educational systems.
(12) Multilateral mechanisms have been proven to marshal
significant resources to reach global development challenges.
Funds that are transparent, increase coordination among
governments, private sector and civil society, support national
plans and hold all stakeholders accountable have been effective
at providing resources to reach global challenges.
(13) Basic education has been demonstrated to be
fundamental to development. No country has reached sustained
economic growth without achieving near universal primary
education. Quality education reduces poverty and inequality,
lays the foundation for sound governance, civic participation,
and strong institutions and equips people with the knowledge,
skills and self-reliance they need to increase income and
expand opportunities for employment.
(14) Investing in girls' education delivers substantial
returns not only in educational attainment but also in
increasing women's incomes, delaying the start of sexual
activity, reducing infant mortality, increasing women's
political participation, and spurring economic growth.
(15) Education can help to protect children in conflict
situations from physical harm, exploitation, and sexual abuse,
as well as to avoid the recruitment of children into armed
groups and gangs and promote good governance and poverty
reduction. Additionally, every additional year of schooling for
males can reduce their risk of becoming involved in conflict by
20 percent.
(16) In front-line states, education remains a significant
challenge. In Yemen, nearly 80 percent of girls are unlikely to
enroll in school, and in Afghanistan girls average only 4 years
of schooling.
SEC. 3. ASSISTANCE TO ACHIEVE UNIVERSAL BASIC EDUCATION.
(a) In General.--Chapter 1 of part I of the Foreign Assistance Act
of 1961 (22 U.S.C. 2151 et seq.) is amended by inserting after section
105 the following new section:
``SEC. 105A. ASSISTANCE TO ACHIEVE UNIVERSAL BASIC EDUCATION.
``(a) Purpose.--It is the purpose of this section to ensure that
the United States provides the resources and leadership to ensure a
successful international effort to provide all children with a quality
basic education in order to achieve the goal of universal basic
education by 2015 agreed to at the World Education Forum held in Dakar,
Senegal in 2000.
``(b) Policy.--It is the policy of the United States to work with
other countries and international and civil society organizations in
order to achieve universal basic education by--
``(1) assisting developing countries to provide all
children with a quality basic education, including through
strengthening host countries' educational systems;
``(2) assisting nongovernmental and multilateral
organizations working in developing countries to provide all
children with a quality basic education; and
``(3) promoting education as the foundation for
communities' development, including integrating entrepreneurial
and leadership training, economic growth and agricultural
activities, and democracy promotion into holistic assistance
programs.
``(c) Principles.--In developing the policy referred to in
subsection (b), the United States shall be guided by the following
principles:
``(1) United states resources.--To lead a global commitment
to achieving universal basic education in developing countries,
including in countries affected by or emerging from armed
conflict or humanitarian crises, the United States shall commit
substantial new resources for education in developing countries
to expand access to quality educational opportunity and inspire
confidence in such countries that efforts to reform education
will receive adequate resources.
``(2) Integrated bilateral and multilateral approach to
sustainable development.--United States assistance shall
integrate bilateral and multilateral assistance modalities
within the strategy developed pursuant to subsection (e), to be
directly responsive to host country needs, capacity and
commitment, and lead to sustainable development. The United
States should contribute on a multilateral basis in a manner
that leverages overall impact and best reinforces United States
bilateral aid efforts, which should remain central to United
States efforts in basic education. Bilateral and multilateral
aid should be undertaken in close partnership with
nongovernmental organizations and other development partners.
``(3) United states assistance to multilateral education
initiatives.--The United States shall seek to support a
multilateral coordination and financing education initiative,
which may include a reformed Education for All Fast-Track
Initiative or a Multilateral Global Fund for Education. United
States assistance shall build upon its comparative advantages
and proficiencies in basic education programs. A reformed
Education for All Fast-Track Initiative or a Multilateral
Global Fund for Education should be established as an
independent entity that is governed equally by donor and
developing country governments and civil society and should be
based on the following principles:
``(A) Transparency with respect to financing, key
policy decisions, and impact.
``(B) Coordination among governments, private
sector, and civil society.
``(C) Mutual accountability between donors and
recipients for achieving measurable results in access
and quality.
``(D) Alignment with host country priorities.
``(E) Predictable, long-term funding disbursed in a
timely manner.
``(4) Other major donors.--The United States Government
shall encourage other donors to contribute commensurate amounts
to support universal basic education, through bilateral or
multilateral mechanisms and to coordinate their efforts with
recipient countries, private entities and other donors, in line
with the principles of the Paris Declaration.
``(5) Private sector and nongovernmental participation and
contributions.--United States efforts shall include explicit
strategies to encourage and integrate contributions of
strategic direction and financial resources from indigenous and
international private sector and civil society organizations,
including organizations that represent teachers, students and
parents, interested in supporting quality universal basic
education efforts.
``(6) School access, quality, and completion.--United
States assistance for basic education in developing countries
shall seek to expand access to quality schools and teachers for
all children, particularly marginalized and vulnerable groups,
including girls, children affected by or emerging from armed
conflict or humanitarian crises, disabled children, children in
remote or rural areas, religious or ethnic minorities,
indigenous peoples, orphans and children impacted by HIV/AIDS,
child laborers and victims of trafficking, and to improve the
quality of education in order to increase the number of
children completing and benefitting from a basic education.
``(7) Coordination within the united states government.--
The United States Government, led by the United States Agency
for International Development, shall support improved
coordination and collaboration among all departments and
agencies of the United States Government involved in providing
assistance for basic education to developing countries to
ensure efficient and effective use of the resources, including
efforts to provide a continuity of assistance for basic
education in humanitarian and other emergency situations.
``(8) Support for communities of learning.--United States
assistance shall support the coordination of development
assistance for the holistic development of communities, and
where appropriate, utilize schools as the foundation for
communities' development and integrate assistance programs,
including health and development programs, such as nutrition,
school feeding programs, community gardens, adult literacy,
entrepreneurial and agricultural training, democracy education
and housing programs.
``(9) Coordination with national education plans and
economic development programs.--United States assistance for
basic education in developing countries shall be provided in
collaboration and coordination with, where possible, national
education plans, to reduce poverty and spur sustained economic
growth, including through the promotion of the value of
education and increasing community and family awareness of the
positive impact of education. The United States shall seek to
encourage developing countries to utilize schools as platforms
for the development of communities.
``(10) Measuring outcomes.--United States assistance for
basic education in developing countries shall include
sufficient resources for monitoring and evaluating the
effectiveness and quality of basic education programs.
``(d) Definitions.--In this section:
``(1) HIV/AIDS.--The term `HIV/AIDS' has the meaning given
that term in section 104A(h).
``(2) Appropriate congressional committees.--The term
`appropriate congressional committees' means--
``(A) the Committee on Appropriations and the
Committee on Foreign Relations of the Senate; and
``(B) the Committee on Appropriations and the
Committee on Foreign Affairs of the House of
Representatives.
``(3) Basic education.--The term `basic education'--
``(A) means an education, generally consisting of
completion of 9-10 years of schooling, including
efforts to improve early childhood development, primary
education, secondary education, literacy and numeracy
training, and life-skills training that prepares an
individual to be an active, productive member of
society and the workforce; and
``(B) includes efforts to facilitate and support
the activities described in subparagraph (A), including
efforts to--
``(i) build the institutional capacity of a
country to manage basic education systems and
measure results;
``(ii) construct and rehabilitate schools;
``(iii) train quality teachers;
``(iv) increase parent and community
involvement in schools;
``(v) provide learning materials; and
``(vi) develop curricula.
``(4) Education for all fast-track initiative.--The term
`Education for All Fast-Track Initiative' means the Fast-Track
Initiative launched in 2002 to mobilize donor resources and
accelerate progress toward the achievement of the United
Nations Millennium Development Goal of Education for All by
2015, an international commitment to bring the benefits of
basic education to every individual.
``(5) National education plan.--The term `national
education plan' means a comprehensive national education plan
that--
``(A) may be developed in accordance with the
provisions of the Education For All Fast-Track
Initiative; and
``(B) includes explicit, credible strategies to
achieve universal basic education, including strategies
to--
``(i) address key constraints to achieving
universal basic education in the areas of
policy, data, capacity, and financing; and
``(ii) coordinate priorities within the
elements of basic education, such as early
childhood development, primary education, and
secondary education (delivered in formal and
nonformal settings), and training in literacy,
numeracy and other basic skills, including
lifeskills, for adults and out-of-school youth,
and priorities between basic education,
workforce development and higher education.
``(6) Psychosocial support.--The term `psychosocial
support' has the meaning given that term in the first section
135 (relating to assistance for orphans and other vulnerable
children).
``(7) Relevant executive branch agencies and officials.--
The term `relevant executive branch agencies and officials'
means--
``(A) the Department of State, the United States
Agency for International Development, the Department of
the Treasury, the Department of Labor, the Department
of Education, the Department of Health and Human
Services, the Department of Agriculture, and the
Department of Defense;
``(B) the Chief Executive Officer of the Millennium
Challenge Corporation, the Coordinator of United States
Government Activities to Combat HIV/AIDS Globally, the
National Security Advisor, the Director of the Peace
Corps, and the National Economic Advisor; and
``(C) any other department, agency, or official of
the United States Government that participates in
activities to promote universal basic education
pursuant to the authorities of such department, agency,
or official or pursuant to this Act.
``(e) Development and Implementation of a Comprehensive United
States Strategy on Education for All.--
``(1) Strategy required.--The President shall develop a
comprehensive integrated strategy of the United States to
promote universal basic education by 2015 that will--
``(A) seek to expand access to basic education for
all children, particularly marginalized and vulnerable
groups, including girls, children affected by or
emerging from armed conflict or humanitarian crises,
disabled children, children in remote or rural areas,
religious or ethnic minorities, indigenous peoples,
orphans and children impacted by HIV/AIDS, child
laborers and victims of trafficking; and
``(B) improve the quality of basic education,
particularly as reflected in measurable learning
outcomes, as appropriate.
``(2) Elements.--The strategy required by paragraph (1)
shall be formulated and implemented in consideration of the
principles set forth in subsection (c) and shall--
``(A) include specific objectives, indicators,
including indicators to measure learning outcomes, and
approaches to increase access and quality of basic
education in developing countries;
``(B) seek to build capacity within developing
countries for basic education programs in order to make
progress towards the goal of achieving sustainable
development;
``(C) outline how the United States Government will
ensure a transition and continuity of educational
activities in countries affected by or emerging from
armed conflict or humanitarian crises;
``(D) assign priorities to relevant executive
branch agencies and officials;
``(E) improve coordination and reduce duplication
among relevant executive branch agencies and officials,
foreign donor governments, and international
organizations at the global and country levels;
``(F) project general levels of resources needed to
achieve the stated objectives;
``(G) expand public-private partnerships in order
to leverage resources;
``(H) target the activities of the United States to
leverage contributions from other bilateral donors to
provide universal basic education;
``(I) support efforts to reduce the adverse impact
of HIV/AIDS on education systems, including by
equipping teachers with skills needed for HIV/AIDS
prevention and support for persons with, or affected
by, HIV/AIDS;
``(J) improve educational opportunities for women
and girls, and strive to ensure safe schools, equal
access, workforce opportunities, leadership role
development, and the preservation of dignity and
respect;
``(K) recognize that a quality secondary education
is an important incentive to completion of a quality
primary education;
``(L) adopt a `Communities of Learning' approach
that integrates, to the maximum extent practicable,
school and educational programs with health and
development programs, school feeding programs, adult
literacy, community gardens, entrepreneurial training,
agricultural extension work and housing programs; and
``(M) maximize United States capabilities in the
areas of technical assistance and training.
``(3) Requirement to consult.--In developing the strategy
required by paragraph (1), the President shall consult with--
``(A) the appropriate congressional committees;
``(B) relevant executive branch agencies and
officials; and
``(C) nongovernmental organizations, including
organizations representing students, teachers and
parents, and other development partners and individuals
who are involved in the promotion and implementation of
education assistance programs in developing countries.
``(4) Public comment.--The President shall provide an
opportunity for public comment on the strategy required by
paragraph (1).
``(5) Annual report.--Not later than 270 days after the
date of the enactment of the Education for All Act of 2010, the
President shall transmit to the appropriate congressional
committees a report setting forth the strategy required by
paragraph (1) and make the report available to the public.
``(f) Assistance To Develop and Implement National Education
Plans.--
``(1) Assistance authorized.--The President is authorized
to provide funds and other assistance to assist foreign
countries to create the policies, processes, and infrastructure
to develop and implement national education plans to allow all
children of such countries to access and complete a quality
basic education.
``(2) Priority and other requirements.--In providing
assistance under this subsection, the President shall give
priority to foreign countries in which there is the greatest
need, as evidenced in part by the percentage of children out of
school, in which there is the greatest opportunity to expand
universal access and to improve the quality of basic education,
and in which the assistance can produce a substantial,
measurable impact on children and educational systems.
``(3) Activities supported.--Assistance provided under this
subsection may be used to support efforts to expand access and
to improve the quality of basic education, including efforts--
``(A) to ensure an adequate supply of trained
quality teachers and to build systems to provide
continuing support, training, and professional
development for all educators;
``(B) to promote programs that expand training and
implementation of effective, relevant curricula;
``(C) to promote the development and effective use
of systems for monitoring and evaluating student-
learning outcomes;
``(D) to provide adequate infrastructure;
``(E) to eliminate fees for educational services,
including fees for tuition, uniforms, and materials,
and provide access to education without additional
costs to families through simplified multilateral
mechanisms;
``(F) to identify and replicate successful
interventions that improve access to quality education,
such as scholarships, school lunch, and school health
programs;
``(G) to build systems to ensure continuing
information collection, monitoring, and evaluation of
education services and financing;
``(H) to ensure that schools are not incubators for
violent extremism;
``(I) to provide human rights and conflict-
resolution education;
``(J) to promote programs that teach civic
education and life skills;
``(K) to take steps to make schools safe and secure
places where children and youth, including girls and
women, can learn without fear of violence, harassment
or exploitation, including--
``(i) promoting efforts at the national
level to establish and enforce comprehensive
legislation and strong policies against school-
related violence;
``(ii) supporting efforts and providing
resources to train all teachers and school
administrators on school-related violence;
``(iii) working to ensure the safety of
students during their travel to and from
schools and on school grounds;
``(iv) carrying out programs for school and
community participation on the unacceptability
of violence;
``(v) providing counseling and support
systems for students affected by school-
related violence; and
``(vi) conducting national and baseline
surveys to collect data on school-related
violence, including against women and girls;
``(L) to support other initiatives that have
demonstrated success in increasing access, improving
learning outcomes and increasing educational
opportunities for the most disadvantaged populations,
including girls, children affected by or emerging from
armed conflict or humanitarian crises, disabled
children, children in remote or rural areas, religious
or ethnic minorities, indigenous peoples, orphans and
children impacted by HIV/AIDS, child laborers and
victims of trafficking; and
``(M) to carry out other activities to support a
reformed Education for All Fast-Track Initiative or
Multilateral Global Fund for Education.
``(4) Additional activities supported for countries
affected by conflict or crises.--In addition to the activities
supported under paragraph (3), assistance provided under this
subsection to foreign countries or those parts of the
territories of foreign countries that are affected by or
emerging from armed conflict or humanitarian crises may be used
to support efforts--
``(A) to ensure a continuity of educational
activities for all children;
``(B) wherever possible, to reestablish formal
education services, or to complement services that are
available with the establishment of well-managed school
spaces, to protect children from physical harm,
psychological and social distress, recruitment into
armed groups, family separation, and abuses related to
their displacement;
``(C) to promote the creation of out-of-school
programs and flexible-hour schooling in areas in which
security prevents students from attending regular
schools;
``(D) to provide safe spaces, with such facilities
providing access to water, sanitation, health-related
education, psychosocial support, and landmine
awareness;
``(E) to provide temporary facility construction
and minor rehabilitation of educational structures;
``(F) to provide essential educational materials
that assist in building systems to support, train, and
provide professional development for educators; and
``(G) to promote efforts to ensure the
reintegration of teachers and students in conflict,
internally displaced person and refugee situations into
educational systems, including regional approaches to
coordinate and recognize the educational efforts of
these teachers and students and other school systems.
``(g) Annual Report.--
``(1) In general.--Not later than January 31 of each year,
the President shall transmit to the appropriate congressional
committees a report on the implementation of this section for
the prior fiscal year and make the report available to the
public.
``(2) Report elements.--The report required by paragraph
(1) shall include--
``(A) a description of efforts made by relevant
executive branch agencies and officials to implement
the strategy developed pursuant to subsection (e), with
a particular focus on the activities carried out under
this section;
``(B) a description of the programs established by
each foreign country receiving assistance pursuant to
subsection (f) that provides a detailed explanation of
the extent to which the strategy developed pursuant to
subsection (e) and the assistance provided pursuant to
subsection (f) are contributing to the goal of
universal basic education in the foreign country; and
``(C) a description of the extent to which each
foreign country selected to receive assistance pursuant
to subsection (f) meets the priority criteria specified
in subsection (f)(2)(A).
``(h) Relationship to Other Laws.--The President shall exercise the
authority provided in this section in accordance with other applicable
law.
``(i) Authorization of Appropriations.--To carry out this section,
there are authorized to be appropriated to the President such sums as
may be necessary for fiscal year 2011 and each subsequent fiscal
year.''.
(b) Technical Amendment.--Chapter 1 of part I of the Foreign
Assistance Act of 1961, as amended by subsection (a), is further
amended by redesignating the second section 135 (as added by section
5(a) of the Senator Paul Simon Water for the Poor Act of 2005 (Public
Law 109-121; 119 Stat. 2536)) as section 136.
SEC. 4. COORDINATOR OF UNITED STATES GOVERNMENT ACTIONS TO PROVIDE
BASIC EDUCATION ASSISTANCE.
(a) Establishment of Position.--Section 1 of the State Department
Basic Authorities Act of 1956 (22 U.S.C. 2651a) is amended--
(1) by redesignating subsection (g) as subsection (h); and
(2) by inserting after subsection (f) the following new
subsection:
``(g) Education for All Coordinator.--
``(1) In general.--The Secretary of State shall designate
an individual to serve as the Coordinator of United States
Government Actions to Provide Basic Education Assistance
(hereinafter in this subsection referred to as the
`Coordinator'), established under section 664 of division J of
Public Law 110-161 and continued in effect under section 7064
of division F of Public Law 111-117. The Coordinator shall
report directly to the Secretary.
``(2) General authorities.--The Coordinator, acting through
such nongovernmental organizations (including organizations
representing parents, teachers and students, faith-based and
community based organizations) and relevant executive branch
agencies and officials as may be necessary and appropriate to
effect the purposes of this section, is authorized to operate
internationally to carry out activities to promote universal
basic education.
``(3) Duties.--
``(A) In general.--The Coordinator shall have
primary responsibility for the oversight and
coordination of all resources and international
activities of the United States Government to promote
universal basic education under section 105A of the
Foreign Assistance Act of 1961 or any other provision
of law.
``(B) Specific duties.--The duties of the
Coordinator shall specifically include the following:
``(i) Ensuring program and policy
coordination among relevant executive branch
agencies and officials and nongovernmental
organizations, including auditing, monitoring,
and evaluation of all such programs.
``(ii) Ensuring that relevant executive
branch agencies and officials undertake
programs primarily in those areas in which the
agencies and officials have the greatest
expertise, technical capabilities, and
potential for success.
``(iii) Ensuring coordination of activities
of relevant executive branch agencies and
officials in the field in order to eliminate
duplication.
``(iv) Pursuing coordination with other
countries and international organizations.
``(v) Resolving policy, program, and
funding disputes among relevant executive
branch agencies and officials.
``(vi) Directly approving all activities to
promote universal basic education under section
105A of the Foreign Assistance Act of 1961 or
any other provision of law.
``(vii) Establishing due diligence criteria
for all recipients of funds to promote
universal basic education under section 105A of
the Foreign Assistance Act of 1961 or any other
provision of law, and all activities carried
out with such funds, subject to the
coordination and appropriate monitoring,
evaluation, and audits carried out by the
Coordinator necessary to assess the measurable
outcomes of such activities.
``(viii) Annually convening a meeting of
relevant executive branch agencies and
officials to evaluate progress in carrying out
the United States strategy developed pursuant
to section 105A(e) of the Foreign Assistance
Act of 1961 and recommend future changes to the
strategy based upon such evaluation.
``(4) Definitions.--In this subsection:
``(A) Basic education.--The term `basic education'
has the meaning given that term in section 105A(d)(3)
of the Foreign Assistance Act of 1961.
``(B) Relevant executive branch agencies and
officials.--The term `relevant executive branch
agencies and officials' has the meaning given that term
in section 105A(d)(7) of the Foreign Assistance Act of
1961.''.
(b) Specification of Resources of Coordinator.--Not later than 90
days after the date of enactment of this Act, the President shall
specify the necessary financial and personnel resources, including
detailees, from funds appropriated pursuant to the authorization of
appropriations under subsection (i) of section 105A of the Foreign
Assistance Act of 1961 (as added by section 3 of this Act), that shall
be assigned to and under the direct control of the Education for All
Coordinator (as established by subsection (g) of section 1 of the State
Department Basic Authorities Act of 1956 (as added by subsection (a) of
this section)) to establish and maintain the duties and supporting
activities assigned to the Coordinator by section 1(g) of the State
Department Basic Authorities Act of 1956.
<all>
Introduced in House
Introduced in House
Referred to the House Committee on Foreign Affairs.
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