Education for All Act of 2013 - 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 quality universal basic education.
Authorizes the President to provide funds and other assistance to qualifying foreign countries to create the policies, processes, and infrastructure to develop national basic quality education plans.
Directs the Administrator of the U.S. Agency for International Development (USAID) to designate a Coordinator of United States Government Actions to Provide Basic Education Assistance who shall have primary responsibility for the oversight and coordination of all U.S. government resources and international activities to promote quality universal basic education.
[Congressional Bills 113th Congress]
[From the U.S. Government Publishing Office]
[H.R. 2780 Introduced in House (IH)]
113th CONGRESS
1st Session
H. R. 2780
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 quality 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
July 22, 2013
Mrs. Lowey (for herself and Mr. Reichert) 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 quality 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 2013''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) Throughout the world, an alarming number of children
and youth are not receiving a basic education. According to the
Global Monitoring Report, approximately 57,000,000 children of
primary school age are not in school and tens of millions drop
out of school annually. Globally, progress is slowing, and if
current trends continue, there could be as many as 72,000,000
children of primary school age out of school in 2015. In sub-
Saharan Africa alone, the number of primary age children out of
school has remained at approximately 30,000,000 over the past
five years. Additionally, there were an estimated 69,000,000
adolescents not enrolled in school in 2011 and an estimated
122,000,000 youth (15 to 24 years old) who could not read and
write in 2010, needing a second chance to acquire even basic
literacy and numeracy skills.
(2) Of the approximately 57,000,000 children of primary
school age and 69,000,000 adolescents of lower secondary school
age who were not in school in 2011, 53 percent were girls. The
proportion of out-of-school primary age girls is highest in
Arab states, Central Asia, South and West Asia, and sub-Saharan
Africa. Over half of the world's out-of-school children live in
sub-Saharan Africa, and more than 28,000,000 live in countries
affected by conflict. 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. Of the estimated 120,000,000 to 150,000,000
children with disabilities under the age of 18 around the
world, an estimated 98 percent of children with disabilities in
developing countries do not attend school. 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) The vision for educational opportunity described in the
Report to all developing countries, including countries
affected by armed conflict, is critical to achieve the
Education for All 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 25 percent of the adult population in the Arab
states, or 50,286,000 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.
(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 6 Education For All goals, including quality
universal basic education.
(9) Since the World Education Forum in 2000, the number of
children out of school has decreased at an average approximate
rate of more than 4,090,000 children per year. Despite this
progress, the goal of achieving quality universal basic
education will not be met, and 72,000,000 children may still be
out of school by 2015, while millions of children in school are
not acquiring foundational skills in literacy and numeracy.
(10) In fiscal year 2012, the United States Agency for
International Development's bilateral assistance helped to
deliver a quality basic education to approximately 23,000,000
learners enrolled in United States Government-supported primary
and secondary 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.
(11) Basic education is fundamental to development. No
country has reached sustained economic growth without achieving
near universal primary education. Quality education reduces
poverty and inequity, 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.
(12) Investing in girls' education and skills building
programs not only delivers substantial returns in educational
attainment but also empowers girls to address conditions of
poverty, low status, and social norms by increasing women's and
household incomes, delaying the start of sexual activity,
reducing infant mortality, increasing women's political
participation, spurring economic growth, and delaying marriage.
(13) 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.
(14) In front line states, education remains a significant
challenge. Of the 57,000,000 children of primary school age who
are out of school, 28,000,000, or 42 percent, are in conflict-
affected poor countries. In Yemen, nearly 80 percent of girls
are unlikely to enroll in school, and in Afghanistan, girls
average only 4 years of schooling.
(15) Multilateral mechanisms have been proven to marshal
critical resources to reach global development challenges.
Funds that are transparent, increase partnership and
coordination among governments, private sector, and civil
society, support national plans, are monitored for results, and
hold all stakeholders accountable have been effective at
providing resources to reach global challenges.
SEC. 3. ASSISTANCE TO ACHIEVE QUALITY 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 QUALITY UNIVERSAL BASIC EDUCATION.
``(a) Purpose.--It is the purpose of this section to ensure that
United States resources and leadership are utilized in a way to best
ensure a successful international effort to provide all children with a
quality basic education in order to achieve the goal of quality
universal basic education 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 local civil society organizations
in order to achieve quality 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, disaster preparedness, conflict and
violence prevention and mitigation, disease prevention and
treatment, economic growth and agricultural activities, early
childhood development, 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 quality universal basic education in developing
countries, including in countries affected by or emerging from
armed conflict or humanitarian crises, the United States shall
commit sufficient resources for education in developing
countries to equitably expand access to quality educational
opportunity and inspire confidence in such countries that
efforts to reform education will receive adequate assistance.
``(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 shall engage on a multilateral basis in a manner that
leverages overall impact and best reinforces United States
bilateral aid efforts, which are central to United States
efforts in basic education. Bilateral and multilateral
assistance should be undertaken in close partnership with
nongovernmental organizations and other development partners,
including women-led groups.
``(3) United states assistance to multilateral education
initiatives.--The United States shall support multilateral
coordination and financing education initiatives, including the
Global Partnership for Education (GPE). United States
assistance shall build upon its comparative advantages and
proficiencies in basic education programs, while leveraging the
efforts of existing country-level development partnerships.
Multilateral mechanisms should be aligned with globally
established aid effectiveness principles, including--
``(A) alignment with recipient country priorities,
education plans, and planning processes;
``(B) governance shared by donors, developing
country governments, and civil society;
``(C) coordination among governments, multilateral
organizations, private sector, and civil society;
``(D) mutual accountability between donors and
recipients for achieving measurable results in access
and quality;
``(E) transparency with respect to financing,
policy decisions, and impact; and
``(F) sufficient, predictable resources disbursed
in a timely manner.
``(4) Other major donors.--The United States Government
should encourage other donors to contribute commensurate
amounts to support quality universal basic education, through
bilateral and 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 local 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--
``(A) 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, children with disabilities,
children in remote or rural areas, including those that
lack access to safe water and sanitation, religious or
ethnic minorities, indigenous peoples, orphans and
children impacted by HIV/AIDS, child laborers, married
adolescents and victims of trafficking;
``(B) to promote gender equity; and
``(C) to improve the quality of education,
including foundational skills in literacy and numeracy,
critical thinking, and civic 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.--The United
States 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, nutrition and school feeding
programs, sanitation and hygiene education, adult literacy,
leadership development, prevention of school-related violence,
entrepreneurial training, agricultural extension work, civic
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. Such assistance should
support programs and activities that are appropriate for and
meet the needs of the local and indigenous cultures and carry
out programs and activities through implementation by country-
based civil society organizations that support national
education plans.
``(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) 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.
``(2) HIV/AIDS.--The term `HIV/AIDS' has the meaning given
that term in section 104A(h).
``(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) Global partnership for education.--The term `Global
Partnership for Education' means the organization formally
known as the Fast-Track Initiative launched in 2002 to mobilize
donor resources and accelerate progress toward the achievement
of Education for All, 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 Global Partnership for Education; and
``(B) includes explicit, credible strategies
informed by effective practices and standards to
achieve quality universal basic education, including
strategies to--
``(i) address key constraints to achieving
universal basic education in the areas of
access, policy, data, capacity, gender equity,
learning, sustainability of efforts, 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
non-formal settings), and training in literacy,
numeracy, and other basic skills, including
life and leadership skills, 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 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 quality universal basic education
pursuant to the authorities of such department, agency,
or official or pursuant to this Act.
``(8) INEE minimum standards.--The term `INEE Minimum
Standards' refers to standards for education developed by the
Inter-Agency Network on Education in Emergencies designed for
use in emergency response, emergency preparedness, and in
humanitarian advocacy, and applicable in a wide range of
situations, including natural disasters and armed conflicts.
``(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 quality universal basic education that will--
``(A) seek to equitably 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, children with disabilities,
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, as well as to promote gender equity; 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 toward 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) utilize public private partnerships, where
appropriate, in order to leverage resources;
``(H) target the activities of the United States to
leverage contributions from other bilateral donors to
provide quality 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) promote gender equity and 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) support local actors to review curricula,
textbooks, and educational materials, with the goal of
incorporating content on peace, human rights, civic
education and respect for diversity;
``(L) work with governments of conflict-affected
states and governments assisting in preventing or
limiting conflict to limit the effects of conflict on
students, teachers, and schools and to promote and fund
inclusive, good-quality education; to establish respect
for schools as sanctuaries or zones of peace; to
develop mechanisms to protect threatened students,
teachers, and education personnel; and to develop ways
to rapidly reconstruct, repair, and resupply attacked
educational institutions and to support the
continuation of education in alternative places or via
alternative methods;
``(M) adopt a `Communities of Learning' approach
that integrates, where appropriate and to the extent
practicable, school and educational programs with
health and development programs, nutrition and school
feeding programs, sanitation and hygiene education,
adult literacy, leadership development, prevention of
school-related violence, entrepreneurial training,
agricultural extension work, civic education, and
housing programs; and
``(N) best utilize United States capabilities in
the areas of technical assistance and training.
``(3) Global development strategy.--The strategy required
by paragraph (1) should be included in any overall United
States global development strategy.
``(4) 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.
``(5) Public comment.--The President shall provide an
opportunity for public comment on the strategy required by
paragraph (1), including comments on how to operationalize the
strategy through a country specific planning process.
``(6) Annual report.--Not later than 270 days after the
date of the enactment of the Education for All Act of 2013, 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, including
both interim and comprehensive 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 and 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. Priority should also be considered in
countries where there are chronically underserved and
marginalized populations that must be reached in order to
achieve universal basic education.
``(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 support the design and implementation of
effective, relevant curricula;
``(C) to assist education authorities to improve
education management practices and systems, including
through promoting community participation in school
management;
``(D) to promote the development and effective use
of systems for monitoring and evaluating student-
learning outcomes;
``(E) to provide adequate infrastructure;
``(F) to eliminate fees for educational services,
including fees for tuition, uniforms, and materials as
part of a comprehensive education financing plan;
``(G) to identify and replicate successful
interventions that improve access to and quality of
education;
``(H) to build systems to ensure continuing
information collection, monitoring, and evaluation of
education services and financing;
``(I) to ensure that schools are not incubators for
violent extremism;
``(J) to provide human rights, gender equity, and
conflict-resolution education;
``(K) to promote programs that teach civic
education, critical thinking, leadership and life
skills;
``(L) 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 to establish and
enforce strong laws and policies against
school-related violence;
``(ii) supporting efforts 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) improving school infrastructure to
increase safety, such as by constructing
separate latrines for boys and girls;
``(v) carrying out programs for school and
community participation on the unacceptability
of violence;
``(vi) providing counseling and support
systems for students affected by school-related
violence;
``(vii) conducting national and baseline
surveys to collect data on school-related
violence, including against women and girls;
and
``(viii) providing programs that enable
schools to continue providing education for the
most poor or marginalized children,
particularly adolescent girls, which includes
flexible learning opportunities, accelerated
and second chance classes, and opportunities
that support leadership development;
``(M) to work with communities to achieve equity in
schools and address gender norms to build support for
girls' education;
``(N) 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, children with
disabilities, 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
``(O) to carry out other activities to support the
Global Partnership 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 under the headings `Development Assistance' and
`Economic Support Funds' to foreign countries or those parts of
the territories of foreign countries that are affected by or
emerging from armed conflict, humanitarian crises, or other
emergency situations may be used to support efforts--
``(A) to ensure a continuity of educational
activities for all children as an essential
humanitarian need and that all relevant executive
branch agencies and officials collaborate and
coordinate to help provide this continuity;
``(B) to ensure that education assistance of the
United States Government to countries in emergency
settings, including countries affected by or emerging
from armed conflict or humanitarian crises, shall be
informed by the Minimum Standards of the Inter-Agency
Network for Education in Emergencies (INEE Minimum
Standards);
``(C) wherever possible, to reestablish formal or
provide support for formal and informal education
services, or to complement services that are available
to ensure that children are able to continue their
education and to protect children from physical harm,
psychological and social distress, recruitment into
armed groups, family separation, and abuses related to
their displacement;
``(D) to promote the creation of out-of-school
programs and flexible-hour schooling in areas in which
security prevents students from attending regular
schools;
``(E) to provide safe spaces, especially for girls,
with such facilities providing access to water,
sanitation, health-related education, psychosocial
support, and landmine awareness;
``(F) to provide assistance for temporary and
permanent education facility construction and minor
rehabilitation and equipping of educational structures;
``(G) to provide essential educational services and
materials that assist in building systems to support,
train, and provide professional development for
educators;
``(H) to build national capacity to coordinate and
manage education in emergency response and recovery;
``(I) to promote efforts to ensure the
reintegration of teachers and students in conflict,
whether refugees or internally displaced, into
educational systems, including regional approaches
where appropriate to coordinate and recognize the
educational efforts of these teachers and students and
other school systems; and
``(J) to promote efforts to ensure safe passage to
and from school, designate schools as conflict-free
zones respected by all parties, and adopt and support
community-owned protective measures to reduce the
incidence of attack on education by local actors, armed
groups and armed forces.
``(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 quality
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).
``(3) Data.--Where possible, all data should be
disaggregated by sex and age.
``(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 2014 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.--
(1) In general.--The Administrator of the United States
Agency for International Development shall designate an
individual to serve as the Coordinator of United States
Government Actions to Provide Basic Education Assistance
(hereinafter in this section referred to as the
``Coordinator'').
(2) Repeal.--Effective upon the date on which the
Administrator designates an individual to serve as Coordinator
pursuant to paragraph (1), section 664 (b) and (c) of division
J of Public Law 110-161, section 7064(2) of division F of
Public Law 111-117, and section 7034(q)(2) of Public Law 112-74
are repealed.
(b) 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 coordinate the promotion of quality universal
basic education.
(c) Duties.--
(1) 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 quality universal basic education under
section 105A of the Foreign Assistance Act of 1961 (as added by
section 3(a) of this Act) or any other provision of law.
(2) Specific duties.--The duties of the Coordinator shall
specifically include the following:
(A) Ensuring program and policy coordination among
relevant executive branch agencies and officials and
nongovernmental organizations, including coordination
of auditing, monitoring, and evaluation of all such
programs.
(B) 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.
(C) Ensuring coordination of activities of relevant
executive branch agencies and officials in the field in
order to eliminate duplication.
(D) Pursuing coordination with other countries and
international organizations.
(E) Resolving policy, program, and funding disputes
among relevant executive branch agencies and officials.
(F) Ensuring due diligence criteria for all
recipients of funds to promote quality 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.
(G) Convening meetings, as appropriate, but at
least annually, of relevant executive branch agencies
and officials to evaluate progress in carrying out the
United States strategy developed pursuant to subsection
(e) of section 105A of the Foreign Assistance Act of
1961 (as added by section 3(a) of this Act) and
recommend future changes to the strategy based upon
such evaluation.
(d) Definitions.--In this section:
(1) Basic education.--The term ``basic education'' has the
meaning given that term in subsection (d)(3) of section 105A of
the Foreign Assistance Act of 1961 (as added by section 3(a) of
this Act).
(2) Relevant executive branch agencies and officials.--The
term ``relevant executive branch agencies and officials'' has
the meaning given that term in subsection (d)(7) of section
105A of the Foreign Assistance Act of 1961 (as added by section
3(a) of this Act).
(e) 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(a) of this Act), that
shall be assigned to and under the direct control of the Coordinator to
establish and maintain the duties and supporting activities assigned to
the Coordinator by this section.
<all>
Introduced in House
Introduced in House
Referred to the House Committee on Foreign Affairs.
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