Education for All Act of 2016
This bill amends the Foreign Assistance Act of 1961 to state that it is U.S. policy to work with partner countries and international and civil society organizations to achieve sustainable quality universal basic education by: (1) strengthening educational systems; (2) assisting developing countries to improve literacy, numeracy, and other basic skills; and (3) promoting education as the foundation for community development.
The President shall ensure that: (1) assistance is aligned with U.S. foreign policy and economic interests; and (2) priority is given to developing countries in which there is the greatest need and opportunity to expand universal access and improve learning outcomes and in which the assistance can produce a substantial impact on children, women, and vulnerable populations.
The President shall: (1) submit to Congress by October 1, 2017, a comprehensive U.S. strategy to be carried out during FY2018 through FY2022 to promote quality basic education in partner countries; and (2) submit annual implementation reports.
The bill establishes within the United States Agency for International Development a Senior Coordinator of United States International Basic Education Assistance, who shall have primary responsibility for the oversight and coordination of U.S. resources and activities relating to the promotion of international basic education programs and activities.
[Congressional Bills 114th Congress]
[From the U.S. Government Publishing Office]
[H.R. 4481 Introduced in House (IH)]
<DOC>
114th CONGRESS
2d Session
H. R. 4481
To amend the Foreign Assistance Act of 1961 to provide assistance for
developing countries to promote quality basic education and to
establish the goal of all children in school and learning as an
objective of the United States foreign assistance policy, and for other
purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
February 4, 2016
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 goal of all children in school and learning as an
objective of the 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; TABLE OF CONTENTS.
(a) Short Title.--This Act may be cited as the ``Education for All
Act of 2016''.
(b) Table of Contents.--The table of contents for this Act is as
follows:
Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Sense of Congress.
Sec. 4. Clarification of assistance to achieve quality universal basic
education.
Sec. 5. Comprehensive integrated United States strategy to promote
universal basic education.
Sec. 6. Improving coordination and oversight.
Sec. 7. Monitoring and evaluation of programs.
Sec. 8. Transparency and reporting to Congress.
Sec. 9. Definitions.
SEC. 2. FINDINGS.
Congress finds the following:
(1) 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, strong institutions,
and equips people with the knowledge, skills, and self-reliance
they need to increase income and expand their opportunities for
employment.
(2) Approximately 59,000,000 primary-school-aged children
and 65,000,000 adolescents are out of school. 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. Half of the children in the world do not have access to
preschool and more than 200,000,000 children under five years
old are not reaching their full development potential due to
the absence of early childhood care and development.
(3) Millions of children are not learning in school. Among
the world's 650,000,000 children of primary school age, an
estimated 250,000,000 children are not learning basic skills in
reading, writing, and math or are dropping out before the
fourth grade. In addition, an estimated 103,000,000 youth
cannot read or write.
(4) Of the 120,000,000 to 150,000,000 children with
disabilities under the age of 18 around the world, an estimated
98 percent do not attend school.
(5) Gender discrimination continues to be a barrier to
girls' education in many parts of the world, and on average,
girls in developing countries still receive significantly less
schooling than boys. Nearly two-thirds of the world's
751,000,000 illiterate adults are women. Global attacks on
girls at school have increased, including the 2012 attack on
education activist Malala Yousafzai by the Taliban in Pakistan
and the kidnapping of hundreds of Nigerian girls by the
terrorist organization Boko Haram in April 2014.
(6) Roughly half, or 28,500,000, of the world's out-of-
school children live in countries affected by conflict and
crisis. The proportion of children who are denied an education
in conflict affected countries has increased from 42 percent in
2008 to 50 percent in 2015.
(7) In areas of conflict and fragility, education is often
under attack. Attacks on education include damage or
destruction of schools by arson, grenades, mines, and rockets,
threats to teachers and officials, looting, and the killing of
children and staff. In 2014, the Taliban ambushed a school in
Pakistan, killing 145 children and teachers. In Syria,
militants waged at least 68 separate attacks on schools,
killing over 160 children in 2014. The use of schools and
universities for military purposes by armed groups or armed
forces is one of the key factors that reduces enrollment and
lowers rates of transition to higher levels of education.
(8) In 2011, the United States Agency for International
Development (USAID) announced the first 5-year strategy to
strengthen United States basic education programming, centered
around three goals--
(A) improved reading skills for 100,000,000
children in primary grades;
(B) improved ability of tertiary and workforce
development programs to generate workforce skills
relevant to a country's development goals; and
(C) increased equitable access to education in
crisis and conflict environments for 15,000,000
learners.
(9) The United States partners with other major donors,
nongovernmental organizations, the private sector and
multilateral organizations, including the Global Partnership
for Education to help leverage success. The Global Partnership
for Education is the only multilateral partnership dedicated to
getting all children into school and learning, working with
developing country partners to develop and implement national
education plans.
SEC. 3. SENSE OF CONGRESS.
It is the sense of Congress that--
(1) it is in the national security interest of the United
States to promote universal basic education in developing
countries;
(2) an educated citizenry contributes to sustained economic
growth, strengthened democratic institutions, the empowerment
of women and girls, and decreased extremism; and
(3) United States resources and leadership should be
utilized in a way to best ensure a successful international
effort to provide children in developing countries with a
quality basic education in order to achieve the goal of quality
universal basic education.
SEC. 4. CLARIFICATION OF ASSISTANCE TO ACHIEVE QUALITY UNIVERSAL BASIC
EDUCATION.
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. CLARIFICATION OF ASSISTANCE TO ACHIEVE QUALITY UNIVERSAL
BASIC EDUCATION.
``(a) Policy.--In carrying out section 105, it is the policy of the
United States to work with other countries, multilateral organizations,
international and local civil society organizations, and other major
donors in order to achieve sustainable quality universal basic
education in order to--
``(1) work with other countries, multilateral
organizations, international and local civil society
organizations, and other major donors in order to achieve
sustainable quality universal basic education;
``(2) assist developing countries in ensuring all children
have access to quality basic education, including through
strengthening developing countries' educational systems;
``(3) improve the quality of basic education, which may
include a focus on measurably improving learning outcomes and
foundational skills in such areas as literacy and numeracy,
critical thinking, and civic education, in order to increase
the number of children completing and benefiting from a basic
education;
``(4) seek to expand access to quality schools and
teachers, particularly for marginalized children and vulnerable
groups;
``(5) promote education as the foundation for communities'
development, leading to conflict and violence prevention and
mitigation, improved health and disease prevention and
treatment, greater gender parity, increased economic growth and
improved agricultural activities, early childhood development,
improved entrepreneurial and leadership opportunities, disaster
preparedness, democracy promotion, and holistic assistance
programs; and
``(6) monitor and evaluate the effectiveness and quality of
basic education programs.
``(b) Principles.--In developing the policy referred to in
subsection (a), the United States shall be guided by the following
principles of coordination, sustainability, and aid effectiveness:
``(1) United states resources.--United States resources
shall be used to effectively engage in 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.
``(2) Integrated bilateral and multilateral approach to
sustainable development.--United States assistance should
integrate bilateral and multilateral assistance modalities
within the strategy developed pursuant to section 5 of the
Education for All Act of 2016, to be directly responsive to
recipient 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 should support multilateral
coordination and financing education initiatives, including the
Global Partnership for Education. United States assistance
should 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, in coordination with recipient
country priorities, and in a transparent manner that achieves
measurable results in access, quality, and learning.
``(4) Coordination and mobilization of resources.--United
States efforts should coordinate with other donors, the local
and international private sector, local governments, and civil
society, including organizations that represent teachers,
students, and parents, interested in supporting quality
universal basic education efforts. The United States should
seek to mobilize and leverage resources from such parties in
support of basic education.
``(5) 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 relevant executive
branch agencies and officials to efficiently and effectively
use resources, including efforts to provide a continuity of
assistance for basic education in humanitarian and other
emergency situations.
``(6) 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 that promote the value of education, and
increase community and family awareness of the positive impact
of education to reducing poverty and spurring sustained
economic growth. The United States should 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.
``(c) Definitions.--
``(1) Basic education.--The term `basic education'
includes--
``(A) all program and policy efforts aimed at
improving early childhood, preprimary education,
primary education, and secondary education, which can
be delivered in formal and nonformal education
settings, and in programs promoting learning for out-
of-school youth and adults;
``(B) capacity building for teachers,
administrators, counselors, and youth workers; and
``(C) literacy, numeracy, and other basic skills
development that prepare an individual to be an active,
productive member of society and the workforce.
``(2) 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.
``(3) National education plan.--The term `national
education plan' means a comprehensive national education plan
developed by recipient country governments in consultation with
other stakeholders as a means for wide-scale improvement of the
country's education system, including explicit, credible
strategies informed by effective practices and standards to
achieve quality universal basic education.
``(4) HIV/AIDS.--The term `HIV/AIDS' has the meaning given
that term in section 104A(h).
``(5) Marginalized children and vulnerable groups.--The
term `marginalized children and vulnerable groups' includes
girls, children affected by or emerging from armed conflict or
humanitarian crises, children with disabilities, children in
remote or rural areas (including those who lack access to safe
water and sanitation), religious or ethnic minorities,
indigenous peoples, orphans and children affected by HIV/AIDS,
child laborers, married adolescents, and victims of
trafficking.
``(6) Nonformal education.--The term `nonformal
education'--
``(A) means organized educational activities
outside the established formal system, whether
operating separately or as an important feature of a
broader activity, that are intended to serve
identifiable learning clienteles and learning
objectives; and
``(B) includes youth programs and community
training offered by community groups and organizations.
``(7) Sustainability.--The term `sustainability' means,
with respect to any basic education program that receives
funding pursuant to section 105, the ability of a service
delivery system, community, partner, or beneficiary to
maintain, over time, such basic education program.''.
SEC. 5. COMPREHENSIVE INTEGRATED UNITED STATES STRATEGY TO PROMOTE
UNIVERSAL BASIC EDUCATION.
(a) Strategy Required.--Not later than October 1, 2016, October 1,
2021, and October 1, 2026, the President, acting through the
Administrator of the United States Agency for International Development
and in coordination with other relevant executive branch agencies and
officials, shall submit to the appropriate congressional committees a
comprehensive integrated United States strategy to promote quality
universal basic education by--
(1) seeking to equitably expand access to basic education
for all children, particularly marginalized children and
vulnerable groups; and
(2) improving the quality of basic education, particularly
as reflected in measurable learning outcomes, as appropriate.
(b) Requirement To Consult.--In developing the strategy required by
subsection (a), the President shall consult with--
(1) the appropriate congressional committees;
(2) relevant executive branch agencies and officials;
(3) recipient country governments; and
(4) local and international 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.
(c) Public Comment.--The President shall provide an opportunity for
public comment on the strategy required by subsection (a).
(d) Initial Strategy.--For the purposes of this section, the
strategy entitled ``USAID education strategy'', as in effect on the day
before the date of the enactment of this Act, shall be deemed to
fulfill the initial requirements of subsection (a).
(e) Priority and Other Requirements.--In providing assistance under
section 105 of the Foreign Assistance Act of 1961, the President shall
give priority to foreign countries in which there is the greatest need
and opportunity to expand universal access and to improve learning
outcomes, 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, or populations affected by conflict or
crisis, which must be reached in order to achieve universal basic
education.
(f) Elements.--The strategy required by subsection (a) shall be
formulated and implemented in consideration of the principles set forth
in section 105A(b) of the Foreign Assistance Act of 1961 (as added by
section 4 of this Act) and shall seek to--
(1) support and coordinate with national education plans
and work to build capacity within developing countries,
including governments and civil society organizations, on
public basic education systems;
(2) identify and replicate successful interventions that
improve access to and quality of education;
(3) include specific objectives, and indicators, including
indicators to measure learning outcomes, and approaches to
increase access and quality of basic education in developing
countries, and ensure such objectives have clear actionable
targets, goals, and metrics, including annual interim targets
in order to measure and show progress toward the overall goal
as well as consistent metrics across agencies, toward the goal
of all children in school and learning, as well as benchmarks
and timeframes;
(4) project general levels of resources needed to achieve
the stated program objectives;
(5) leverage United States capabilities, including through
technical assistance, training, and research;
(6) improve coordination and reduce duplication among
relevant executive branch agencies and officials, foreign donor
governments, and international organizations at the global and
country levels;
(7) target the activities of the United States to leverage
contributions from other bilateral donors to provide quality
universal basic education;
(8) focus on the marginalized and hardest-to-reach children
who remain out of school, including those in conflict and
crisis situations;
(9) 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; and
(10) 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.
(g) Activities Supported.--Assistance provided under section 105 of
the Foreign Assistance Act of 1961 should be prioritized based on the
goals articulated in the strategy required by subsection (a) and may be
used to support efforts to expand access to and improve the quality of
basic education, including to--
(1) ensure an adequate supply of trained, effective
teachers and to build systems to provide continuing support,
training, and professional development for all educators;
(2) support the design and implementation of relevant
curricula, standards, and sufficient teaching and learning
materials;
(3) support country systems, including to--
(A) build systems to ensure continuing information
collection, monitoring, and evaluation of education
services and financing;
(B) assist education authorities to improve
education management practices and systems, including
at the community, school, subnational, and national
levels; and
(C) promote the development and effective use of
partner countries' assessment systems for monitoring
and evaluating student-learning outcomes;
(4) mobilize domestic resources to eliminate fees for
public educational services, including fees for tuition,
uniforms, and materials;
(5) ensure that schools are not incubators for violent
extremism;
(6) provide human rights, gender parity, and conflict-
resolution education;
(7) work with communities to achieve parity in schools and
build support for girls' education;
(8) provide adequate school and system infrastructure,
including constructing separate latrines for boys and girls;
(9) ensure access to school and relevant learning outcomes
for children with disabilities, including adequate teacher
training, and infrastructure;
(10) provide 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;
(11) take steps to make schools safe and secure learning
environments without physical, psychological, and sexual
violence such as bullying, corporal punishment, sexual
harassment, or exploitation, including working to ensure the
safe passage to and from schools and on school grounds, adopt
and support community-owned protective measures, promoting
efforts to establish and enforce strong laws and policies
against school-related gender-based violence and providing
counseling and support systems for students affected by school-
related, gender-based violence; and
(12) support other initiatives that have demonstrated
success in increasing access, improving learning outcomes, and
increasing educational opportunities for the most marginalized
children and vulnerable groups.
(h) Additional Activities Supported for Countries Affected by
Conflict and Crises.--In addition to the activities supported under
subsection (g), assistance provided under section 105 of the Foreign
Assistance Act of 1961 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--
(1) 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;
(2) to ensure that education assistance of the United
States 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'');
(3) wherever possible, to establish formal or provide
support for formal and nonformal 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;
(4) to provide assistance for temporary and permanent
education facility construction and minor rehabilitation and
equipping of educational structures;
(5) to provide essential educational services and materials
that assist in building systems to support, train, and provide
professional development for educators;
(6) to build national capacity to coordinate and manage
education during emergency response and through recovery;
(7) to promote efforts to ensure the reintegration of
teachers and students affected by 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
(8) to promote efforts to ensure the safety of children in
school, including--
(A) safe learning environments, especially for
girls, with such facilities providing access to water,
sanitation, health-related education, psychosocial
support (as defined in section 135(b)(5) of the Foreign
Assistance Act of 1961), and landmine awareness;
(B) safe passage to and from school, designate
schools as conflict-free zones respected by all
parties, protect schools and universities from military
use during armed conflict and adopt and support
community-owned protective measures to reduce the
incidence of attack on education by local actors, armed
groups, and armed forces;
(C) out-of-school programs and flexible-hour
schooling in areas in which security prevents students
from attending regular schools;
(D) community-based initiatives for safe schools,
including community watch programs, religious leader
engagement and community education committees;
(E) safety plans in case of emergency with clearly
defined roles for school personnel; and
(F) adequate infrastructure, including emergency
communication systems and access to mobile
telecommunications with local police and security
personnel.
SEC. 6. IMPROVING COORDINATION AND OVERSIGHT.
(a) Establishment of Coordinator Position.--The Administrator of
the United States Agency for International Development shall designate
an individual to serve as the Senior Coordinator of United States
Government Actions to Provide Basic Education Assistance (hereinafter
in this section referred to as the ``Senior Coordinator''). The Senior
Coordinator shall be an employee of the United States Agency for
International Development and serving in a career or noncareer position
in the Senior Executive Service, or Senior Foreign Service, or at the
level of a Deputy Assistant Administrator or higher.
(b) General Authorities.--The Senior Coordinator shall coordinate
the development and implementation of this Act and the amendments made
by this Act, in consultation with 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
affect the purposes of this section, and is authorized to coordinate
the promotion of quality universal basic education.
(c) Duties.--
(1) In general.--The Senior 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 4 of this Act) or any other provision of law.
(2) Specific duties.--The duties of the Senior Coordinator
should specifically include the following:
(A) Ensuring program and policy coordination among
relevant executive branch agencies and officials and
nongovernmental organizations.
(B) Ensuring, through the strategy outlined in
section 5, 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
multilateral and international organizations.
(E) Convening meetings, as appropriate, of relevant
executive branch agencies and officials to evaluate
progress in carrying out the United States strategy
developed pursuant to section 5 and recommend future
changes to the strategy based upon such evaluation.
SEC. 7. MONITORING AND EVALUATION OF PROGRAMS.
The President, acting through the Administrator of the United
States Agency for International Development, the Senior Coordinator,
and relevant executive branch agencies and officials, as appropriate,
shall seek to ensure that programs carried out under the strategy
required under section 5 shall--
(1) apply rigorous monitoring and evaluation methodologies
to focus on learning and accountability;
(2) when feasible and appropriate, include methodological
guidance in the implementation plan, disaggregate data by age,
disability, and gender, and support systemic data collection
using internationally comparable indicators, norms, and
methodologies;
(3) be planned and budgeted to include funding for both
short- and long-term monitoring and evaluation to enable
assessment of the sustainability and scalability of assistance
programs; and
(4) support the increased use and public availability of
education data for improved decisionmaking, program
effectiveness, and monitoring of global progress.
SEC. 8. TRANSPARENCY AND REPORTING TO CONGRESS.
(a) Annual Report on the Implementation of Strategy.--Not later
than March 31 of each year through 2031, the President, acting through
the Administrator of the United States Agency for International
Development, the Senior Coordinator, and the relevant executive branch
agencies and officials, as appropriate, shall submit to the appropriate
congressional committees a report on the implementation of the strategy
and make the report available to the public.
(b) Matters To Be Included.--The report required under subsection
(a) shall include--
(1) a description of efforts made by relevant executive
branch agencies and officials to implement the strategy
developed pursuant to section 5 with a particular focus on the
activities carried out;
(2) a description of the programs established to implement
the strategy developed pursuant to section 5 that provides a
detailed explanation of the extent to which the strategy is
contributing to the goal of quality universal basic education;
(3) a description of the extent to which each foreign
country selected to receive assistance for basic education
meets the priority criteria specified in subsection (c); and
(4) a description of progress on the quantitative and
qualitative indicators and interim targets used to evaluate the
progress toward meeting the goals and objectives, benchmarks,
and timeframes specified in the strategy developed pursuant to
section 5 at the program level as developed pursuant to
monitoring and evaluation specified in section 6.
SEC. 9. DEFINITIONS.
(a) Appropriate Congressional Committees.--In this Act, the term
``appropriate congressional committees'' means--
(1) the Committee on Appropriations and the Committee on
Foreign Relations of the Senate; and
(2) the Committee on Appropriations and the Committee on
Foreign Affairs of the House of Representatives.
(b) Other Definitions.--In this Act, the terms ``basic education'',
``relevant executive branch agencies and officials'', ``national
education plan'', and ``marginalized children and vulnerable groups''
have the meanings given such terms in section 105A(d) of the Foreign
Assistance Act of 1961 (as added by section 4 of this Act).
<all>
Introduced in House
Introduced in House
Referred to the House Committee on Foreign Affairs.
Committee Consideration and Mark-up Session Held.
Ordered to be Reported in the Nature of a Substitute (Amended) by Voice Vote.
Mr. Royce moved to suspend the rules and pass the bill, as amended.
Considered under suspension of the rules. (consideration: CR H5142-5146)
DEBATE - The House proceeded with forty minutes of debate on H.R. 4481.
Passed/agreed to in House: On motion to suspend the rules and pass the bill, as amended Agreed to by voice vote.(text: CR H5142-5144)
On motion to suspend the rules and pass the bill, as amended Agreed to by voice vote. (text: CR H5142-5144)
Motion to reconsider laid on the table Agreed to without objection.
Received in the Senate and Read twice and referred to the Committee on Foreign Relations.
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Committee on Foreign Relations. Ordered to be reported with an amendment in the nature of a substitute favorably.
Committee on Foreign Relations. Reported by Senator Corker with an amendment in the nature of a substitute. Without written report.
Committee on Foreign Relations. Reported by Senator Corker with an amendment in the nature of a substitute. Without written report.
Placed on Senate Legislative Calendar under General Orders. Calendar No. 712.