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[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H. Res. 66 Introduced in House (IH)]

<DOC>

119th CONGRESS
  1st Session
H. RES. 66

Affirming the role of the United States in improving access to quality, 
inclusive public education and improving learning outcomes for children 
       and adolescents, particularly for girls, around the world.

_______________________________________________________________________

                    IN THE HOUSE OF REPRESENTATIVES

                            January 24, 2025

  Ms. Meng (for herself, Mr. Fitzpatrick, Mr. Quigley, Mr. Carter of 
 Louisiana, Ms. Schakowsky, Mrs. Dingell, Ms. Clarke of New York, Mr. 
  McGovern, Mr. Moulton, Ms. Sanchez, Mr. Evans of Pennsylvania, Ms. 
Tokuda, Ms. Wasserman Schultz, Ms. Norton, Ms. Velazquez, Ms. Houlahan, 
    Mr. Bishop, Mr. Lieu, Ms. Bonamici, Mrs. Beatty, Mr. Case, Mr. 
   Krishnamoorthi, Mrs. McIver, Ms. Omar, Ms. Titus, Mrs. Hayes, Mr. 
  Cohen, Ms. Kamlager-Dove, and Mr. Grijalva) submitted the following 
   resolution; which was referred to the Committee on Foreign Affairs

_______________________________________________________________________

                               RESOLUTION

 
Affirming the role of the United States in improving access to quality, 
inclusive public education and improving learning outcomes for children 
       and adolescents, particularly for girls, around the world.

Whereas January 24 has been proclaimed as the International Day of Education, in 
        celebration of the role of education in development, economic 
        prosperity, and global security;
Whereas access to quality education reduces poverty, advances economic 
        prosperity, bolsters peace and security, and strengthens public health;
Whereas hourly earnings increase by 9 percent for every extra year of schooling;
Whereas every $1 invested in girls' education generates as much as $2.80 in 
        return, equating to billions of dollars in additional GDP growth;
Whereas doubling the percentage of youth with secondary education can cut the 
        risk of conflict in half;
Whereas secondary education can reduce the likelihood of young people supporting 
        political violence by 48 percent;
Whereas 251 million children are out of school globally;
Whereas 3 out of 4 children in low- and middle-income countries cannot read and 
        understand a simple text;
Whereas, approximately 473 million children, more than 1 in 6 globally, live in 
        areas affected by conflict;
Whereas, in 2024, 49 percent of all school-aged refugee children were out of 
        school;
Whereas education is lifesaving in emergencies and can provide a sense of 
        stability, access to critical physical and mental health programs, and a 
        chance to regain and grow essential cognitive skills, as well as 
        essential learning like how to stay safe from unexploded bombs or how to 
        prevent the spread of disease;
Whereas education in emergencies reduces the likelihood of child labor, 
        trafficking, recruitment and use of children by Armed Forces or armed 
        groups, child marriage, and adolescent pregnancy;
Whereas girls are 2.5 times more likely to be out of school in emergency 
        settings, and are less likely to return to school following disruptions 
        in their education;
Whereas disability is one of the most serious barriers to education, and there 
        are 240 million children with disabilities worldwide;
Whereas, in fiscal year 2023, the United States Agency for International 
        Development's (USAID) global education programs reached more than 44 
        million learners through preprimary, primary, secondary, vocational, and 
        workforce development programs and provided nutritious meals to 3.5 
        million children across 34 countries, vocational and other workforce 
        training to 1.5 million individuals, and educational interventions to 
        more than 19.4 million young women and girls;
Whereas United States support for partnerships, including the Global Partnership 
        for Education (GPE) and Education Cannot Wait (ECW), complements United 
        States Government programs and leverages additional resources for this 
        important work;
Whereas the United States Government has long been a leader in global education, 
        and experience has shown that when the United States Government retreats 
        from critical development and humanitarian programs, it leaves gaps that 
        other influences will fill; and
Whereas Congress passed the bipartisan Reinforcing Education Accountability in 
        Development (READ) Act (Division A, Public Law 115-56), in 2017 and 
        reauthorized that bill in 2024 for an additional five fiscal years to 
        demonstrate the United States Government's commitment to improve access 
        to education around the world and ensure individuals around the world 
        have the education and skills needed to be productive members of society 
        and the workforce: Now, therefore, be it
    Resolved, That the House of Representatives--
            (1) commends the leadership and commitment of the United 
        States Government to improve access to quality, inclusive 
        education and improved learning outcomes for the poorest and 
        most marginalized children and adolescents worldwide, which 
        promotes global stability, economic prosperity, and poverty 
        elimination;
            (2) recognizes that the United States Government's basic 
        education programs are strengthened and complemented by Global 
        Partnership for Education's education systems-level approach 
        and partnership building and Education Cannot Wait's focus on 
        education in emergencies and protracted crises;
            (3) acknowledges that education is a lifesaving 
        humanitarian intervention and encourages the United States 
        Government to integrate education in all humanitarian response 
        efforts and continue to promote coordination across all sectors 
        and branches of the United States Government;
            (4) implores the United States Government to meet its 
        various commitments to international basic education through 
        its annual budget requests to Congress, recognizing the 
        significant global need;
            (5) calls on the Secretary of State and the Administrator 
        of the United States Agency for International Development to 
        use all diplomatic, humanitarian, and development means to 
        promote access to quality education for children and 
        adolescents throughout the world; and
            (6) calls on the Secretary of State and the Administrator 
        of the United States Agency for International Development to 
        commit to prioritizing quality, inclusive public education for 
        children and youth with disabilities, girls, children and youth 
        in emergency and crisis settings, and traditionally 
        marginalized groups as a critical component to learning equity, 
        poverty elimination, and global stability and prosperity.
                                 <all>
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