I 

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. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Education for All Act 

5 of 2010’’. 


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1 SEC. 2. FINDINGS. 

2 Congress finds the following: 

3 (1) Throughout the world, an alarming number 

4 of children and youth are not receiving a basic edu5 cation. At least 72,000,000 children of primary 

6 school age are not in school and tens of millions 

7 drop out of school annually. If current trends con8 tinue, 56,000,000 children will still be out of school 

9 in 2015. There are an estimated additional 

10 71,000,000 children and youth of secondary school 

11 age currently out of school. 

12 (2) Of the approximately 72,000,000 children 

13 of primary school age and 71,000,000 of secondary 

14 school age who are not in school, nearly 3 in 5 are 

15 girls. The proportion of out-of-school primary age 

16 girls is highest in Arab states, Central Asia and 

17 South and West Asia. Almost one-half of out-of18 school children live in sub-Saharan Africa and nearly 

19 40,000,000 live in countries affected by conflict and 

20 fragility. A significant number of such children have 

21 been orphaned or otherwise negatively affected by 

22 HIV/AIDS while others have been victims of child 

23 labor or human trafficking. Without access to qual24 ity education, such children will not have the skills 

25 to contribute to reconstruction and stabilization of 

26 their countries. 


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1 (3) The final report of the National Commis2 sion on Terrorist Attacks Upon the United States 

3 (hereafter in this section referred to as the ‘‘Re4 port’’) concluded that education that teaches toler5 ance, the dignity and value of each individual, and 

6 respect for different beliefs must be a key element 

7 in any global strategy to eliminate terrorism. The 

8 Center for Strategic and International Studies’ Com9 mission on Smart Power determined that ‘‘education 

10 is the best hope of turning young people away from 

11 violence and extremism’’. 

12 (4) Extending the vision of educational oppor13 tunity described in the Report to all developing 

14 countries, including countries affected by armed con15 flict, is critical to achieve the United Nations Millen16 nium Development Goals and prevent the rise of vio17 lent extremism worldwide. 

18 (5) The Report concluded that the United 

19 States Government must offer an example of moral 

20 leadership in the world and offer parents and their 

21 children a vision of the future that emphasizes indi22 vidual educational and economic opportunity. 

23 (6) The Report noted that the United Nations 

24 has rightly equated ‘‘literacy as freedom’’ and while 

25 gains have been made in Arab states in reducing the 


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1 out-of school population, an estimated 29 percent of 

2 the adult population in the Arab states, or 

3 58,000,000 people, lack basic literacy or numeracy 

4 skills needed in everyday life. 

5 (7) The Report concluded that ensuring edu6 cational opportunity is essential to the efforts of the 

7 United States to defeat global terrorism and rec8 ommended that the United States Government 

9 ‘‘should offer to join with other nations in gener10 ously supporting [spending funds] . . . directly on 

11 building and operating primary and secondary 

12 schools in those Muslim states that commit to sen13 sibly investing financial resources in public edu14 cation’’. 

15 (8) At the World Education Forum held in 

16 Dakar, Senegal in 2000, the United States joined 

17 more than 180 other countries in committing to the 

18 goal of universal basic education by 2015. Universal 

19 completion of primary school and eliminating gender 

20 disparity in all levels of education not later than 

21 2015 are part of the United Nations Millennium De22 velopment Goals. 

23 (9) Since the World Education Forum in 2000, 

24 the number of children out of school has decreased 

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1 dren per year. Despite this progress, the goal of 

2 achieving universal basic education will not be met 

3 and 56,000,000 children will still be out of school by 

4 2015. 

5 (10) Credible estimates indicate that approxi6 mately $16,000,000,000 per year of financing assist7 ance is necessary for developing countries to achieve 

8 universal basic education by 2015. 

9 (11) The United States Agency for Inter10 national Development’s bilateral assistance has 

11 helped to deliver a quality basic education to 41 mil12 lion learners enrolled in United States Government13 supported primary schools around the world. USAID 

14 has expertise in a number of key areas, including 

15 teacher training, reaching marginalized groups and 

16 quality measurement and has provided technical as17 sistance to governments in order to create sustain18 able educational systems. 

19 (12) Multilateral mechanisms have been proven 

20 to marshal significant resources to reach global de21 velopment challenges. Funds that are transparent, 

22 increase coordination among governments, private 

23 sector and civil society, support national plans and 

24 hold all stakeholders accountable have been effective 

25 at providing resources to reach global challenges. 


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1 (13) Basic education has been demonstrated to 

2 be fundamental to development. No country has 

3 reached sustained economic growth without achiev4 ing near universal primary education. Quality edu5 cation reduces poverty and inequality, lays the foun6 dation for sound governance, civic participation, and 

7 strong institutions and equips people with the knowl8 edge, skills and self-reliance they need to increase in9 come and expand opportunities for employment. 

10 (14) Investing in girls’ education delivers sub11 stantial returns not only in educational attainment 

12 but also in increasing women’s incomes, delaying the 

13 start of sexual activity, reducing infant mortality, in14 creasing women’s political participation, and spur15 ring economic growth. 

16 (15) Education can help to protect children in 

17 conflict situations from physical harm, exploitation, 

18 and sexual abuse, as well as to avoid the recruitment 

19 of children into armed groups and gangs and pro20 mote good governance and poverty reduction. Addi21 tionally, every additional year of schooling for males 

22 can reduce their risk of becoming involved in conflict 

23 by 20 percent. 

24 (16) In front-line states, education remains a 

25 significant challenge. In Yemen, nearly 80 percent of 


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1 girls are unlikely to enroll in school, and in Afghani2 stan girls average only 4 years of schooling. 

3 SEC. 3. ASSISTANCE TO ACHIEVE UNIVERSAL BASIC EDU4 CATION. 

5 (a) IN GENERAL.—Chapter 1 of part I of the Foreign 

6 Assistance Act of 1961 (22 U.S.C. 2151 et seq.) is amend7 ed by inserting after section 105 the following new section: 

8 ‘‘SEC. 105A. ASSISTANCE TO ACHIEVE UNIVERSAL BASIC 

9 EDUCATION. 

10 ‘‘(a) PURPOSE.—It is the purpose of this section to 

11 ensure that the United States provides the resources and 

12 leadership to ensure a successful international effort to 

13 provide all children with a quality basic education in order 

14 to achieve the goal of universal basic education by 2015 

15 agreed to at the World Education Forum held in Dakar, 

16 Senegal in 2000. 

17 ‘‘(b) POLICY.—It is the policy of the United States 

18 to work with other countries and international and civil 

19 society organizations in order to achieve universal basic 

20 education by— 

21 ‘‘(1) assisting developing countries to provide 

22 all children with a quality basic education, including 

23 through strengthening host countries’ educational 

24 systems; 


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1 ‘‘(2) assisting nongovernmental and multilateral 

2 organizations working in developing countries to pro3 vide all children with a quality basic education; and 

4 ‘‘(3) promoting education as the foundation for 

5 communities’ development, including integrating en6 trepreneurial and leadership training, economic 

7 growth and agricultural activities, and democracy 

8 promotion into holistic assistance programs. 

9 ‘‘(c) PRINCIPLES.—In developing the policy referred 

10 to in subsection (b), the United States shall be guided by 

11 the following principles: 

12 ‘‘(1) UNITED STATES RESOURCES.—To lead a 

13 global commitment to achieving universal basic edu14 cation in developing countries, including in countries 

15 affected by or emerging from armed conflict or hu16 manitarian crises, the United States shall commit 

17 substantial new resources for education in devel18 oping countries to expand access to quality edu19 cational opportunity and inspire confidence in such 

20 countries that efforts to reform education will re21 ceive adequate resources. 

22 ‘‘(2) INTEGRATED BILATERAL AND MULTILAT23 ERAL APPROACH TO SUSTAINABLE DEVELOPMENT.— 

24 United States assistance shall integrate bilateral and 

25 multilateral assistance modalities within the strategy 


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1 developed pursuant to subsection (e), to be directly 

2 responsive to host country needs, capacity and com3 mitment, and lead to sustainable development. The 

4 United States should contribute on a multilateral 

5 basis in a manner that leverages overall impact and 

6 best reinforces United States bilateral aid efforts, 

7 which should remain central to United States efforts 

8 in basic education. Bilateral and multilateral aid 

9 should be undertaken in close partnership with non10 governmental organizations and other development 

11 partners. 

12 ‘‘(3) UNITED STATES ASSISTANCE TO MULTI13 LATERAL EDUCATION INITIATIVES.—The United 

14 States shall seek to support a multilateral coordina15 tion and financing education initiative, which may 

16 include a reformed Education for All Fast-Track 

17 Initiative or a Multilateral Global Fund for Edu18 cation. United States assistance shall build upon its 

19 comparative advantages and proficiencies in basic 

20 education programs. A reformed Education for All 

21 Fast-Track Initiative or a Multilateral Global Fund 

22 for Education should be established as an inde23 pendent entity that is governed equally by donor and 

24 developing country governments and civil society and 

25 should be based on the following principles: 


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1 ‘‘(A) Transparency with respect to financ2 ing, key policy decisions, and impact. 

3 ‘‘(B) Coordination among governments, 

4 private sector, and civil society. 

5 ‘‘(C) Mutual accountability between donors 

6 and recipients for achieving measurable results 

7 in access and quality. 

8 ‘‘(D) Alignment with host country prior9 ities. 

10 ‘‘(E) Predictable, long-term funding dis11 bursed in a timely manner. 

12 ‘‘(4) OTHER MAJOR DONORS.—The United 

13 States Government shall encourage other donors to 

14 contribute commensurate amounts to support uni15 versal basic education, through bilateral or multilat16 eral mechanisms and to coordinate their efforts with 

17 recipient countries, private entities and other donors, 

18 in line with the principles of the Paris Declaration. 

19 ‘‘(5) PRIVATE SECTOR AND NONGOVERN20 MENTAL PARTICIPATION AND CONTRIBUTIONS.— 

21 United States efforts shall include explicit strategies 

22 to encourage and integrate contributions of strategic 

23 direction and financial resources from indigenous 

24 and international private sector and civil society or25 ganizations, including organizations that represent 


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1 teachers, students and parents, interested in sup2 porting quality universal basic education efforts. 

3 ‘‘(6) SCHOOL ACCESS, QUALITY, AND COMPLE4 TION.—United States assistance for basic education 

5 in developing countries shall seek to expand access 

6 to quality schools and teachers for all children, par7 ticularly marginalized and vulnerable groups, includ8 ing girls, children affected by or emerging from 

9 armed conflict or humanitarian crises, disabled chil10 dren, children in remote or rural areas, religious or 

11 ethnic minorities, indigenous peoples, orphans and 

12 children impacted by HIV/AIDS, child laborers and 

13 victims of trafficking, and to improve the quality of 

14 education in order to increase the number of chil15 dren completing and benefitting from a basic edu16 cation. 

17 ‘‘(7) COORDINATION WITHIN THE UNITED

18 STATES GOVERNMENT.—The United States Govern19 ment, led by the United States Agency for Inter20 national Development, shall support improved co21 ordination and collaboration among all departments 

22 and agencies of the United States Government in23 volved in providing assistance for basic education to 

24 developing countries to ensure efficient and effective 

25 use of the resources, including efforts to provide a 


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1 continuity of assistance for basic education in hu2 manitarian and other emergency situations. 

3 ‘‘(8) SUPPORT FOR COMMUNITIES OF LEARN4 ING.—United States assistance shall support the co5 ordination of development assistance for the holistic 

6 development of communities, and where appropriate, 

7 utilize schools as the foundation for communities’ 

8 development and integrate assistance programs, in9 cluding health and development programs, such as 

10 nutrition, school feeding programs, community gar11 dens, adult literacy, entrepreneurial and agricultural 

12 training, democracy education and housing pro13 grams. 

14 ‘‘(9) COORDINATION WITH NATIONAL EDU15 CATION PLANS AND ECONOMIC DEVELOPMENT PRO16 GRAMS.—United States assistance for basic edu17 cation in developing countries shall be provided in 

18 collaboration and coordination with, where possible, 

19 national education plans, to reduce poverty and spur 

20 sustained economic growth, including through the 

21 promotion of the value of education and increasing 

22 community and family awareness of the positive im23 pact of education. The United States shall seek to 

24 encourage developing countries to utilize schools as 

25 platforms for the development of communities. 


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1 ‘‘(10) MEASURING OUTCOMES.—United States 

2 assistance for basic education in developing coun3 tries shall include sufficient resources for monitoring 

4 and evaluating the effectiveness and quality of basic 

5 education programs. 

6 ‘‘(d) DEFINITIONS.—In this section: 

7 ‘‘(1) HIV/AIDS.—The term ‘HIV/AIDS’ has 

8 the meaning given that term in section 104A(h). 

9 ‘‘(2) APPROPRIATE CONGRESSIONAL COMMIT10 TEES.—The term ‘appropriate congressional com11 mittees’ means— 

12 ‘‘(A) the Committee on Appropriations and 

13 the Committee on Foreign Relations of the Sen14 ate; and 

15 ‘‘(B) the Committee on Appropriations and 

16 the Committee on Foreign Affairs of the House 

17 of Representatives. 

18 ‘‘(3) BASIC EDUCATION.—The term ‘basic edu19 cation’— 

20 ‘‘(A) means an education, generally con21 sisting of completion of 9–10 years of schooling, 

22 including efforts to improve early childhood de23 velopment, primary education, secondary edu24 cation, literacy and numeracy training, and life25 skills training that prepares an individual to be 


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1 an active, productive member of society and the 

2 workforce; and 

3 ‘‘(B) includes efforts to facilitate and sup4 port the activities described in subparagraph 

5 (A), including efforts to— 

6 ‘‘(i) build the institutional capacity of 

7 a country to manage basic education sys8 tems and measure results; 

9 ‘‘(ii) construct and rehabilitate 

10 schools; 

11 ‘‘(iii) train quality teachers; 

12 ‘‘(iv) increase parent and community 

13 involvement in schools; 

14 ‘‘(v) provide learning materials; and 

15 ‘‘(vi) develop curricula. 

16 ‘‘(4) EDUCATION FOR ALL FAST-TRACK INITIA17 TIVE.—The term ‘Education for All Fast-Track Ini18 tiative’ means the Fast-Track Initiative launched in 

19 2002 to mobilize donor resources and accelerate 

20 progress toward the achievement of the United Na21 tions Millennium Development Goal of Education for 

22 All by 2015, an international commitment to bring 

23 the benefits of basic education to every individual. 


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1 ‘‘(5) NATIONAL EDUCATION PLAN.—The term 

2 ‘national education plan’ means a comprehensive na3 tional education plan that— 

4 ‘‘(A) may be developed in accordance with 

5 the provisions of the Education For All Fast6 Track Initiative; and 

7 ‘‘(B) includes explicit, credible strategies to 

8 achieve universal basic education, including 

9 strategies to— 

10 ‘‘(i) address key constraints to achiev11 ing universal basic education in the areas 

12 of policy, data, capacity, and financing; 

13 and 

14 ‘‘(ii) coordinate priorities within the 

15 elements of basic education, such as early 

16 childhood development, primary education, 

17 and secondary education (delivered in for18 mal and nonformal settings), and training 

19 in literacy, numeracy and other basic 

20 skills, including lifeskills, for adults and 

21 out-of-school youth, and priorities between 

22 basic education, workforce development 

23 and higher education. 

24 ‘‘(6) PSYCHOSOCIAL SUPPORT.—The term ‘psy25 chosocial support’ has the meaning given that term 


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1 in the first section 135 (relating to assistance for or2 phans and other vulnerable children). 

3 ‘‘(7) RELEVANT EXECUTIVE BRANCH AGENCIES

4 AND OFFICIALS.—The term ‘relevant executive 

5 branch agencies and officials’ means— 

6 ‘‘(A) the Department of State, the United 

7 States Agency for International Development, 

8 the Department of the Treasury, the Depart9 ment of Labor, the Department of Education, 

10 the Department of Health and Human Services, 

11 the Department of Agriculture, and the Depart12 ment of Defense; 

13 ‘‘(B) the Chief Executive Officer of the 

14 Millennium Challenge Corporation, the Coordi15 nator of United States Government Activities to 

16 Combat HIV/AIDS Globally, the National Secu17 rity Advisor, the Director of the Peace Corps, 

18 and the National Economic Advisor; and 

19 ‘‘(C) any other department, agency, or offi20 cial of the United States Government that par21 ticipates in activities to promote universal basic 

22 education pursuant to the authorities of such 

23 department, agency, or official or pursuant to 

24 this Act. 


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1 ‘‘(e) DEVELOPMENT AND IMPLEMENTATION OF A

2 COMPREHENSIVE UNITED STATES STRATEGY ON EDU3 CATION FOR ALL.— 

4 ‘‘(1) STRATEGY REQUIRED.—The President 

5 shall develop a comprehensive integrated strategy of 

6 the United States to promote universal basic edu7 cation by 2015 that will— 

8 ‘‘(A) seek to expand access to basic edu9 cation for all children, particularly marginalized 

10 and vulnerable groups, including girls, children 

11 affected by or emerging from armed conflict or 

12 humanitarian crises, disabled children, children 

13 in remote or rural areas, religious or ethnic mi14 norities, indigenous peoples, orphans and chil15 dren impacted by HIV/AIDS, child laborers and 

16 victims of trafficking; and 

17 ‘‘(B) improve the quality of basic edu18 cation, particularly as reflected in measurable 

19 learning outcomes, as appropriate. 

20 ‘‘(2) ELEMENTS.—The strategy required by 

21 paragraph (1) shall be formulated and implemented 

22 in consideration of the principles set forth in sub23 section (c) and shall— 

24 ‘‘(A) include specific objectives, indicators, 

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1 comes, and approaches to increase access and 

2 quality of basic education in developing coun3 tries; 

4 ‘‘(B) seek to build capacity within devel5 oping countries for basic education programs in 

6 order to make progress towards the goal of 

7 achieving sustainable development; 

8 ‘‘(C) outline how the United States Gov9 ernment will ensure a transition and continuity 

10 of educational activities in countries affected by 

11 or emerging from armed conflict or humani12 tarian crises; 

13 ‘‘(D) assign priorities to relevant executive 

14 branch agencies and officials; 

15 ‘‘(E) improve coordination and reduce du16 plication among relevant executive branch agen17 cies and officials, foreign donor governments, 

18 and international organizations at the global 

19 and country levels; 

20 ‘‘(F) project general levels of resources 

21 needed to achieve the stated objectives; 

22 ‘‘(G) expand public-private partnerships in 

23 order to leverage resources; 

24 ‘‘(H) target the activities of the United 

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1 lateral donors to provide universal basic edu2 cation; 

3 ‘‘(I) support efforts to reduce the adverse 

4 impact of HIV/AIDS on education systems, in5 cluding by equipping teachers with skills needed 

6 for HIV/AIDS prevention and support for per7 sons with, or affected by, HIV/AIDS; 

8 ‘‘(J) improve educational opportunities for 

9 women and girls, and strive to ensure safe 

10 schools, equal access, workforce opportunities, 

11 leadership role development, and the preserva12 tion of dignity and respect; 

13 ‘‘(K) recognize that a quality secondary 

14 education is an important incentive to comple15 tion of a quality primary education; 

16 ‘‘(L) adopt a ‘Communities of Learning’ 

17 approach that integrates, to the maximum ex18 tent practicable, school and educational pro19 grams with health and development programs, 

20 school feeding programs, adult literacy, commu21 nity gardens, entrepreneurial training, agricul22 tural extension work and housing programs; 

23 and 


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1 ‘‘(M) maximize United States capabilities 

2 in the areas of technical assistance and train3 ing. 

4 ‘‘(3) REQUIREMENT TO CONSULT.—In devel5 oping the strategy required by paragraph (1), the 

6 President shall consult with— 

7 ‘‘(A) the appropriate congressional com8 mittees; 

9 ‘‘(B) relevant executive branch agencies 

10 and officials; and 

11 ‘‘(C) nongovernmental organizations, in12 cluding organizations representing students, 

13 teachers and parents, and other development 

14 partners and individuals who are involved in the 

15 promotion and implementation of education as16 sistance programs in developing countries. 

17 ‘‘(4) PUBLIC COMMENT.—The President shall 

18 provide an opportunity for public comment on the 

19 strategy required by paragraph (1). 

20 ‘‘(5) ANNUAL REPORT.—Not later than 270 

21 days after the date of the enactment of the Edu22 cation for All Act of 2010, the President shall trans23 mit to the appropriate congressional committees a 

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1 graph (1) and make the report available to the pub2 lic. 

3 ‘‘(f) ASSISTANCE TO DEVELOP AND IMPLEMENT NA4 TIONAL EDUCATION PLANS.— 

5 ‘‘(1) ASSISTANCE AUTHORIZED.—The President 

6 is authorized to provide funds and other assistance 

7 to assist foreign countries to create the policies, 

8 processes, and infrastructure to develop and imple9 ment national education plans to allow all children 

10 of such countries to access and complete a quality 

11 basic education. 

12 ‘‘(2) PRIORITY AND OTHER REQUIREMENTS.— 

13 In providing assistance under this subsection, the 

14 President shall give priority to foreign countries in 

15 which there is the greatest need, as evidenced in 

16 part by the percentage of children out of school, in 

17 which there is the greatest opportunity to expand 

18 universal access and to improve the quality of basic 

19 education, and in which the assistance can produce 

20 a substantial, measurable impact on children and 

21 educational systems. 

22 ‘‘(3) ACTIVITIES SUPPORTED.—Assistance pro23 vided under this subsection may be used to support 

24 efforts to expand access and to improve the quality 

25 of basic education, including efforts— 


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1 ‘‘(A) to ensure an adequate supply of 

2 trained quality teachers and to build systems to 

3 provide continuing support, training, and pro4 fessional development for all educators; 

5 ‘‘(B) to promote programs that expand 

6 training and implementation of effective, rel7 evant curricula; 

8 ‘‘(C) to promote the development and ef9 fective use of systems for monitoring and evalu10 ating student-learning outcomes; 

11 ‘‘(D) to provide adequate infrastructure; 

12 ‘‘(E) to eliminate fees for educational serv13 ices, including fees for tuition, uniforms, and 

14 materials, and provide access to education with15 out additional costs to families through sim16 plified multilateral mechanisms; 

17 ‘‘(F) to identify and replicate successful 

18 interventions that improve access to quality 

19 education, such as scholarships, school lunch, 

20 and school health programs; 

21 ‘‘(G) to build systems to ensure continuing 

22 information collection, monitoring, and evalua23 tion of education services and financing; 

24 ‘‘(H) to ensure that schools are not incu25 bators for violent extremism; 


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1 ‘‘(I) to provide human rights and conflict2 resolution education; 

3 ‘‘(J) to promote programs that teach civic 

4 education and life skills; 

5 ‘‘(K) to take steps to make schools safe 

6 and secure places where children and youth, in7 cluding girls and women, can learn without fear 

8 of violence, harassment or exploitation, includ9 ing— 

10 ‘‘(i) promoting efforts at the national 

11 level to establish and enforce comprehen12 sive legislation and strong policies against 

13 school-related violence; 

14 ‘‘(ii) supporting efforts and providing 

15 resources to train all teachers and school 

16 administrators on school-related violence; 

17 ‘‘(iii) working to ensure the safety of 

18 students during their travel to and from 

19 schools and on school grounds; 

20 ‘‘(iv) carrying out programs for school 

21 and community participation on the 

22 unacceptability of violence; 

23 ‘‘(v) providing counseling and support 

24 systems for students affected by school- re25 lated violence; and 


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1 ‘‘(vi) conducting national and baseline 

2 surveys to collect data on school-related vi3 olence, including against women and girls; 

4 ‘‘(L) to support other initiatives that have 

5 demonstrated success in increasing access, im6 proving learning outcomes and increasing edu7 cational opportunities for the most disadvan8 taged populations, including girls, children af9 fected by or emerging from armed conflict or 

10 humanitarian crises, disabled children, children 

11 in remote or rural areas, religious or ethnic mi12 norities, indigenous peoples, orphans and chil13 dren impacted by HIV/AIDS, child laborers and 

14 victims of trafficking; and 

15 ‘‘(M) to carry out other activities to sup16 port a reformed Education for All Fast-Track 

17 Initiative or Multilateral Global Fund for Edu18 cation. 

19 ‘‘(4) ADDITIONAL ACTIVITIES SUPPORTED FOR

20 COUNTRIES AFFECTED BY CONFLICT OR CRISES.—In 

21 addition to the activities supported under paragraph 

22 (3), assistance provided under this subsection to for23 eign countries or those parts of the territories of for24 eign countries that are affected by or emerging from 


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1 armed conflict or humanitarian crises may be used 

2 to support efforts— 

3 ‘‘(A) to ensure a continuity of educational 

4 activities for all children; 

5 ‘‘(B) wherever possible, to reestablish for6 mal education services, or to complement serv7 ices that are available with the establishment of 

8 well-managed school spaces, to protect children 

9 from physical harm, psychological and social 

10 distress, recruitment into armed groups, family 

11 separation, and abuses related to their displace12 ment; 

13 ‘‘(C) to promote the creation of out-of14 school programs and flexible-hour schooling in 

15 areas in which security prevents students from 

16 attending regular schools; 

17 ‘‘(D) to provide safe spaces, with such fa18 cilities providing access to water, sanitation, 

19 health-related education, psychosocial support, 

20 and landmine awareness; 

21 ‘‘(E) to provide temporary facility con22 struction and minor rehabilitation of edu23 cational structures; 

24 ‘‘(F) to provide essential educational mate25 rials that assist in building systems to support, 


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1 train, and provide professional development for 

2 educators; and 

3 ‘‘(G) to promote efforts to ensure the re4 integration of teachers and students in conflict, 

5 internally displaced person and refugee situa6 tions into educational systems, including re7 gional approaches to coordinate and recognize 

8 the educational efforts of these teachers and 

9 students and other school systems. 

10 ‘‘(g) ANNUAL REPORT.— 

11 ‘‘(1) IN GENERAL.—Not later than January 31 

12 of each year, the President shall transmit to the ap13 propriate congressional committees a report on the 

14 implementation of this section for the prior fiscal 

15 year and make the report available to the public. 

16 ‘‘(2) REPORT ELEMENTS.—The report required 

17 by paragraph (1) shall include— 

18 ‘‘(A) a description of efforts made by rel19 evant executive branch agencies and officials to 

20 implement the strategy developed pursuant to 

21 subsection (e), with a particular focus on the 

22 activities carried out under this section; 

23 ‘‘(B) a description of the programs estab24 lished by each foreign country receiving assist25 ance pursuant to subsection (f) that provides a 


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1 detailed explanation of the extent to which the 

2 strategy developed pursuant to subsection (e) 

3 and the assistance provided pursuant to sub4 section (f) are contributing to the goal of uni5 versal basic education in the foreign country; 

6 and 

7 ‘‘(C) a description of the extent to which 

8 each foreign country selected to receive assist9 ance pursuant to subsection (f) meets the pri10 ority criteria specified in subsection (f)(2)(A). 

11 ‘‘(h) RELATIONSHIP TO OTHER LAWS.—The Presi12 dent shall exercise the authority provided in this section 

13 in accordance with other applicable law. 

14 ‘‘(i) AUTHORIZATION OF APPROPRIATIONS.—To 

15 carry out this section, there are authorized to be appro16 priated to the President such sums as may be necessary 

17 for fiscal year 2011 and each subsequent fiscal year.’’. 

18 (b) TECHNICAL AMENDMENT.—Chapter 1 of part I 

19 of the Foreign Assistance Act of 1961, as amended by 

20 subsection (a), is further amended by redesignating the 

21 second section 135 (as added by section 5(a) of the Sen22 ator Paul Simon Water for the Poor Act of 2005 (Public 

23 Law 109–121; 119 Stat. 2536)) as section 136. 


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1 SEC. 4. COORDINATOR OF UNITED STATES GOVERNMENT 

2 ACTIONS TO PROVIDE BASIC EDUCATION AS3 SISTANCE. 

4 (a) ESTABLISHMENT OF POSITION.—Section 1 of the 

5 State Department Basic Authorities Act of 1956 (22 

6 U.S.C. 2651a) is amended— 

7 (1) by redesignating subsection (g) as sub8 section (h); and 

9 (2) by inserting after subsection (f) the fol10 lowing new subsection: 

11 ‘‘(g) EDUCATION FOR ALL COORDINATOR.— 

12 ‘‘(1) IN GENERAL.—The Secretary of State 

13 shall designate an individual to serve as the Coordi14 nator of United States Government Actions to Pro15 vide Basic Education Assistance (hereinafter in this 

16 subsection referred to as the ‘Coordinator’), estab17 lished under section 664 of division J of Public Law 

18 110–161 and continued in effect under section 7064 

19 of division F of Public Law 111–117. The Coordi20 nator shall report directly to the Secretary. 

21 ‘‘(2) GENERAL AUTHORITIES.—The Coordi22 nator, acting through such nongovernmental organi23 zations (including organizations representing par24 ents, teachers and students, faith-based and commu25 nity based organizations) and relevant executive 

26 branch agencies and officials as may be necessary 


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1 and appropriate to effect the purposes of this sec2 tion, is authorized to operate internationally to carry 

3 out activities to promote universal basic education. 

4 ‘‘(3) DUTIES.— 

5 ‘‘(A) IN GENERAL.—The Coordinator shall 

6 have primary responsibility for the oversight 

7 and coordination of all resources and inter8 national activities of the United States Govern9 ment to promote universal basic education 

10 under section 105A of the Foreign Assistance 

11 Act of 1961 or any other provision of law. 

12 ‘‘(B) SPECIFIC DUTIES.—The duties of the 

13 Coordinator shall specifically include the fol14 lowing: 

15 ‘‘(i) Ensuring program and policy co16 ordination among relevant executive 

17 branch agencies and officials and non18 governmental organizations, including au19 diting, monitoring, and evaluation of all 

20 such programs. 

21 ‘‘(ii) Ensuring that relevant executive 

22 branch agencies and officials undertake 

23 programs primarily in those areas in which 

24 the agencies and officials have the greatest 


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1 expertise, technical capabilities, and poten2 tial for success. 

3 ‘‘(iii) Ensuring coordination of activi4 ties of relevant executive branch agencies 

5 and officials in the field in order to elimi6 nate duplication. 

7 ‘‘(iv) Pursuing coordination with other 

8 countries and international organizations. 

9 ‘‘(v) Resolving policy, program, and 

10 funding disputes among relevant executive 

11 branch agencies and officials. 

12 ‘‘(vi) Directly approving all activities 

13 to promote universal basic education under 

14 section 105A of the Foreign Assistance Act 

15 of 1961 or any other provision of law. 

16 ‘‘(vii) Establishing due diligence cri17 teria for all recipients of funds to promote 

18 universal basic education under section 

19 105A of the Foreign Assistance Act of 

20 1961 or any other provision of law, and all 

21 activities carried out with such funds, sub22 ject to the coordination and appropriate 

23 monitoring, evaluation, and audits carried 

24 out by the Coordinator necessary to assess 

25 the measurable outcomes of such activities. 


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1 ‘‘(viii) Annually convening a meeting 

2 of relevant executive branch agencies and 

3 officials to evaluate progress in carrying 

4 out the United States strategy developed 

5 pursuant to section 105A(e) of the Foreign 

6 Assistance Act of 1961 and recommend fu7 ture changes to the strategy based upon 

8 such evaluation. 

9 ‘‘(4) DEFINITIONS.—In this subsection: 

10 ‘‘(A) BASIC EDUCATION.—The term ‘basic 

11 education’ has the meaning given that term in 

12 section 105A(d)(3) of the Foreign Assistance 

13 Act of 1961. 

14 ‘‘(B) RELEVANT EXECUTIVE BRANCH

15 AGENCIES AND OFFICIALS.—The term ‘relevant 

16 executive branch agencies and officials’ has the 

17 meaning given that term in section 105A(d)(7) 

18 of the Foreign Assistance Act of 1961.’’. 

19 (b) SPECIFICATION OF RESOURCES OF COORDI20 NATOR.—Not later than 90 days after the date of enact21 ment of this Act, the President shall specify the necessary 

22 financial and personnel resources, including detailees, 

23 from funds appropriated pursuant to the authorization of 

24 appropriations under subsection (i) of section 105A of the 

25 Foreign Assistance Act of 1961 (as added by section 3 


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1 of this Act), that shall be assigned to and under the direct 

2 control of the Education for All Coordinator (as estab3 lished by subsection (g) of section 1 of the State Depart4 ment Basic Authorities Act of 1956 (as added by sub5 section (a) of this section)) to establish and maintain the 

6 duties and supporting activities assigned to the Coordi7 nator by section 1(g) of the State Department Basic Au8 thorities Act of 1956. 

Æ 


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