be considered in countries where there are chron-
ically underserved and marginalized populations that 
must be reached in order to achieve universal basic 
education. 
‘‘(3) ACTIVITIES SUPPORTED.—Assistance pro-
vided 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 pro-
fessional development for all educators; 
‘‘(B) to support the design and implemen-
tation of effective, relevant curricula; 
‘‘(C) to assist education authorities to im-
prove education management practices and sys-
tems; 
‘‘(D) to promote the development and ef-
fective use of systems for monitoring and evalu-
ating student-learning outcomes; 
‘‘(E) to provide adequate infrastructure; 
‘‘(F) to eliminate fees for educational serv-
ices, including fees for tuition, uniforms, and 
materials as part of a comprehensive education 
financing plan; 
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‘‘(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 evalua-
tion of education services and financing; 
‘‘(I) to ensure that schools are not incuba-
tors for violent extremism; 
‘‘(J) to provide human rights, gender eq-
uity, and conflict-resolution education; 
‘‘(K) to promote programs that teach civic 
education and life skills; 
‘‘(L) to take steps to make schools safe 
and secure places where children and youth, in-
cluding girls and women, can learn without fear 
of violence, harassment, or exploitation, includ-
ing— 
‘‘(i) promoting efforts at the national 
level to establish and enforce comprehen-
sive legislation and strong policies against 
school-related violence; 
‘‘(ii) supporting efforts and providing 
resources to train all teachers and school 
administrators on school-related violence; 
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‘‘(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-re-
lated violence; 
‘‘(vii) conducting national and base-
line surveys to collect data on school-re-
lated 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 opportuni-
ties that support leadership development; 
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‘‘(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, im-
proving learning outcomes, and increasing edu-
cational opportunities for the most disadvan-
taged populations, including girls, children af-
fected 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 la-
borers, and victims of trafficking; and 
‘‘(O) to carry out other activities to sup-
port a Education for All Fast-Track Initiative 
or other multilateral Educational for All initia-
tives, including a multilateral global fund for 
education. 
‘‘(4) ADDITIONAL ACTIVITIES SUPPORTED FOR 
COUNTRIES AFFECTED BY CONFLICT OR CRISES.—In 
addition to the activities supported under paragraph 
(3), assistance provided under this subsection under 
the headings ‘Development Assistance’ and ‘Eco-
nomic Support Funds’ to foreign countries or those 
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parts of the territories of foreign countries that are 
affected by or emerging from armed conflict, human-
itarian 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 human-
itarian need and that all relevant executive 
branch agencies and officials collaborate and co-
ordinate 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 humani-
tarian 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 for-
mal 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, 
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