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(1) ensure an adequate supply and continued 
support for trained, effective teachers; 
(2) design and deliver relevant curricula, uphold 
quality standards, and supply appropriate teaching 
and learning materials; 
(3) build the capacity of basic education sys-
tems in partner countries by improving management 
practices and supporting their ability to collect rel-
evant data and monitor, evaluate, and report on the 
status and quality of education services, financing, 
and student-learning outcomes; 
(4) help mobilize domestic resources to elimi-
nate or offset fees for educational services, including 
fees for tuition, uniforms, and materials; 
(5) support education on human rights and 
conflict-resolution while ensuring that schools are 
not incubators for violent extremism; 
(6) work with communities to help girls over-
come relevant barriers to their receiving a safe, qual-
ity basic education, including by improving girls’ 
safety in education settings, helping girls to obtain 
the skills needed to find safe and legal employment 
upon conclusion of their education, and countering 
harmful practices such as child, early, and forced 
marriage and gender-based violence; 
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(7) ensure access to education for the most 
marginalized children and vulnerable groups, includ-
ing through the provision of appropriate infrastruc-
ture, flexible learning opportunities, accelerated and 
second-chance classes, and opportunities that sup-
port leadership development; 
(8) make schools safe and secure learning envi-
ronments without threat of physical, psychological, 
and sexual violence, including by supporting safe 
passage to and from schools and constructing sepa-
rate latrines for boys and girls; and 
(9) support a communities-of-learning approach 
that utilizes schools as centers of learning and devel-
opment for an entire community, to leverage and 
maximize the impact of other development efforts, 
and reduce duplication and waste. 
(g) ADDITIONAL ACTIVITIES SUPPORTED FOR COUN-
TRIES AFFECTED BY CONFLICT AND CRISES.—In addi-
tion to the activities supported under subsection (f), as-
sistance provided under section 105 of the Foreign Assist-
ance Act of 1961 (as amended by section 3 of this Act) 
to foreign countries or those parts of the territories of for-
eign countries that are affected by or emerging from 
armed conflict, humanitarian crises, or other emergency 
situations may be used to support efforts to— 
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(1) ensure a continuity of basic education for 
all children through appropriate formal and non-
formal education programs and services; 
(2) ensure that basic education assistance of 
the United States to countries in emergency settings 
shall be informed by the Minimum Standards of the 
Inter-Agency Network for Education in Emergencies 
(‘‘INEE Minimum Standards’’); 
(3) coordinate basic education programs with 
complementary services to protect children from 
physical harm, psychological and social distress, re-
cruitment into armed groups, family separation, and 
abuses related to their displacement; 
(4) support, train, and provide professional de-
velopment for educators working in emergency set-
tings; 
(5) help build national capacity to coordinate 
and manage basic education during emergency re-
sponse and through recovery; 
(6) promote the reintegration of teachers and 
students affected by conflict, whether refugees or in-
ternally displaced, into educational systems; and 
(7) ensure the safety of children in school, in-
cluding through support for— 
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(A) the provision of safe learning environ-
ments with appropriate facilities, especially for 
girls; 
(B) safe passage to and from school, in-
cluding landmine awareness, the designation of 
schools as conflict-free zones, the adoption and 
support of community-owned protective meas-
ures to reduce the incidence of attacks on edu-
cational facilities and personnel by local actors, 
armed groups, and armed forces; 
(C) out-of-school and flexible-hour edu-
cation programs in areas where security condi-
tions are prohibitive; 
(D) safety plans in case of emergency with 
clearly defined roles for school personnel; and 
(E) appropriate infrastructure, including 
emergency communication systems and access 
to mobile telecommunications with local police 
and security personnel. 
SEC. 5. IMPROVING COORDINATION AND OVERSIGHT. 
(a) SENIOR
COORDINATOR
OF
UNITED
STATES 
INTERNATIONAL BASIC EDUCATION ASSISTANCE.—There 
is established within the United States Agency for Inter-
national Development a Senior Coordinator of United 
States International Basic Education Assistance (referred 
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to in this Act as the ‘‘Senior Coordinator’’), who shall be 
appointed by the President. 
(b) DUTIES.— 
(1) IN
GENERAL.—The Senior Coordinator 
shall have primary responsibility for the oversight 
and coordination of all resources and activities of the 
United States Government relating to the promotion 
of international basic education programs and activi-
ties. 
(2) SPECIFIC DUTIES.—The Senior Coordinator 
shall— 
(A) facilitate program and policy coordina-
tion of international basic education programs 
and activities among relevant Executive branch 
agencies and officials, partner governments, 
multilateral institutions, the private sector, and 
nongovernmental and civil society organizations; 
(B) develop and revise the strategy re-
quired under section 4; 
(C) monitor, evaluate, and report on activi-
ties undertaken pursuant to the strategy re-
quired under section 4; and 
(D) establish due diligence criteria for all 
recipients of funds provided by the United 
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States to carry out activities under this Act and 
the amendments made by this Act. 
(c) OFFSET.—To offset any costs incurred by the 
United States Agency for International Development to 
carry out the establishment and appointment of a Senior 
Coordinator of United States International Basic Edu-
cation Assistance in accordance with subsection (a), the 
President shall eliminate such positions within the United 
States Agency for International Development, unless oth-
erwise authorized or required by law, as the President de-
termines to be necessary to fully offset such costs. 
SEC. 6. MONITORING AND EVALUATION OF PROGRAMS. 
The President shall seek to ensure that programs car-
ried out under the strategy required under section 4 
shall— 
(1) apply rigorous monitoring and evaluation 
methodologies to focus on learning and account-
ability; 
(2) include methodological guidance in the im-
plementation plan and support systemic data collec-
tion using internationally comparable indicators, 
norms, and methodologies, to the extent practicable 
and appropriate; 
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(3) disaggregate all data collected and reported 
by age, gender, marital status, disability, and loca-
tion, to the extent practicable and appropriate; 
(4) be planned and budgeted to include funding 
for both short- and long-term monitoring and eval-
uation to enable assessment of the sustainability and 
scalability of assistance programs; and 
(5) support the increased use and public avail-
ability of education data for improved decision mak-
ing, program effectiveness, and monitoring of global 
progress. 
SEC. 7. 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 shall submit to the appro-
priate congressional committees a report on the implemen-
tation of the strategy developed pursuant to section 4 and 
make the report available to the public. 
(b) MATTERS TO BE INCLUDED.—The report re-
quired under subsection (a) shall include— 
(1) a description of the efforts made by relevant 
Executive branch agencies and officials to implement 
the strategy developed pursuant to section 4 with a 
particular focus on the activities carried out; 
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(2) a description of the extent to which each 
partner country selected to receive assistance for 
basic education meets the priority criteria specified 
in subsection (c) of section 105 of the Foreign As-
sistance Act (as added by section 3 of this Act); and 
(3) a description of the progress achieved over 
the reporting period toward meeting the goals, objec-
tives, benchmarks, and timeframes specified in the 
strategy developed pursuant to section 4 at the pro-
gram level, as developed pursuant to monitoring and 
evaluation specified in section 6. 
SEC. 8. DEFINITIONS. 
(a) APPROPRIATE CONGRESSIONAL COMMITTEES.— 
In this Act, the term ‘‘appropriate congressional commit-
tees’’ 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 Rep-
resentatives. 
(b) OTHER DEFINITIONS.—In this Act, the terms 
‘‘basic education’’, ‘‘partner country’’, ‘‘relevant Executive 
branch agencies and officials’’, ‘‘national education plan’’, 
‘‘marginalized children and vulnerable groups’’, and ‘‘gen-
der parity in basic education’’ have the meanings given 
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such terms in subsection (c) of section 105 of the Foreign 
Assistance Act of 1961 (as added by section 3 of this Act). 
Passed the House of Representatives September 7, 
2016. 
Attest: 
KAREN L. HAAS, 
Clerk. 
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