grams, sanitation and hygiene education, adult 
literacy, leadership development, prevention of 
school-related violence, entrepreneurial training, 
agricultural extension work, civic education, and 
housing programs; and 
‘‘(N) best utilize United States capabilities 
in the areas of technical assistance and train-
ing. 
‘‘(3) GLOBAL DEVELOPMENT STRATEGY.—The 
strategy required by paragraph (1) should be in-
cluded in any overall United States global develop-
ment strategy. 
‘‘(4) REQUIREMENT
TO
CONSULT.—In devel-
oping the strategy required by paragraph (1), the 
President shall consult with— 
‘‘(A) the appropriate congressional com-
mittees; 
‘‘(B) relevant executive branch agencies 
and officials; and 
‘‘(C) nongovernmental organizations, in-
cluding organizations representing students, 
teachers, and parents, and other development 
partners and individuals who are involved in the 
promotion and implementation of education as-
sistance programs in developing countries. 
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‘‘(5) PUBLIC COMMENT.—The President shall 
provide an opportunity for public comment on the 
strategy required by paragraph (1), including com-
ments on how to operationalize the strategy through 
a country specific planning process. 
‘‘(6) ANNUAL
REPORT.—Not later than 270 
days after the date of the enactment of the Edu-
cation for All Act of 2013, the President shall trans-
mit to the appropriate congressional committees a 
report setting forth the strategy required by para-
graph (1) and make the report available to the pub-
lic. 
‘‘(f) ASSISTANCE TO DEVELOP AND IMPLEMENT NA-
TIONAL EDUCATION PLANS.— 
‘‘(1) ASSISTANCE AUTHORIZED.—The President 
is authorized to provide funds and other assistance 
to assist foreign countries to create the policies, 
processes, and infrastructure to develop and imple-
ment national education plans, including both in-
terim and comprehensive plans, to allow all children 
of such countries to access and complete a quality 
basic education. 
‘‘(2) PRIORITY AND OTHER REQUIREMENTS.— 
In providing assistance under this subsection, the 
President shall give priority to foreign countries in 
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which there is the greatest need and opportunity to 
expand universal access and to improve the quality 
of basic education, and in which the assistance can 
produce a substantial, measurable impact on chil-
dren and educational systems. Priority should also 
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, including through promoting community 
participation in school management; 
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‘‘(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; 
‘‘(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, critical thinking, leadership 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 
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of violence, harassment, or exploitation, includ-
ing— 
‘‘(i) promoting efforts to establish and 
enforce strong laws and policies against 
school-related violence; 
‘‘(ii) supporting efforts to train all 
teachers and school administrators on 
school-related violence; 
‘‘(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 
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