159 
and sexual abuse, as well as to avoid the recruitment 
of children into armed groups and gangs. 
(8) The large number of children who are not 
enrolled in school or who receive a poor quality edu-
cation not only results in a loss of human potential, 
but undermines stability and progress within com-
munities and across nations. 
(9) Expanded access to primary and secondary 
education will increase the need for qualified teach-
ers, and the demand for quality colleges and univer-
sities. 
(10) Exchange programs which bring citizens of 
developing countries to the United States for train-
ing, while helpful in expanding individual opportuni-
ties for growth, will not by themselves reach enough 
students and scholars to have a transformational ef-
fect on the economies and human resources of devel-
oping countries. 
(11) Partnerships between educational institu-
tions in the United States and developing countries 
are an important means for sharing knowledge, ex-
perience and lessons learned for the benefit of all 
students. 
(12) Resources to expand global education will 
be most effective and efficient if they are trans-
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parent, increase coordination among governments, 
private sector and civil society, support national 
plans and hold all stakeholders accountable. 
(b) STATEMENT OF POLICY.—It is the policy of the 
United States to work in cooperation with the inter-
national community to achieve quality universal basic edu-
cation. 
SEC. 1402. GOAL AND OBJECTIVES. 
(a) GOAL.—The goal of assistance under this chapter 
is to increase access to quality education in partner coun-
tries. 
(b) OBJECTIVES.—In furtherance of the goal of sub-
section (a), assistance under this chapter shall be designed 
to help partner countries achieve the following objectives: 
(1) Expanding access to basic education for all 
children, particularly marginalized and vulnerable 
groups. 
(2) Improving the quality of basic education. 
(3) Raising adult literacy, especially for women. 
(4) Reducing gender disparities in primary and 
secondary education. 
(5) Strengthening higher education partner-
ships and networks. 
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SEC. 1403. GLOBAL EDUCATION STRATEGY. 
(a) IN GENERAL.—The strategy required under sec-
tion 1019 with respect to expanding education shall be 
known as the ‘‘Global Education Strategy’’. 
(b) CONTENTS.—The Global Education Strategy 
shall include, in addition to the elements required under 
section 1019(b), plans for achieving the goal and objec-
tives of section 1402. 
(c) GUIDELINES.—The Global Education Strategy 
should— 
(1) contribute to meeting internationally agreed 
education goals and targets; 
(2) be directly responsive to partner country 
needs, capacity, and commitment, strengthen part-
ner countries’ educational systems, and be coordi-
nated, where possible, with national education plans; 
(3) pay particular attention to expanding edu-
cational opportunities for marginalized and vulner-
able groups, including girls, children affected by or 
emerging from armed conflict or humanitarian cri-
ses, disabled children, children in remote or rural 
areas, religious or ethnic minorities, indigenous peo-
ples, orphans and children impacted by HIV/AIDS, 
child laborers, and victims of trafficking; 
(4) identify ways to reduce the adverse impact 
of HIV/AIDS on education systems; 
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(5) address the challenges posed by large num-
bers of out-of-school, unemployed youth; 
(6) encourage and integrate contributions of 
strategic direction and financial resources from local 
and international private sector and civil society or-
ganizations, including organizations that represent 
teachers, students, and parents, interested in sup-
porting quality universal basic education efforts; 
(7) outline plans for ensuring a transition and 
continuity of educational activities in countries af-
fected by or emerging from armed conflict or hu-
manitarian crises; 
(8) expand public-private partnerships in order 
to leverage resources; 
(9) promote gender equity and improve edu-
cational opportunities for women and girls, and 
strive to ensure safe schools, equal access, workforce 
opportunities, leadership role development, and the 
preservation of dignity and respect; 
(10) explain how basic education, higher edu-
cation, vocational and technical education, literacy 
instruction, and other formal and nonformal training 
will be integrated with other activities under this 
title; and 
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(11) address the problem of financing edu-
cation. 
SEC. 1404. BASIC EDUCATION ASSISTANCE. 
(a) AUTHORIZATION.—The Administrator is author-
ized to use funds made available under section 1015 for 
basic education in accordance with the goal and objectives 
of this chapter. 
(b) ACTIVITIES.—Assistance authorized under sub-
section (a) shall include— 
(1) increasing the supply of trained quality 
teachers, and building systems for the continuing 
support, training and professional development of all 
educators; 
(2) developing and implementing effective, rel-
evant curricula; 
(3) building the institutional capacity of a coun-
try to manage basic education systems and measure 
results; 
(4) increasing parent and community involve-
ment in schools; 
(5) providing learning materials; 
(6) working with communities to achieve equity 
in schools and address gender norms to build sup-
port for girls’ education; 
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(7) promoting the development and effective use 
of systems for data collection, monitoring and eval-
uation of student-learning outcomes; 
(8) improving and expanding educational infra-
structure; 
(9) reducing or eliminating fees for tuition, uni-
forms and school materials, as well as other barriers 
to school attendance, for poor and marginalized chil-
dren; 
(10) improving young children’s capacity to 
learn through early childhood development pro-
grams; 
(11) supporting interventions that increase 
school attendance and performance, such as scholar-
ships, school lunch, school health, and water and 
sanitation programs; 
(12) ensuring that schools are not incubators 
for violent extremism; 
(13) providing life skills training and civic edu-
cation, including on human rights, gender equity, 
and conflict resolution; 
(14) making schools safe and secure places for 
learning, free of violence, harassment, exploitation, 
or intimidation; 
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(15) increasing access to education, improving 
learning outcomes and increasing educational oppor-
tunities for the most disadvantaged populations; 
(16) ensuring continuation or reestablishment 
of educational programs and the provision of safe 
spaces for children in areas of armed conflict or hu-
manitarian crisis; 
(17) increasing the relevance of formal edu-
cation systems to the needs of the poor and to dis-
affected youth, through reform of curricula, teaching 
materials, and teaching methods, and improved 
teacher training; 
(18) expanding vocational and entrepreneurship 
skills and opportunities, especially for out-of-school 
youth, in close linkage with the private sector and in 
response to market needs; 
(19) supporting multilateral coordination and 
financing initiatives for education; and 
(20) promoting the value of education and in-
creasing community and family awareness of the 
positive impact of education. 
(c) DEFINITION.—In this chapter, the term ‘‘basic 
education’’ means an education, generally consisting of 
completion of 9–10 years of schooling, including efforts 
to improve early childhood development, primary edu-
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cation, secondary education, literacy and numeracy train-
ing, and life-skills training that prepares an individual to 
be an active, productive member of society and the work-
force. 
SEC. 1405. HIGHER EDUCATION PARTNERSHIPS. 
(a) FINDINGS.—Congress finds that— 
(1) basic and higher education are interrelated 
and together play a critical role in reducing poverty, 
promoting economic growth, strengthening democ-
racy, stemming corruption, alleviating ethnic ten-
sions, and enhancing stability; 
(2) higher education institutions foster critical 
thinking, scientific discovery, entrepreneurship and 
innovation in local communities as well as at the na-
tional and international level; 
(3) higher education is essential for developing 
human capacity to create the next generation of po-
litical, professional and business leadership, build an 
effective and accountable civil service, improve the 
quality and availability of social services, and 
strengthen the rule of law; 
(4) partnerships between institutions of higher 
education in the United States and developing coun-
tries can— 
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(A) increase the quality and availability of, 
and access to, higher education for secondary 
school graduates; 
(B) support the professional development 
of faculty and staff, strengthen institutional 
and financial management, and streamline ad-
ministrative procedures; 
(C) expand course offerings, academic re-
sources and research opportunities for students 
and faculty; 
(D) foster continuing professional relation-
ships that build international understanding 
and collaboration; and 
(E) facilitate the sharing of knowledge, the 
identification of common research interests and 
challenges, and the resolution of complex prob-
lems; and 
(5) partnerships between businesses and higher 
education institutions in developing countries can 
help to meet the significant and growing demand for 
business professionals within both the private and 
public sectors in developing countries. 
(b) STATEMENT OF POLICY.—It is the policy of the 
United States to encourage the expansion and strength-
ening of higher education in developing countries, through 
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partnerships with educational institutions, businesses, and 
nonprofit organizations in the United States. 
(c) AUTHORIZATION.—The Administrator is author-
ized to use assistance made available under this chapter 
to expand and strengthen institutions of higher education 
in developing countries through partnerships with— 
(1) institutions of higher education in the 
United States; 
(2) businesses in the United States; 
(3) nonprofit organizations with experience in 
the areas of academic institution-building and entre-
preneurial and managerial development; and 
(4) international organizations. 
(d) ACTIVITIES.—Assistance provided under sub-
section (c) shall include— 
(1) building the capacity of higher education in-
stitutions in partner countries; 
(2) developing academic programs and centers 
of excellence in areas critical to the partner coun-
try’s economic development; and 
(3) improving the quality and availability of, 
and access to, higher education for students in part-
ner countries. 
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CHAPTER 5—PROTECTING AND RESTOR-
ING THE NATURAL ENVIRONMENT 
SEC. 1501. FINDINGS AND STATEMENT OF POLICY. 
(a) FINDINGS.—Congress finds the following: 
(1) 
Sound 
natural 
resource 
management, 
healthy levels of species diversity, and functioning 
natural ecosystems are vital to sustainably reducing 
poverty in developing countries. 
(2) Natural ecosystems, when properly man-
aged, provide economic value to local communities in 
the form of water, food, medicine, energy, household 
products, tourism and trade, as well as contributing 
to the global common good. 
(3) Nature provides important services for 
human well-being. For example, forests, floodplains, 
and wetlands are a natural bulwark against cata-
strophic flooding and severe drought, and coral reefs 
and mangroves reduce the impact of large storms on 
coastal populations, thereby reducing damages from 
extreme weather and the need for disaster assist-
ance. 
(4) Natural ecosystems serve as a buffer be-
tween wildlife and human populations, minimizing 
the transmission of highly infectious diseases from 
animals to people. 
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(5) Many of the most commonly prescribed 
medicines in the United States are derived directly 
from natural compounds or patterned after them. 
The preservation of natural areas and wild species 
offers the world a rich source of potential cures and 
treatments for disease and pain. 
(6) The survival of many animal and plant spe-
cies is endangered by poaching and excessive har-
vesting, by the presence of toxic chemicals in water, 
air and soil, and by the destruction of habitats. 
(7) Degradation of land and water resources 
impedes efforts to improve agricultural productivity, 
which will be critical to feeding the world’s growing 
population and is a key engine of economic growth 
in developing countries. 
(8) The construction of dams and expansion in 
biofuel production in developing countries without 
the necessary environmental safeguards or consulta-
tion with the local populations threatens the sustain-
ability of aquatic ecosystems and the services they 
provide for purifying, storing, and delivering water. 
(9) The continuing and accelerating alteration, 
destruction, and loss of forests and other natural 
habitats in developing countries can result in— 
(A) shortages of fuel; 
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(B) loss of biologically productive wetlands; 
(C) siltation of lakes, reservoirs, and irri-
gation systems; 
(D) floods, soil erosion and landslides; 
(E) decimation and dislocation of indige-
nous peoples; 
(F) extinction of plant and animal species; 
(G) reduced capacity for food production; 
(H) loss of genetic resources; 
(I) desertification; 
(J) increased greenhouse gas emissions; 
and 
(K) destabilization of the earth’s climate. 
(10) Women often are especially vulnerable to 
the impact of natural resource degradation and cli-
mate change because they produce most of the food 
and collect most of the water and firewood in many 
countries. 
(11) Mismanagement and unregulated exploi-
tation of natural resources has fueled conflict and 
corruption in many developing countries. 
(12) Illicit trade in natural resources not only 
robs poor countries of valuable economic and envi-
ronmental resources, but often perpetrates political 
instability and human rights abuses, including sex-
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ual violence and the use of children as soldiers, 
bonded labor and sex slaves. 
(13) Illegal logging, fishing, and mining in de-
veloping countries flood the international market 
with low-cost products that undercut the competi-
tiveness of responsible companies in the United 
States. 
(14) Economic growth generally raises energy 
consumption, and often results in increased emis-
sions of greenhouse gases as well as greater pollu-
tion of air, land, and water. 
(15) If current trends in the degradation of 
natural resources in developing countries continue, 
they will severely undermine the best efforts to meet 
basic human needs, to achieve sustained economic 
growth, and to prevent international tension and 
conflict. 
(16) Animals, including livestock, companion 
animals, and wildlife, are important to human eco-
nomic, environmental, and social development as well 
as to human quality of life. Animals and the people 
who depend upon them in developing countries will 
be particularly vulnerable to climate-related natural 
disasters unless adaptation and mitigation measures 
are utilized. 
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(17) The world faces enormous, urgent, and 
complex challenges in conserving and protecting nat-
ural resources while fostering economic development, 
requiring extensive and sustained cooperation be-
tween the United States, developing countries and 
the international community as a whole. 
(b) STATEMENT OF POLICY.—It is the policy of the 
United States to work in cooperation with the inter-
national community to reduce biodiversity loss and the 
degradation of natural ecosystems, adapt to and mitigate 
climate change, and integrate principles of environmental 
sustainability into policies and programs for international 
development. 
SEC. 1502. GOAL AND OBJECTIVES. 
(a) GOAL.—The goal of assistance under this chapter 
is to help partner countries maximize the environmental 
sustainability of their development policies and programs. 
(b) OBJECTIVES.—In furtherance of the goal de-
scribed in subsection (a), assistance under this chapter 
shall be designed to help partner countries achieve the fol-
lowing objectives: 
(1) Protecting and restoring natural eco-
systems. 
(2) Conserving biological diversity. 
(3) Mitigating and adapting to climate change. 
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(4) Reducing pollution of air, land and water. 
(5) Increasing energy efficiency. 
(6) Expanding access to clean, renewable en-
ergy sources and technologies. 
(7) Building capacity for sound natural re-
source management. 
(c) IMPLEMENTATION.—Assistance under this chap-
ter should be implemented in a manner that— 
(1) incorporates and aligns with partner coun-
try strategies, plans and priorities; 
(2) gives due regard to the rights and interests 
of local and forest-dependent communities, indige-
nous peoples, and marginalized and vulnerable social 
groups, and ensures their full and effective partici-
pation in all stages of program planning, implemen-
tation, and evaluation; and 
(3) promotes and integrates women’s empower-
ment and gender equality. 
SEC. 1503. GLOBAL CONSERVATION STRATEGY. 
(a) IN GENERAL.—The strategy required under sec-
tion 1019 with respect to protecting and restoring the nat-
ural environment shall be known as the ‘‘Global Conserva-
tion Strategy’’. 
(b) CONTENTS.—The Global Conservation Strategy 
shall include, in addition to the elements required under 
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(3) Economic well-being and governance, such 
as— 
(A) presence of government institutions 
(such as security forces, civilian ministries, local 
government, justice system) in zones of greatest 
drug production; 
(B) perceptions of police competence; 
(C) number of individuals and households 
formerly involved in drug production and trans-
shipment who are now benefitting from develop-
ment and alternative income programs; 
(D) level of drug-related violence as a per-
centage of overall violence; and 
(E) poverty and unemployment rates in de-
partments, States or provinces with the greatest 
drug production and transshipment. 
(b) SUBMISSION.—The results of the evaluation re-
quired under subsection (a) shall be submitted to the ap-
propriate congressional committees not later than 4 years 
after the date of the enactment of this Act and every 4 
years thereafter. 
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