‘‘(1) UNITED
STATES
RESOURCES.—United 
States resources shall be used to effectively engage 
in a global commitment to achieving quality uni-
versal basic education in developing countries, in-
cluding in countries affected by or emerging from 
armed conflict or humanitarian crises. 
‘‘(2) INTEGRATED BILATERAL AND MULTILAT-
ERAL APPROACH TO SUSTAINABLE DEVELOPMENT.— 
United States assistance should integrate bilateral 
and multilateral assistance modalities within the 
strategy developed pursuant to section 5 of the Edu-
cation for All Act of 2016, to be directly responsive 
to recipient country needs, capacity, and commit-
ment, and lead to sustainable development. The 
United States shall engage on a multilateral basis in 
a manner that leverages overall impact and best re-
inforces United States bilateral aid efforts, which 
are central to United States efforts in basic edu-
cation. Bilateral and multilateral assistance should 
be undertaken in close partnership with nongovern-
mental organizations and other development part-
ners, including women-led groups. 
‘‘(3) UNITED STATES ASSISTANCE TO MULTI-
LATERAL
EDUCATION
INITIATIVES.—The United 
States should support multilateral coordination and 
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financing education initiatives, including the Global 
Partnership for Education. United States assistance 
should build upon its comparative advantages and 
proficiencies in basic education programs, while 
leveraging the efforts of existing country-level devel-
opment 
partnerships. 
Multilateral 
mechanisms 
should be aligned with globally established aid effec-
tiveness principles, in coordination with recipient 
country priorities, and in a transparent manner that 
achieves measurable results in access, quality, and 
learning. 
‘‘(4) COORDINATION AND MOBILIZATION OF RE-
SOURCES.—United States efforts should coordinate 
with other donors, the local and international private 
sector, local governments, and civil society, including 
organizations that represent teachers, students, and 
parents, interested in supporting quality universal 
basic education efforts. The United States should 
seek to mobilize and leverage resources from such 
parties in support of basic education. 
‘‘(5) COORDINATION
WITHIN
THE
UNITED 
STATES GOVERNMENT.—The United States Govern-
ment, led by the United States Agency for Inter-
national Development, shall support improved co-
ordination and collaboration among all relevant exec-
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utive branch agencies and officials to efficiently and 
effectively use resources, including efforts to provide 
a continuity of assistance for basic education in hu-
manitarian and other emergency situations. 
‘‘(6) COORDINATION
WITH
NATIONAL
EDU-
CATION PLANS AND ECONOMIC DEVELOPMENT PRO-
GRAMS.—United States assistance for basic edu-
cation in developing countries shall be provided in 
collaboration and coordination with, where possible, 
national education plans that promote the value of 
education, and increase community and family 
awareness of the positive impact of education to re-
ducing poverty and spurring sustained economic 
growth. The United States should seek to encourage 
developing countries to utilize schools as platforms 
for the development of communities. Such assistance 
should support programs and activities that are ap-
propriate for and meet the needs of the local and in-
digenous cultures and carry out programs and ac-
tivities through implementation by country-based 
civil society organizations that support national edu-
cation plans. 
‘‘(c) DEFINITIONS.— 
‘‘(1) BASIC EDUCATION.—The term ‘basic edu-
cation’ includes— 
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‘‘(A) all program and policy efforts aimed 
at improving early childhood, preprimary edu-
cation, primary education, and secondary edu-
cation, which can be delivered in formal and 
nonformal education settings, and in programs 
promoting learning for out-of-school youth and 
adults; 
‘‘(B) capacity building for teachers, admin-
istrators, counselors, and youth workers; and 
‘‘(C) literacy, numeracy, and other basic 
skills development that prepare an individual to 
be an active, productive member of society and 
the workforce. 
‘‘(2) RELEVANT EXECUTIVE BRANCH AGENCIES 
AND
OFFICIALS.—The term ‘relevant executive 
branch agencies and officials’ means— 
‘‘(A) the Department of State, the United 
States Agency for International Development, 
the Department of the Treasury, the Depart-
ment of Labor, the Department of Education, 
the Department of Health and Human Services, 
the Department of Agriculture, and the Depart-
ment of Defense; 
‘‘(B) the Chief Executive Officer of the 
Millennium Challenge Corporation, the Coordi-
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nator of United States Government Activities to 
Combat HIV/AIDS Globally, the National Secu-
rity Advisor, the Director of the Peace Corps, 
and the National Economic Advisor; and 
‘‘(C) any other department, agency, or offi-
cial of the United States Government that par-
ticipates in activities to promote quality uni-
versal basic education pursuant to the authori-
ties of such department, agency, or official or 
pursuant to this Act. 
‘‘(3) NATIONAL EDUCATION PLAN.—The term 
‘national education plan’ means a comprehensive na-
tional education plan developed by recipient country 
governments in consultation with other stakeholders 
as a means for wide-scale improvement of the coun-
try’s education system, including explicit, credible 
strategies informed by effective practices and stand-
ards to achieve quality universal basic education. 
‘‘(4) HIV/AIDS.—The term ‘HIV/AIDS’ has 
the meaning given that term in section 104A(h). 
‘‘(5) MARGINALIZED CHILDREN AND VULNER-
ABLE
GROUPS.—The term ‘marginalized children 
and vulnerable groups’ includes girls, children af-
fected by or emerging from armed conflict or hu-
manitarian crises, children with disabilities, children 
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in remote or rural areas (including those who lack 
access to safe water and sanitation), religious or eth-
nic minorities, indigenous peoples, orphans and chil-
dren affected by HIV/AIDS, child laborers, married 
adolescents, and victims of trafficking. 
‘‘(6) NONFORMAL EDUCATION.—The term ‘non-
formal education’— 
‘‘(A) means organized educational activi-
ties outside the established formal system, 
whether operating separately or as an impor-
tant feature of a broader activity, that are in-
tended to serve identifiable learning clienteles 
and learning objectives; and 
‘‘(B) includes youth programs and commu-
nity training offered by community groups and 
organizations. 
‘‘(7) SUSTAINABILITY.—The term ‘sustain-
ability’ means, with respect to any basic education 
program that receives funding pursuant to section 
105, the ability of a service delivery system, commu-
nity, partner, or beneficiary to maintain, over time, 
such basic education program.’’. 
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SEC. 5. COMPREHENSIVE INTEGRATED UNITED STATES 
STRATEGY TO PROMOTE UNIVERSAL BASIC 
EDUCATION. 
(a) STRATEGY REQUIRED.—Not later than October 
1, 2016, October 1, 2021, and October 1, 2026, the Presi-
dent, acting through the Administrator of the United 
States Agency for International Development and in co-
ordination with other relevant executive branch agencies 
and officials, shall submit to the appropriate congressional 
committees a comprehensive integrated United States 
strategy to promote quality universal basic education by— 
(1) seeking to equitably expand access to basic 
education for all children, particularly marginalized 
children and vulnerable groups; and 
(2) improving the quality of basic education, 
particularly as reflected in measurable learning out-
comes, as appropriate. 
(b) REQUIREMENT TO CONSULT.—In developing the 
strategy required by subsection (a), the President shall 
consult with— 
(1) the appropriate congressional committees; 
(2) relevant executive branch agencies and offi-
cials; 
(3) recipient country governments; and 
(4) local and international nongovernmental or-
ganizations, including organizations representing 
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students, teachers, and parents, and other develop-
ment partners and individuals who are involved in 
the promotion and implementation of education as-
sistance programs in developing countries. 
(c) PUBLIC COMMENT.—The President shall provide 
an opportunity for public comment on the strategy re-
quired by subsection (a). 
(d) INITIAL STRATEGY.—For the purposes of this 
section, the strategy entitled ‘‘USAID education strat-
egy’’, as in effect on the day before the date of the enact-
ment of this Act, shall be deemed to fulfill the initial re-
quirements of subsection (a). 
(e) PRIORITY AND OTHER REQUIREMENTS.—In pro-
viding assistance under section 105 of the Foreign Assist-
ance Act of 1961, the President shall give priority to for-
eign countries in which there is the greatest need and op-
portunity to expand universal access and to improve learn-
ing outcomes, and in which the assistance can produce a 
substantial, measurable impact on children and edu-
cational systems. Priority should also be considered in 
countries where there are chronically underserved and 
marginalized populations, or populations affected by con-
flict or crisis, which must be reached in order to achieve 
universal basic education. 
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(f) ELEMENTS.—The strategy required by subsection 
(a) shall be formulated and implemented in consideration 
of the principles set forth in section 105A(b) of the For-
eign Assistance Act of 1961 (as added by section 4 of this 
Act) and shall seek to— 
(1) support and coordinate with national edu-
cation plans and work to build capacity within devel-
oping countries, including governments and civil so-
ciety organizations, on public basic education sys-
tems; 
(2) identify and replicate successful interven-
tions that improve access to and quality of edu-
cation; 
(3) include specific objectives, and indicators, 
including indicators to measure learning outcomes, 
and approaches to increase access and quality of 
basic education in developing countries, and ensure 
such objectives have clear actionable targets, goals, 
and metrics, including annual interim targets in 
order to measure and show progress toward the 
overall goal as well as consistent metrics across 
agencies, toward the goal of all children in school 
and learning, as well as benchmarks and timeframes; 
(4) project general levels of resources needed to 
achieve the stated program objectives; 
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(5) leverage United States capabilities, includ-
ing through technical assistance, training, and re-
search; 
(6) improve coordination and reduce duplication 
among relevant executive branch agencies and offi-
cials, foreign donor governments, and international 
organizations at the global and country levels; 
(7) target the activities of the United States to 
leverage contributions from other bilateral donors to 
provide quality universal basic education; 
(8) focus on the marginalized and hardest-to- 
reach children who remain out of school, including 
those in conflict and crisis situations; 
(9) outline how the United States Government 
will ensure a transition and continuity of educational 
activities in countries affected by or emerging from 
armed conflict or humanitarian crises; and 
(10) adopt a ‘‘communities of learning’’ ap-
proach that integrates, where appropriate and to the 
extent practicable, school and educational programs 
with health and development programs, nutrition 
and school feeding programs, sanitation and hygiene 
education, adult literacy, leadership development, 
prevention of school-related violence, entrepreneurial 
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training, agricultural extension work, civic edu-
cation, and housing programs. 
(g) ACTIVITIES SUPPORTED.—Assistance provided 
under section 105 of the Foreign Assistance Act of 1961 
should be prioritized based on the goals articulated in the 
strategy required by subsection (a) and may be used to 
support efforts to expand access to and improve the qual-
ity of basic education, including to— 
(1) ensure an adequate supply of trained, effec-
tive teachers and to build systems to provide con-
tinuing support, training, and professional develop-
ment for all educators; 
(2) support the design and implementation of 
relevant curricula, standards, and sufficient teaching 
and learning materials; 
(3) support country systems, including to— 
(A) build systems to ensure continuing in-
formation collection, monitoring, and evaluation 
of education services and financing; 
(B) assist education authorities to improve 
education management practices and systems, 
including at the community, school, sub-
national, and national levels; and 
(C) promote the development and effective 
use of partner countries’ assessment systems 
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for monitoring and evaluating student-learning 
outcomes; 
(4) mobilize domestic resources to eliminate 
fees for public educational services, including fees 
for tuition, uniforms, and materials; 
(5) ensure that schools are not incubators for 
violent extremism; 
(6) provide human rights, gender parity, and 
conflict-resolution education; 
(7) work with communities to achieve parity in 
schools and build support for girls’ education; 
(8) provide adequate school and system infra-
structure, including constructing separate latrines 
for boys and girls; 
(9) ensure access to school and relevant learn-
ing outcomes for children with disabilities, including 
adequate teacher training, and infrastructure; 
(10) provide programs that enable schools to 
continue providing education for the most poor or 
marginalized children, particularly adolescent girls, 
which includes flexible learning opportunities, accel-
erated and second-chance classes, and opportunities 
that support leadership development; 
(11) take steps to make schools safe and secure 
learning environments without physical, psycho-
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logical, and sexual violence such as bullying, corporal 
punishment, sexual harassment, or exploitation, in-
cluding working to ensure the safe passage to and 
from schools and on school grounds, adopt and sup-
port community-owned protective measures, pro-
moting efforts to establish and enforce strong laws 
and policies against school-related gender-based vio-
lence and providing counseling and support systems 
for students affected by school-related, gender-based 
violence; and 
(12) support other initiatives that have dem-
onstrated success in increasing access, improving 
learning outcomes, and increasing educational oppor-
tunities for the most marginalized children and vul-
nerable groups. 
(h) ADDITIONAL ACTIVITIES SUPPORTED FOR COUN-
TRIES AFFECTED BY CONFLICT AND CRISES.—In addi-
tion to the activities supported under subsection (g), as-
sistance provided under section 105 of the Foreign Assist-
ance Act of 1961 to foreign countries or those parts of 
the territories of foreign countries that are affected by or 
emerging from armed conflict, humanitarian crises, or 
other emergency situations may be used to support ef-
forts— 
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(1) to ensure a continuity of educational activi-
ties for all children as an essential humanitarian 
need and that all relevant executive branch agencies 
and officials collaborate and coordinate to help pro-
vide this continuity; 
(2) to ensure that education assistance of the 
United States to countries in emergency settings, in-
cluding countries affected by or emerging from 
armed conflict or humanitarian crises, shall be in-
formed by the Minimum Standards of the Inter- 
Agency Network for Education in Emergencies 
(‘‘INEE Minimum Standards’’); 
(3) wherever possible, to establish formal or 
provide support for formal and nonformal 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, family separation, and abuses re-
lated to their displacement; 
(4) to provide assistance for temporary and per-
manent education facility construction and minor re-
habilitation and equipping of educational structures; 
(5) to provide essential educational services and 
materials that assist in building systems to support, 
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train, and provide professional development for edu-
cators; 
(6) to build national capacity to coordinate and 
manage education during emergency response and 
through recovery; 
(7) to promote efforts to ensure the reintegra-
tion of teachers and students affected by conflict, 
whether refugees or internally displaced, into edu-
cational systems, including regional approaches 
where appropriate to coordinate and recognize the 
educational efforts of these teachers and students 
and other school systems; and 
(8) to promote efforts to ensure the safety of 
children in school, including— 
(A) safe learning environments, especially 
for girls, with such facilities providing access to 
water, sanitation, health-related education, psy-
chosocial 
support 
(as 
defined 
in 
section 
135(b)(5) of the Foreign Assistance Act of 
1961), and landmine awareness; 
(B) safe passage to and from school, des-
ignate schools as conflict-free zones respected 
by all parties, protect schools and universities 
from military use during armed conflict and 
adopt and support community-owned protective 
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measures to reduce the incidence of attack on 
education by local actors, armed groups, and 
armed forces; 
(C) out-of-school programs and flexible- 
hour schooling in areas in which security pre-
vents students from attending regular schools; 
(D) community-based initiatives for safe 
schools, including community watch programs, 
religious leader engagement and community 
education committees; 
(E) safety plans in case of emergency with 
clearly defined roles for school personnel; and 
(F) 
adequate 
infrastructure, 
including 
emergency communication systems and access 
to mobile telecommunications with local police 
and security personnel. 
SEC. 6. IMPROVING COORDINATION AND OVERSIGHT. 
(a) ESTABLISHMENT OF COORDINATOR POSITION.— 
The Administrator of the United States Agency for Inter-
national Development shall designate an individual to 
serve as the Senior Coordinator of United States Govern-
ment Actions to Provide Basic Education Assistance 
(hereinafter in this section referred to as the ‘‘Senior Co-
ordinator’’). The Senior Coordinator shall be an employee 
of the United States Agency for International Develop-
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ment and serving in a career or noncareer position in the 
Senior Executive Service, or Senior Foreign Service, or at 
the level of a Deputy Assistant Administrator or higher. 
(b) GENERAL AUTHORITIES.—The Senior Coordi-
nator shall coordinate the development and implementa-
tion of this Act and the amendments made by this Act, 
in consultation with such nongovernmental organizations 
(including organizations representing parents, teachers, 
and students, faith-based and community-based organiza-
tions) and relevant executive branch agencies and officials 
as may be necessary and appropriate to affect the pur-
poses of this section, and is authorized to coordinate the 
promotion of quality universal basic education. 
(c) DUTIES.— 
(1) IN
GENERAL.—The Senior Coordinator 
shall have primary responsibility for the oversight 
and coordination of all resources and international 
activities of the United States Government to pro-
mote quality universal basic education under section 
105A of the Foreign Assistance Act of 1961 (as 
added by section 4 of this Act) or any other provi-
sion of law. 
(2) SPECIFIC DUTIES.—The duties of the Sen-
ior Coordinator should specifically include the fol-
lowing: 
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(A) Ensuring program and policy coordina-
tion among relevant executive branch agencies 
and officials and nongovernmental organiza-
tions. 
(B) Ensuring, through the strategy out-
lined in section 5, that relevant executive 
branch agencies and officials undertake pro-
grams primarily in those areas in which the 
agencies and officials have the greatest exper-
tise, technical capabilities, and potential for 
success. 
(C) Ensuring coordination of activities of 
relevant executive branch agencies and officials 
in the field in order to eliminate duplication. 
(D) Pursuing coordination with other 
countries and multilateral and international or-
ganizations. 
(E) Convening meetings, as appropriate, of 
relevant executive branch agencies and officials 
to evaluate progress in carrying out the United 
States strategy developed pursuant to section 5 
and recommend future changes to the strategy 
based upon such evaluation. 
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SEC. 7. MONITORING AND EVALUATION OF PROGRAMS. 
The President, acting through the Administrator of 
the United States Agency for International Development, 
the Senior Coordinator, and relevant executive branch 
agencies and officials, as appropriate, shall seek to ensure 
that programs carried out under the strategy required 
under section 5 shall— 
(1) apply rigorous monitoring and evaluation 
methodologies to focus on learning and account-
ability; 
(2) when feasible and appropriate, include 
methodological guidance in the implementation plan, 
disaggregate data by age, disability, and gender, and 
support systemic data collection using internation-
ally comparable indicators, norms, and methodolo-
gies; 
(3) 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 
(4) support the increased use and public avail-
ability of education data for improved decision-
making, program effectiveness, and monitoring of 
global progress. 
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SEC. 8. 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, acting through the Adminis-
trator of the United States Agency for International De-
velopment, the Senior Coordinator, and the relevant execu-
tive branch agencies and officials, as appropriate, shall 
submit to the appropriate congressional committees a re-
port on the implementation of the strategy 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 efforts made by relevant ex-
ecutive branch agencies and officials to implement 
the strategy developed pursuant to section 5 with a 
particular focus on the activities carried out; 
(2) a description of the programs established to 
implement the strategy developed pursuant to sec-
tion 5 that provides a detailed explanation of the ex-
tent to which the strategy is contributing to the goal 
of quality universal basic education; 
(3) a description of the extent to which each 
foreign country selected to receive assistance for 
basic education meets the priority criteria specified 
in subsection (c); and 
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(4) a description of progress on the quantitative 
and qualitative indicators and interim targets used 
to evaluate the progress toward meeting the goals 
and objectives, benchmarks, and timeframes speci-
fied in the strategy developed pursuant to section 5 
at the program level as developed pursuant to moni-
toring and evaluation specified in section 6. 
SEC. 9. 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’’, ‘‘relevant executive branch agencies 
and 
officials’’, 
‘‘national 
education 
plan’’, 
and 
‘‘marginalized children and vulnerable groups’’ have the 
meanings given such terms in section 105A(d) of the For-
eign Assistance Act of 1961 (as added by section 4 of this 
Act). 
Æ 
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