‘‘(6) PSYCHOSOCIAL SUPPORT.—The term ‘psy-
chosocial support’ has the meaning given that term 
in section 135 (relating to assistance for orphans 
and other vulnerable children). 
‘‘(7) 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-
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-
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ties of such department, agency, or official or 
pursuant to this Act. 
‘‘(8) INEE MINIMUM STANDARDS.—The term 
‘INEE Minimum Standards’ refers to standards for 
education developed by the Inter-Agency Network on 
Education in Emergencies designed for use in emer-
gency response, emergency preparedness, and in hu-
manitarian advocacy, and applicable in a wide range 
of situations, including natural disasters and armed 
conflicts. 
‘‘(e) DEVELOPMENT
AND IMPLEMENTATION
OF
A 
COMPREHENSIVE UNITED STATES STRATEGY ON EDU-
CATION FOR ALL.— 
‘‘(1) STRATEGY
REQUIRED.—The President 
shall develop a comprehensive integrated strategy of 
the United States to promote quality universal basic 
education that will— 
‘‘(A) seek to equitably expand access to 
basic education for all children, particularly 
marginalized and vulnerable groups, including 
girls, children affected 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 
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HIV/AIDS, child laborers, and victims of traf-
ficking, as well as to promote gender equity; 
and 
‘‘(B) improve the quality of basic edu-
cation, particularly as reflected in measurable 
learning outcomes, as appropriate. 
‘‘(2) ELEMENTS.—The strategy required by 
paragraph (1) shall be formulated and implemented 
in consideration of the principles set forth in sub-
section (c) and shall— 
‘‘(A) include specific objectives, indicators, 
including indicators to measure learning out-
comes, and approaches to increase access and 
quality of basic education in developing coun-
tries; 
‘‘(B) seek to build capacity within devel-
oping countries for basic education programs in 
order to make progress toward the goal of 
achieving sustainable development; 
‘‘(C) outline how the United States Gov-
ernment will ensure a transition and continuity 
of educational activities in countries affected by 
or emerging from armed conflict or humani-
tarian crises; 
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‘‘(D) assign priorities to relevant executive 
branch agencies and officials; 
‘‘(E) improve coordination and reduce du-
plication among relevant executive branch agen-
cies and officials, foreign donor governments, 
and international organizations at the global 
and country levels; 
‘‘(F) project general levels of resources 
needed to achieve the stated objectives; 
‘‘(G) utilize public private partnerships, 
where appropriate, in order to leverage re-
sources; 
‘‘(H) target the activities of the United 
States to leverage contributions from other bi-
lateral donors to provide quality universal basic 
education; 
‘‘(I) support efforts to reduce the adverse 
impact of HIV/AIDS on education systems, in-
cluding by equipping teachers with skills needed 
for HIV/AIDS prevention and support for per-
sons with, or affected by, HIV/AIDS; 
‘‘(J) promote gender equity and improve 
educational opportunities for women and girls, 
and strive to ensure safe schools, equal access, 
workforce opportunities, leadership role develop-
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ment, and the preservation of dignity and re-
spect; 
‘‘(K) support local actors to review cur-
ricula, textbooks, and educational materials, 
with the goal of incorporating content on peace, 
human rights, civic education and respect for 
diversity; 
‘‘(L) work with governments of conflict-af-
fected states and governments assisting in pre-
venting or limiting conflict to limit the effects 
of conflict on students, teachers, and schools 
and to promote and fund inclusive, good-quality 
education; to establish respect for schools as 
sanctuaries or zones of peace; to develop mecha-
nisms to protect threatened students, teachers, 
and education personnel; and to develop ways to 
rapidly reconstruct, repair, and resupply at-
tacked educational institutions and to support 
the continuation of education in alternative 
places or via alternative methods; 
‘‘(M) adopt a ‘Communities of Learning’ 
approach that integrates, where appropriate 
and to the extent practicable, school and edu-
cational programs with health and development 
programs, nutrition and school feeding pro-
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