[Congressional Bills 111th Congress]
[From the U.S. Government Publishing Office]
[S. 3797 Introduced in Senate (IS)]

111th CONGRESS
  2d Session
                                S. 3797

 To amend the Foreign Assistance Act of 1961 to provide assistance for 
    developing countries to promote quality basic education and to 
 establish the achievement of quality universal basic education in all 
     developing countries as an objective of United States foreign 
               assistance policy, and for other purposes.


_______________________________________________________________________


                   IN THE SENATE OF THE UNITED STATES

                           September 16, 2010

Mrs. Gillibrand introduced the following bill; which was read twice and 
             referred to the Committee on Foreign Relations

_______________________________________________________________________

                                 A BILL


 
 To amend the Foreign Assistance Act of 1961 to provide assistance for 
    developing countries to promote quality basic education and to 
 establish the achievement of quality universal basic education in all 
     developing countries as an objective of United States foreign 
               assistance policy, and for other purposes.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Education for All Act of 2010''.

SEC. 2. FINDINGS.

    Congress finds the following:
            (1) Throughout the world, an alarming number of children 
        and youth are not receiving a basic education. At least 
        72,000,000 children of primary school age are not in school and 
        tens of millions drop out of school annually. If current trends 
        continue, 56,000,000 children will still be out of school in 
        2015. There are an estimated additional 71,000,000 children 
        currently out of school. There are an estimated 130,000,000 
        youth (15 to 24 years old) who cannot read and write.
            (2) Of the approximately 72,000,000 children of primary 
        school age and 71,000,000 of secondary school age who are not 
        in school, nearly 3 in 5 are girls. The proportion of out-of-
        school primary age girls is highest in Arab states, Central 
        Asia and South and West Asia. Almost one-half of out-of-school 
        children live in sub-Saharan Africa and nearly 40,000,000 live 
        in countries affected by conflict and fragility. A significant 
        number of such children have been orphaned or otherwise 
        negatively affected by HIV/AIDS while others have been victims 
        of child labor or human trafficking. Without access to quality 
        education, such children will not have the skills to contribute 
        to reconstruction and stabilization of their countries.
            (3) The final report of the National Commission on 
        Terrorist Attacks Upon the United States (hereafter in this 
        section referred to as the ``Report'') concluded that education 
        that teaches tolerance, the dignity and value of each 
        individual, and respect for different beliefs must be a key 
        element in any global strategy to eliminate terrorism. The 
        Center for Strategic and International Studies' Commission on 
        Smart Power determined that ``education is the best hope of 
        turning young people away from violence and extremism.''
            (4) Extending the vision of educational opportunity 
        described in the Report to all developing countries, including 
        countries affected by armed conflict, is critical to achieve 
        the United Nations Millennium Development Goals and prevent the 
        rise of violent extremism worldwide.
            (5) The Report concluded that the United States Government 
        must offer an example of moral leadership in the world and 
        offer parents and their children a vision of the future that 
        emphasizes individual educational and economic opportunity.
            (6) The Report noted that the United Nations has rightly 
        equated ``literacy as freedom'' and while gains have been made 
        in Arab states in reducing the out-of school population, an 
        estimated 29 percent of the adult population in the Arab 
        states, or 58,000,000 people, lack basic literacy or numeracy 
        skills needed in everyday life.
            (7) The Report concluded that ensuring educational 
        opportunity is essential to the efforts of the United States to 
        defeat global terrorism and recommended that the United States 
        Government ``should offer to join with other nations in 
        generously supporting [spending funds] . . . directly on 
        building and operating primary and secondary schools in those 
        Muslim states that commit to sensibly investing financial 
        resources in public education.''
            (8) At the World Education Forum held in Dakar, Senegal in 
        2000, the United States joined more than 180 other countries in 
        committing to the goal of quality universal basic education by 
        2015. Universal completion of primary school and eliminating 
        gender disparity in all levels of education not later than 2015 
        are part of the United Nations Millennium Development Goals.
            (9) Since the World Education Forum in 2000, the number of 
        children out of school has decreased at an average approximate 
        rate of 4,000,000 children per year. Despite this progress, the 
        goal of achieving quality universal basic education will not be 
        met and 56,000,000 children will still be out of school by 
        2015.
            (10) Credible estimates indicate that approximately 
        $16,000,000,000 per year of financing assistance is necessary 
        for developing countries to achieve quality universal basic 
        education by 2015.
            (11) The United States Agency for International 
        Development's bilateral assistance has helped to deliver a 
        quality basic education to 41,000,000 learners enrolled in 
        United States Government-supported primary schools around the 
        world. USAID has expertise in a number of key areas, including 
        teacher training, reaching marginalized groups and quality 
        measurement and has provided technical assistance to 
        governments in order to create sustainable educational systems.
            (12) Multilateral mechanisms have been proven to marshal 
        significant resources to reach global development challenges. 
        Funds that are transparent, increase partnership and 
        coordination among governments, private sector and civil 
        society, support national plans, are monitored for results, and 
        hold all stakeholders accountable have been effective at 
        providing resources to reach global challenges.
            (13) Basic education has been demonstrated to be 
        fundamental to development. No country has reached sustained 
        economic growth without achieving near universal primary 
        education. Quality education reduces poverty and inequality, 
        lays the foundation for sound governance, civic participation, 
        and strong institutions and equips people with the knowledge, 
        skills and self-reliance they need to increase income and 
        expand opportunities for employment.
            (14) Investing in girls' education delivers substantial 
        returns not only in educational attainment but also in 
        increasing women's incomes, delaying the start of sexual 
        activity, reducing infant mortality, increasing women's 
        political participation, and spurring economic growth.
            (15) Education can help to protect children in conflict 
        situations from physical harm, exploitation, and sexual abuse, 
        as well as to avoid the recruitment of children into armed 
        groups and gangs and promote good governance and poverty 
        reduction. Additionally, every additional year of schooling for 
        males can reduce their risk of becoming involved in conflict by 
        20 percent.
            (16) In front-line states, education remains a significant 
        challenge. In Yemen, nearly 80 percent of girls are unlikely to 
        enroll in school, and in Afghanistan girls average only 4 years 
        of schooling.

SEC. 3. ASSISTANCE TO ACHIEVE QUALITY UNIVERSAL BASIC EDUCATION.

    (a) In General.--Chapter 1 of part I of the Foreign Assistance Act 
of 1961 (22 U.S.C. 2151 et seq.) is amended by inserting after section 
105 the following new section:

``SEC. 105A. ASSISTANCE TO ACHIEVE QUALITY UNIVERSAL BASIC EDUCATION.

    ``(a) Purpose.--It is the purpose of this section to ensure that 
the United States provides the resources and leadership to ensure a 
successful international effort to provide all children with a quality 
basic education in order to achieve the goal of quality universal basic 
education by 2015 agreed to at the World Education Forum held in Dakar, 
Senegal in 2000.
    ``(b) Policy.--It is the policy of the United States to work with 
other countries and international and civil society organizations in 
order to achieve quality universal basic education by--
            ``(1) assisting developing countries to provide all 
        children with a quality basic education, including through 
        strengthening host countries' educational systems;
            ``(2) assisting nongovernmental and multilateral 
        organizations working in developing countries to provide all 
        children with a quality basic education; and
            ``(3) promoting education as the foundation for 
        communities' development, including integrating entrepreneurial 
        and leadership training, economic growth and agricultural 
        activities, and democracy promotion into holistic assistance 
        programs.
    ``(c) Principles.--In developing the policy referred to in 
subsection (b), the United States shall be guided by the following 
principles:
            ``(1) United states resources.--To lead a global commitment 
        to achieving quality universal basic education in developing 
        countries, including in countries affected by or emerging from 
        armed conflict or humanitarian crises, the United States shall 
        commit substantial new resources for education in developing 
        countries to expand access to quality educational opportunity 
        and inspire confidence in such countries that efforts to reform 
        education will receive adequate resources.
            ``(2) Integrated bilateral and multilateral approach to 
        sustainable development.--United States assistance shall 
        integrate bilateral and multilateral assistance modalities 
        within the strategy developed pursuant to subsection (e), to be 
        directly responsive to host country needs, capacity, and 
        commitment, and lead to sustainable development. The United 
        States should contribute on a multilateral basis in a manner 
        that leverages overall impact and best reinforces United States 
        bilateral aid efforts, which should remain central to United 
        States efforts in basic education. Bilateral and multilateral 
        aid should be undertaken in close partnership with 
        nongovernmental organizations and other development partners.
            ``(3) United states assistance to multilateral education 
        initiatives.--The United States shall seek to support a 
        multilateral coordination and financing education initiative, 
        which may include a reformed Education for All Fast-Track 
        Initiative or a Multilateral Global Fund for Education. United 
        States assistance shall build upon its comparative advantages 
        and proficiencies in basic education programs. A reformed 
        Education for All Fast-Track Initiative or a Multilateral 
        Global Fund for Education should be established as an 
        independent entity that is governed equally by donor and 
        developing country governments and civil society and should be 
        based on the following principles:
                    ``(A) Transparency with respect to financing, key 
                policy decisions, and impact.
                    ``(B) Coordination among governments, private 
                sector, and civil society.
                    ``(C) Mutual accountability between donors and 
                recipients for achieving measurable results in access 
                and quality.
                    ``(D) Alignment with host country priorities.
                    ``(E) Predictable, long-term funding disbursed in a 
                timely manner.
            ``(4) Other major donors.--The United States Government 
        shall encourage other donors to contribute commensurate amounts 
        to support quality universal basic education, through bilateral 
        or multilateral mechanisms and to coordinate their efforts with 
        recipient countries, private entities and other donors, in line 
        with the principles of the Paris Declaration.
            ``(5) Private sector and nongovernmental participation and 
        contributions.--United States efforts shall include explicit 
        strategies to encourage and integrate contributions of 
        strategic direction and financial resources from indigenous and 
        international private sector and civil society organizations, 
        including organizations that represent teachers, students and 
        parents, interested in supporting quality universal basic 
        education efforts.
            ``(6) School access, quality, and completion.--United 
        States assistance for basic education in developing countries 
        shall seek to expand access to quality schools and teachers for 
        all children, particularly marginalized and vulnerable groups, 
        including girls, children affected by or emerging from armed 
        conflict or humanitarian crises, disabled children, children in 
        remote or rural areas, religious or ethnic minorities, 
        indigenous peoples, orphans and children impacted by HIV/AIDS, 
        child laborers and victims of trafficking, and to improve the 
        quality of education in order to increase the number of 
        children completing and benefitting from a basic education.
            ``(7) Coordination within the united states government.--
        The United States Government, led by the United States Agency 
        for International Development, shall support improved 
        coordination and collaboration among all departments and 
        agencies of the United States Government involved in providing 
        assistance for basic education to developing countries to 
        ensure efficient and effective use of the resources, including 
        efforts to provide a continuity of assistance for basic 
        education in humanitarian and other emergency situations.
            ``(8) Support for communities of learning.--United States 
        assistance shall support the coordination of development 
        assistance for the holistic development of communities, and 
        where appropriate, utilize schools as the foundation for 
        communities' development and integrate assistance programs, 
        including health and development programs, such as nutrition, 
        school feeding programs, community gardens, adult literacy, 
        entrepreneurial and agricultural training, democracy education 
        and housing programs.
            ``(9) Coordination with national education plans and 
        economic development programs.--United States assistance for 
        basic education in developing countries shall be provided in 
        collaboration and coordination with, where possible, national 
        education plans, to reduce poverty and spur sustained economic 
        growth, including through the promotion of the value of 
        education and increasing community and family awareness of the 
        positive impact of education. The United States shall seek to 
        encourage developing countries to utilize schools as platforms 
        for the development of communities. Such assistance, to the 
        maximum extent practicable, shall support programs and 
        activities that are appropriate for and meet the needs of the 
        local, indigenous cultures and carry out programs and 
        activities through implementation by local, indigenous 
        organizations that support national education plans.
            ``(10) Measuring outcomes.--United States assistance for 
        basic education in developing countries shall include 
        sufficient resources for monitoring and evaluating the 
        effectiveness and quality of basic education programs.
    ``(d) Definitions.--In this section:
            ``(1) HIV/AIDS.--The term `HIV/AIDS' has the meaning given 
        that term in section 104A(h).
            ``(2) Appropriate congressional committees.--The term 
        `appropriate congressional committees' means--
                    ``(A) the Committee on Appropriations and the 
                Committee on Foreign Relations of the Senate; and
                    ``(B) the Committee on Appropriations and the 
                Committee on Foreign Affairs of the House of 
                Representatives.
            ``(3) Basic education.--The term `basic education'--
                    ``(A) means an education, generally consisting of 
                completion of 9-10 years of schooling, including 
                efforts to improve early childhood development, primary 
                education, secondary education, literacy and numeracy 
                training, and life-skills training that prepares an 
                individual to be an active, productive member of 
                society and the workforce; and
                    ``(B) includes efforts to facilitate and support 
                the activities described in subparagraph (A), including 
                efforts to--
                            ``(i) build the institutional capacity of a 
                        country to manage basic education systems and 
                        measure results;
                            ``(ii) construct and rehabilitate schools;
                            ``(iii) train quality teachers;
                            ``(iv) increase parent and community 
                        involvement in schools;
                            ``(v) provide learning materials; and
                            ``(vi) develop curricula.
            ``(4) Education for all fast-track initiative.--The term 
        `Education for All Fast-Track Initiative' means the Fast-Track 
        Initiative launched in 2002 to mobilize donor resources and 
        accelerate progress toward the achievement of the United 
        Nations Millennium Development Goal of Education for All by 
        2015, an international commitment to bring the benefits of 
        basic education to every individual.
            ``(5) National education plan.--The term `national 
        education plan' means a comprehensive national education plan 
        that--
                    ``(A) may be developed in accordance with the 
                provisions of the Education For All Fast-Track 
                Initiative; and
                    ``(B) includes explicit, credible strategies to 
                achieve quality universal basic education, including 
                strategies to--
                            ``(i) address key constraints to achieving 
                        universal basic education in the areas of 
                        policy, data, capacity, and financing; and
                            ``(ii) coordinate priorities within the 
                        elements of basic education, such as early 
                        childhood development, primary education, and 
                        secondary education (delivered in formal and 
                        nonformal settings), and training in literacy, 
                        numeracy and other basic skills, including 
                        lifeskills, for adults and out-of-school youth, 
                        and priorities between basic education, 
                        workforce development and higher education.
            ``(6) Psychosocial support.--The term `psychosocial 
        support' has the meaning given that term in the first 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 Department of Labor, the Department 
                of Education, the Department of Health and Human 
                Services, the Department of Agriculture, and the 
                Department of Defense;
                    ``(B) the Chief Executive Officer of the Millennium 
                Challenge Corporation, the Coordinator of United States 
                Government Activities to Combat HIV/AIDS Globally, the 
                National Security Advisor, the Director of the Peace 
                Corps, and the National Economic Advisor; and
                    ``(C) any other department, agency, or official of 
                the United States Government that participates in 
                activities to promote quality universal basic education 
                pursuant to the authorities of such department, agency, 
                or official or pursuant to this Act.
    ``(e) Development and Implementation of a Comprehensive United 
States Strategy on Education for All.--
            ``(1) Strategy required.--The President shall develop a 
        comprehensive integrated strategy of the United States to 
        promote quality universal basic education by 2015 that will--
                    ``(A) seek to 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, 
                disabled children, children in remote or rural areas, 
                religious or ethnic minorities, indigenous peoples, 
                orphans and children impacted by HIV/AIDS, child 
                laborers and victims of trafficking; and
                    ``(B) improve the quality of basic education, 
                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 subsection (c) and shall--
                    ``(A) include specific objectives, indicators, 
                including indicators to measure learning outcomes, and 
                approaches to increase access and quality of basic 
                education in developing countries;
                    ``(B) seek to build capacity within developing 
                countries for basic education programs in order to make 
                progress towards the goal of achieving sustainable 
                development;
                    ``(C) 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;
                    ``(D) assign priorities to relevant executive 
                branch agencies and officials;
                    ``(E) improve coordination and reduce duplication 
                among relevant executive branch agencies 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) expand public-private partnerships in order 
                to leverage resources;
                    ``(H) target the activities of the United States to 
                leverage contributions from other bilateral donors to 
                provide quality universal basic education;
                    ``(I) support efforts to reduce the adverse impact 
                of HIV/AIDS on education systems, including by 
                equipping teachers with skills needed for HIV/AIDS 
                prevention and support for persons with, or affected 
                by, HIV/AIDS;
                    ``(J) improve educational 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;
                    ``(K) seek to reform curricula that would lead to 
                negative attitudes about different population groups 
                and fuel extreme political or religious positions;
                    ``(L) recognize that a quality secondary education 
                is an important incentive to completion of a quality 
                primary education;
                    ``(M) adopt a `Communities of Learning' approach 
                that integrates, to the maximum extent practicable, 
                school and educational programs with health and 
                development programs, school feeding programs, adult 
                literacy, community gardens, entrepreneurial training, 
                agricultural extension work and housing programs; and
                    ``(N) maximize United States capabilities in the 
                areas of technical assistance and training.
            ``(3) Requirement to consult.--In developing the strategy 
        required by paragraph (1), the President shall consult with--
                    ``(A) the appropriate congressional committees;
                    ``(B) relevant executive branch agencies and 
                officials; and
                    ``(C) nongovernmental organizations, including 
                organizations representing students, teachers and 
                parents, and other development partners and individuals 
                who are involved in the promotion and implementation of 
                education assistance programs in developing countries.
            ``(4) Public comment.--The President shall provide an 
        opportunity for public comment on the strategy required by 
        paragraph (1).
            ``(5) Annual report.--Not later than 270 days after the 
        date of the enactment of the Education for All Act of 2010, the 
        President shall transmit to the appropriate congressional 
        committees a report setting forth the strategy required by 
        paragraph (1) and make the report available to the public.
    ``(f) Assistance To Develop and Implement National 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 implement national education 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 which there is the greatest 
        need, as evidenced in part by the percentage of children out of 
        school, in which there is the greatest 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 children and educational systems.
            ``(3) Activities supported.--Assistance provided 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 professional 
                development for all educators;
                    ``(B) to promote programs that expand training and 
                implementation of effective, relevant curricula;
                    ``(C) to promote the development and effective use 
                of systems for monitoring and evaluating student-
                learning outcomes;
                    ``(D) to provide adequate infrastructure;
                    ``(E) to eliminate fees for educational services, 
                including fees for tuition, uniforms, and materials, 
                and foster simplified multilateral mechanisms that help 
                provide access to education without additional costs to 
                families;
                    ``(F) to identify and replicate successful 
                interventions that improve access to quality education, 
                such as scholarships, school lunch, and school health 
                programs;
                    ``(G) to build systems to ensure continuing 
                information collection, monitoring, and evaluation of 
                education services and financing;
                    ``(H) to ensure that schools are not incubators for 
                violent extremism;
                    ``(I) to provide human rights and conflict-
                resolution education;
                    ``(J) to promote programs that teach civic 
                education and life skills;
                    ``(K) to take steps to make schools safe and secure 
                places where children and youth, including girls and 
                women, can learn without fear of violence, harassment 
                or exploitation, including--
                            ``(i) promoting efforts at the national 
                        level to establish and enforce comprehensive 
                        legislation and strong policies against school-
                        related violence;
                            ``(ii) supporting efforts and providing 
                        resources 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) carrying out programs for school and 
                        community participation on the unacceptability 
                        of violence;
                            ``(v) providing counseling and support 
                        systems for students affected by school- 
                        related violence; and
                            ``(vi) conducting national and baseline 
                        surveys to collect data on school-related 
                        violence, including against women and girls;
                    ``(L) to support other initiatives that have 
                demonstrated success in increasing access, improving 
                learning outcomes and increasing educational 
                opportunities for the most disadvantaged populations, 
                including girls, children affected by or emerging from 
                armed conflict or humanitarian crises, disabled 
                children, children in remote or rural areas, religious 
                or ethnic minorities, indigenous peoples, orphans and 
                children impacted by HIV/AIDS, child laborers and 
                victims of trafficking; and
                    ``(M) to carry out other activities to support a 
                reformed Education for All Fast-Track Initiative or 
                Multilateral Global Fund for Education.
            ``(4) Additional activities supported for countries 
        affected by conflict or crises.--In addition to the activities 
        supported under paragraph (3), assistance provided under this 
        subsection to foreign countries or those parts of the 
        territories of foreign countries that are affected by or 
        emerging from armed conflict or humanitarian crises may be used 
        to support efforts--
                    ``(A) to ensure a continuity of educational 
                activities for all children;
                    ``(B) wherever possible, to reestablish formal 
                education services, or to complement services that are 
                available with the establishment of well-managed school 
                spaces, to protect children from physical harm, 
                psychological and social distress, recruitment into 
                armed groups, family separation, and abuses related to 
                their displacement;
                    ``(C) to promote the creation of out-of-school 
                programs and flexible-hour schooling in areas in which 
                security prevents students from attending regular 
                schools;
                    ``(D) to provide safe spaces, with such facilities 
                providing access to water, sanitation, health-related 
                education, psychosocial support, and landmine 
                awareness;
                    ``(E) to provide temporary facility construction 
                and minor rehabilitation of educational structures;
                    ``(F) to provide essential educational materials 
                that assist in building systems to support, train, and 
                provide professional development for educators; and
                    ``(G) to promote efforts to ensure the 
                reintegration of teachers and students in conflict, 
                internally displaced person and refugee situations into 
                educational systems, including regional approaches to 
                coordinate and recognize the educational efforts of 
                these teachers and students and other school systems.
    ``(g) Annual Report.--
            ``(1) In general.--Not later than January 31 of each year, 
        the President shall transmit to the appropriate congressional 
        committees a report on the implementation of this section for 
        the prior fiscal year and make the report available to the 
        public.
            ``(2) Report elements.--The report required by paragraph 
        (1) shall include--
                    ``(A) a description of efforts made by relevant 
                executive branch agencies and officials to implement 
                the strategy developed pursuant to subsection (e), with 
                a particular focus on the activities carried out under 
                this section;
                    ``(B) a description of the programs established by 
                each foreign country receiving assistance pursuant to 
                subsection (f) that provides a detailed explanation of 
                the extent to which the strategy developed pursuant to 
                subsection (e) and the assistance provided pursuant to 
                subsection (f) are contributing to the goal of quality 
                universal basic education in the foreign country; and
                    ``(C) a description of the extent to which each 
                foreign country selected to receive assistance pursuant 
                to subsection (f) meets the priority criteria specified 
                in subsection (f)(2)(A).
    ``(h) Relationship to Other Laws.--The President shall exercise the 
authority provided in this section in accordance with other applicable 
law.
    ``(i) Authorization of Appropriations.--To carry out this section, 
there are authorized to be appropriated to the President such sums as 
may be necessary for fiscal year 2011 and each subsequent fiscal 
year.''.
    (b) Technical Amendment.--Chapter 1 of part I of the Foreign 
Assistance Act of 1961, as amended by subsection (a), is further 
amended by redesignating the second section 135 (as added by section 
5(a) of the Senator Paul Simon Water for the Poor Act of 2005 (Public 
Law 109-121; 119 Stat. 2536)) as section 136.

SEC. 4. COORDINATOR OF UNITED STATES GOVERNMENT ACTIONS TO PROVIDE 
              BASIC EDUCATION ASSISTANCE.

    (a) Establishment of Position.--Section 1 of the State Department 
Basic Authorities Act of 1956 (22 U.S.C. 2651a) is amended--
            (1) by redesignating subsection (g) as subsection (h); and
            (2) by inserting after subsection (f) the following new 
        subsection:
    ``(g) Education for All Coordinator.--
            ``(1) In general.--The Administrator of the United States 
        Agency for International Development shall designate an 
        individual to serve as the Coordinator of United States 
        Government Actions to Provide Basic Education Assistance 
        (hereinafter in this subsection referred to as the 
        `Coordinator'), established under section 664 of division J of 
        Public Law 110-161 and continued in effect under section 7064 
        of division F of Public Law 111-117.
            ``(2) General authorities.--The Coordinator, acting through 
        such nongovernmental organizations (including organizations 
        representing parents, teachers and students, faith-based and 
        community based organizations) and relevant executive branch 
        agencies and officials as may be necessary and appropriate to 
        effect the purposes of this section, is authorized to 
        coordinate the promotion of quality universal basic education.
            ``(3) Duties.--
                    ``(A) In general.--The Coordinator shall have 
                primary responsibility for the oversight and 
                coordination of all resources and international 
                activities of the United States Government to promote 
                quality universal basic education under section 105A of 
                the Foreign Assistance Act of 1961 or any other 
                provision of law.
                    ``(B) Specific duties.--The duties of the 
                Coordinator shall specifically include the following:
                            ``(i) Ensuring program and policy 
                        coordination among relevant executive branch 
                        agencies and officials and nongovernmental 
                        organizations, including of the auditing, 
                        monitoring, and evaluation of all such 
                        programs.
                            ``(ii) Ensuring that relevant executive 
                        branch agencies and officials undertake 
                        programs primarily in those areas in which the 
                        agencies and officials have the greatest 
                        expertise, technical capabilities, and 
                        potential for success.
                            ``(iii) Ensuring coordination of activities 
                        of relevant executive branch agencies and 
                        officials in the field in order to eliminate 
                        duplication.
                            ``(iv) Pursuing coordination with other 
                        countries and international organizations.
                            ``(v) Resolving policy, program, and 
                        funding disputes among relevant executive 
                        branch agencies and officials.
                            ``(vi) Establishing due diligence criteria 
                        for all recipients of funds to promote quality 
                        universal basic education under section 105A of 
                        the Foreign Assistance Act of 1961 or any other 
                        provision of law, and all activities carried 
                        out with such funds, subject to the 
                        coordination and appropriate monitoring, 
                        evaluation, and audits carried out by the 
                        Coordinator necessary to assess the measurable 
                        outcomes of such activities.
                            ``(vii) Convening meetings, as appropriate, 
                        but at least annually, of relevant executive 
                        branch agencies and officials to evaluate 
                        progress in carrying out the United States 
                        strategy developed pursuant to section 105A(e) 
                        of the Foreign Assistance Act of 1961 and 
                        recommend future changes to the strategy based 
                        upon such evaluation.
            ``(4) Definitions.--In this subsection:
                    ``(A) Basic education.--The term `basic education' 
                has the meaning given that term in section 105A(d)(3) 
                of the Foreign Assistance Act of 1961.
                    ``(B) Relevant executive branch agencies and 
                officials.--The term `relevant executive branch 
                agencies and officials' has the meaning given that term 
                in section 105A(d)(7) of the Foreign Assistance Act of 
                1961.''.
    (b) Specification of Resources of Coordinator.--Not later than 90 
days after the date of enactment of this Act, the President shall 
specify the necessary financial and personnel resources, including 
detailees, from funds appropriated pursuant to the authorization of 
appropriations under subsection (i) of section 105A of the Foreign 
Assistance Act of 1961 (as added by section 3 of this Act), that shall 
be assigned to and under the direct control of the Education for All 
Coordinator (as established by subsection (g) of section 1 of the State 
Department Basic Authorities Act of 1956 (as added by subsection (a) of 
this section)) to establish and maintain the duties and supporting 
activities assigned to the Coordinator by section 1(g) of the State 
Department Basic Authorities Act of 1956.
                                 <all>