[Congressional Bills 114th Congress]
[From the U.S. Government Publishing Office]
[H.R. 4481 Introduced in House (IH)]

<DOC>






114th CONGRESS
  2d Session
                                H. R. 4481

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


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                            February 4, 2016

  Mrs. Lowey (for herself and Mr. Reichert) introduced the following 
      bill; which was referred to the Committee on Foreign Affairs

_______________________________________________________________________

                                 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 goal of all children in school and learning as an 
objective of the 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; TABLE OF CONTENTS.

    (a) Short Title.--This Act may be cited as the ``Education for All 
Act of 2016''.
    (b) Table of Contents.--The table of contents for this Act is as 
follows:

Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Sense of Congress.
Sec. 4. Clarification of assistance to achieve quality universal basic 
                            education.
Sec. 5. Comprehensive integrated United States strategy to promote 
                            universal basic education.
Sec. 6. Improving coordination and oversight.
Sec. 7. Monitoring and evaluation of programs.
Sec. 8. Transparency and reporting to Congress.
Sec. 9. Definitions.

SEC. 2. FINDINGS.

    Congress finds the following:
            (1) 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, strong institutions, 
        and equips people with the knowledge, skills, and self-reliance 
        they need to increase income and expand their opportunities for 
        employment.
            (2) Approximately 59,000,000 primary-school-aged children 
        and 65,000,000 adolescents are out of school. In sub-Saharan 
        Africa alone, the number of primary-age children out of school 
        has remained at approximately 30,000,000 over the past five 
        years. Half of the children in the world do not have access to 
        preschool and more than 200,000,000 children under five years 
        old are not reaching their full development potential due to 
        the absence of early childhood care and development.
            (3) Millions of children are not learning in school. Among 
        the world's 650,000,000 children of primary school age, an 
        estimated 250,000,000 children are not learning basic skills in 
        reading, writing, and math or are dropping out before the 
        fourth grade. In addition, an estimated 103,000,000 youth 
        cannot read or write.
            (4) Of the 120,000,000 to 150,000,000 children with 
        disabilities under the age of 18 around the world, an estimated 
        98 percent do not attend school.
            (5) Gender discrimination continues to be a barrier to 
        girls' education in many parts of the world, and on average, 
        girls in developing countries still receive significantly less 
        schooling than boys. Nearly two-thirds of the world's 
        751,000,000 illiterate adults are women. Global attacks on 
        girls at school have increased, including the 2012 attack on 
        education activist Malala Yousafzai by the Taliban in Pakistan 
        and the kidnapping of hundreds of Nigerian girls by the 
        terrorist organization Boko Haram in April 2014.
            (6) Roughly half, or 28,500,000, of the world's out-of-
        school children live in countries affected by conflict and 
        crisis. The proportion of children who are denied an education 
        in conflict affected countries has increased from 42 percent in 
        2008 to 50 percent in 2015.
            (7) In areas of conflict and fragility, education is often 
        under attack. Attacks on education include damage or 
        destruction of schools by arson, grenades, mines, and rockets, 
        threats to teachers and officials, looting, and the killing of 
        children and staff. In 2014, the Taliban ambushed a school in 
        Pakistan, killing 145 children and teachers. In Syria, 
        militants waged at least 68 separate attacks on schools, 
        killing over 160 children in 2014. The use of schools and 
        universities for military purposes by armed groups or armed 
        forces is one of the key factors that reduces enrollment and 
        lowers rates of transition to higher levels of education.
            (8) In 2011, the United States Agency for International 
        Development (USAID) announced the first 5-year strategy to 
        strengthen United States basic education programming, centered 
        around three goals--
                    (A) improved reading skills for 100,000,000 
                children in primary grades;
                    (B) improved ability of tertiary and workforce 
                development programs to generate workforce skills 
                relevant to a country's development goals; and
                    (C) increased equitable access to education in 
                crisis and conflict environments for 15,000,000 
                learners.
            (9) The United States partners with other major donors, 
        nongovernmental organizations, the private sector and 
        multilateral organizations, including the Global Partnership 
        for Education to help leverage success. The Global Partnership 
        for Education is the only multilateral partnership dedicated to 
        getting all children into school and learning, working with 
        developing country partners to develop and implement national 
        education plans.

SEC. 3. SENSE OF CONGRESS.

    It is the sense of Congress that--
            (1) it is in the national security interest of the United 
        States to promote universal basic education in developing 
        countries;
            (2) an educated citizenry contributes to sustained economic 
        growth, strengthened democratic institutions, the empowerment 
        of women and girls, and decreased extremism; and
            (3) United States resources and leadership should be 
        utilized in a way to best ensure a successful international 
        effort to provide children in developing countries with a 
        quality basic education in order to achieve the goal of quality 
        universal basic education.

SEC. 4. CLARIFICATION OF ASSISTANCE TO ACHIEVE QUALITY UNIVERSAL BASIC 
              EDUCATION.

    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. CLARIFICATION OF ASSISTANCE TO ACHIEVE QUALITY UNIVERSAL 
              BASIC EDUCATION.

    ``(a) Policy.--In carrying out section 105, it is the policy of the 
United States to work with other countries, multilateral organizations, 
international and local civil society organizations, and other major 
donors in order to achieve sustainable quality universal basic 
education in order to--
            ``(1) work with other countries, multilateral 
        organizations, international and local civil society 
        organizations, and other major donors in order to achieve 
        sustainable quality universal basic education;
            ``(2) assist developing countries in ensuring all children 
        have access to quality basic education, including through 
        strengthening developing countries' educational systems;
            ``(3) improve the quality of basic education, which may 
        include a focus on measurably improving learning outcomes and 
        foundational skills in such areas as literacy and numeracy, 
        critical thinking, and civic education, in order to increase 
        the number of children completing and benefiting from a basic 
        education;
            ``(4) seek to expand access to quality schools and 
        teachers, particularly for marginalized children and vulnerable 
        groups;
            ``(5) promote education as the foundation for communities' 
        development, leading to conflict and violence prevention and 
        mitigation, improved health and disease prevention and 
        treatment, greater gender parity, increased economic growth and 
        improved agricultural activities, early childhood development, 
        improved entrepreneurial and leadership opportunities, disaster 
        preparedness, democracy promotion, and holistic assistance 
        programs; and
            ``(6) monitor and evaluate the effectiveness and quality of 
        basic education programs.
    ``(b) Principles.--In developing the policy referred to in 
subsection (a), the United States shall be guided by the following 
principles of coordination, sustainability, and aid effectiveness:
            ``(1) United states resources.--United States resources 
        shall be used to effectively engage in 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.
            ``(2) Integrated bilateral and multilateral approach to 
        sustainable development.--United States assistance should 
        integrate bilateral and multilateral assistance modalities 
        within the strategy developed pursuant to section 5 of the 
        Education for All Act of 2016, to be directly responsive to 
        recipient country needs, capacity, and commitment, and lead to 
        sustainable development. The United States shall engage on a 
        multilateral basis in a manner that leverages overall impact 
        and best reinforces United States bilateral aid efforts, which 
        are central to United States efforts in basic education. 
        Bilateral and multilateral assistance should be undertaken in 
        close partnership with nongovernmental organizations and other 
        development partners, including women-led groups.
            ``(3) United states assistance to multilateral education 
        initiatives.--The United States should support multilateral 
        coordination and 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 development partnerships. Multilateral 
        mechanisms should be aligned with globally established aid 
        effectiveness 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 resources.--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 Government, led by the United States Agency 
        for International Development, shall support improved 
        coordination and collaboration among all relevant executive 
        branch agencies and officials to efficiently and effectively 
        use resources, including efforts to provide a continuity of 
        assistance for basic education in humanitarian and other 
        emergency situations.
            ``(6) 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 that promote the value of education, and 
        increase community and family awareness of the positive impact 
        of education to reducing 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 appropriate for and meet the 
        needs of the local and indigenous cultures and carry out 
        programs and activities through implementation by country-based 
        civil society organizations that support national education 
        plans.
    ``(c) Definitions.--
            ``(1) Basic education.--The term `basic education' 
        includes--
                    ``(A) all program and policy efforts aimed at 
                improving early childhood, preprimary education, 
                primary education, and secondary education, 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, 
                administrators, 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 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.
            ``(3) National education plan.--The term `national 
        education plan' means a comprehensive national education plan 
        developed by recipient country governments in consultation with 
        other stakeholders as a means for wide-scale improvement of the 
        country's education system, including explicit, credible 
        strategies informed by effective practices and standards 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 vulnerable groups.--The 
        term `marginalized children and vulnerable groups' includes 
        girls, children affected by or emerging from armed conflict or 
        humanitarian crises, children with disabilities, children in 
        remote or rural areas (including those who lack access to safe 
        water and sanitation), religious or ethnic minorities, 
        indigenous peoples, orphans and children affected by HIV/AIDS, 
        child laborers, married adolescents, and victims of 
        trafficking.
            ``(6) Nonformal education.--The term `nonformal 
        education'--
                    ``(A) means organized educational activities 
                outside the established formal system, whether 
                operating separately or as an important feature of a 
                broader activity, that are intended to serve 
                identifiable learning clienteles and learning 
                objectives; and
                    ``(B) includes youth programs and community 
                training offered by community groups and organizations.
            ``(7) Sustainability.--The term `sustainability' means, 
        with respect to any basic education program that receives 
        funding pursuant to section 105, the ability of a service 
        delivery system, community, partner, or beneficiary to 
        maintain, over time, such basic education program.''.

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 President, acting through the 
Administrator of the United States Agency for International Development 
and in coordination 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 outcomes, 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 officials;
            (3) recipient country governments; and
            (4) local and international 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.
    (c) Public Comment.--The President shall provide an opportunity for 
public comment on the strategy required by subsection (a).
    (d) Initial Strategy.--For the purposes of this section, the 
strategy entitled ``USAID education strategy'', as in effect on the day 
before the date of the enactment of this Act, shall be deemed to 
fulfill the initial requirements of subsection (a).
    (e) Priority and Other Requirements.--In providing assistance under 
section 105 of the Foreign Assistance Act of 1961, the President shall 
give priority to foreign countries in which there is the greatest need 
and opportunity to expand universal access and to improve learning 
outcomes, and in which the assistance can produce a substantial, 
measurable impact on children and educational systems. Priority should 
also be considered in countries where there are chronically underserved 
and marginalized populations, or populations affected by conflict or 
crisis, which must be reached in order to achieve universal basic 
education.
    (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 Foreign Assistance Act of 1961 (as added by 
section 4 of this Act) and shall seek to--
            (1) support and coordinate with national education plans 
        and work to build capacity within developing countries, 
        including governments and civil society organizations, on 
        public basic education systems;
            (2) identify and replicate successful interventions that 
        improve access to and quality of education;
            (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;
            (5) leverage United States capabilities, including through 
        technical assistance, training, and research;
            (6) improve coordination and reduce duplication among 
        relevant executive branch agencies and officials, 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'' approach 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 
        training, agricultural extension work, civic education, 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 quality of 
basic education, including to--
            (1) ensure an adequate supply of trained, effective 
        teachers and to build systems to provide continuing support, 
        training, and professional development 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 information 
                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, subnational, and national 
                levels; and
                    (C) promote the development and effective use of 
                partner countries' assessment systems 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 infrastructure, 
        including constructing separate latrines for boys and girls;
            (9) ensure access to school and relevant learning 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, accelerated and second-chance classes, and 
        opportunities that support leadership development;
            (11) take steps to make schools safe and secure learning 
        environments without physical, psychological, and sexual 
        violence such as bullying, corporal punishment, sexual 
        harassment, or exploitation, including working to ensure the 
        safe passage to and from schools and on school grounds, adopt 
        and support community-owned protective measures, promoting 
        efforts to establish and enforce strong laws and policies 
        against school-related gender-based violence and providing 
        counseling and support systems for students affected by school-
        related, gender-based violence; and
            (12) support other initiatives that have demonstrated 
        success in increasing access, improving learning outcomes, and 
        increasing educational opportunities for the most marginalized 
        children and vulnerable groups.
    (h) Additional Activities Supported for Countries Affected by 
Conflict and Crises.--In addition to the activities supported under 
subsection (g), assistance provided under section 105 of the Foreign 
Assistance 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 efforts--
            (1) to ensure a continuity of educational activities for 
        all children as an essential humanitarian need and that all 
        relevant executive branch agencies and officials collaborate 
        and coordinate to help provide this continuity;
            (2) to ensure that education assistance of the United 
        States to countries in emergency settings, including countries 
        affected by or emerging from armed conflict or humanitarian 
        crises, shall be informed 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 
        related to their displacement;
            (4) to provide assistance for temporary and permanent 
        education facility construction and minor rehabilitation and 
        equipping of educational structures;
            (5) to provide essential educational services and materials 
        that assist in building systems to support, train, and provide 
        professional development for educators;
            (6) to build national capacity to coordinate and manage 
        education during emergency response and through recovery;
            (7) to promote efforts to ensure the reintegration of 
        teachers and students affected by conflict, whether refugees or 
        internally displaced, into educational 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, psychosocial 
                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, designate 
                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 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 prevents 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 International Development shall designate 
an individual to serve as the Senior Coordinator of United States 
Government Actions to Provide Basic Education Assistance (hereinafter 
in this section referred to as the ``Senior Coordinator''). The Senior 
Coordinator shall be an employee of the United States Agency for 
International Development 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 Coordinator shall coordinate 
the development and implementation 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 organizations) and relevant executive 
branch agencies and officials as may be necessary and appropriate to 
affect the purposes 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 promote 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 provision of law.
            (2) Specific duties.--The duties of the Senior Coordinator 
        should specifically include the following:
                    (A) Ensuring program and policy coordination among 
                relevant executive branch agencies and officials and 
                nongovernmental organizations.
                    (B) Ensuring, through the strategy outlined in 
                section 5, 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.
                    (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 organizations.
                    (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.

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 accountability;
            (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 internationally comparable indicators, norms, and 
        methodologies;
            (3) be planned and budgeted to include funding for both 
        short- and long-term monitoring and evaluation to enable 
        assessment of the sustainability and scalability of assistance 
        programs; and
            (4) support the increased use and public availability of 
        education data for improved decisionmaking, program 
        effectiveness, and monitoring of global progress.

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 Administrator of the United States Agency for International 
Development, the Senior Coordinator, and the relevant executive branch 
agencies and officials, as appropriate, shall submit to the appropriate 
congressional committees a report on the implementation of the strategy 
and make the report available to the public.
    (b) Matters To Be Included.--The report required under subsection 
(a) shall include--
            (1) a description of efforts made by relevant executive 
        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 section 5 that provides a 
        detailed explanation of the extent 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
            (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 specified in the strategy developed pursuant to 
        section 5 at the program level as developed pursuant to 
        monitoring and evaluation specified in section 6.

SEC. 9. DEFINITIONS.

    (a) Appropriate Congressional Committees.--In this Act, the term 
``appropriate congressional committees'' 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 Representatives.
    (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 Foreign 
Assistance Act of 1961 (as added by section 4 of this Act).
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