[Congressional Bills 116th Congress]
[From the U.S. Government Publishing Office]
[H.R. 8220 Introduced in House (IH)]

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116th CONGRESS
  2d Session
                                H. R. 8220

      To direct the Administrator of the United States Agency for 
International Development to submit to Congress a report on the impact 
      of the COVID-19 pandemic on global basic education programs.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                           September 11, 2020

Ms. Houlahan (for herself, Mr. Fitzpatrick, and Mr. Quigley) introduced 
  the following bill; which was referred to the Committee on Foreign 
                                Affairs

_______________________________________________________________________

                                 A BILL


 
      To direct the Administrator of the United States Agency for 
International Development to submit to Congress a report on the impact 
      of the COVID-19 pandemic on global basic education programs.

    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 ``Global Learning Loss Assessment Act 
of 2020''.

SEC. 2. FINDINGS.

    Congress makes the following findings:
            (1) Before the Coronavirus Disease 2019 (commonly referred 
        to as ``COVID-19'') pandemic began, 258,000,000 children were 
        out of school, including 130,000,000 girls.
            (2) Students already at a disadvantage before COVID-19 will 
        experience greater learning loss, thereby worsening inequity 
        and inequality.
            (3) Approximately 90 percent of the world's student 
        population--over 1,700,000,000 children and youth--have had 
        their education disrupted by school closure due to COVID-19.
            (4) School closures lead to interrupted learning, poor 
        nutrition, gaps in childcare, increased dropout rates, exposure 
        to violence, and social isolation.
            (5) Up to 9,700,000 children are at risk of dropping out of 
        school permanently due to rising levels of child poverty 
        associated with the pandemic.
            (6) School closure and remote learning is especially 
        burdensome on girls, who are frequently expected to shoulder 
        more household chores and responsibilities, and are more 
        vulnerable to gender-based violence.
            (7) During the Ebola epidemic, nationwide school closures 
        in Sierra Leone in 2014 led to increased instances of sexual- 
        and gender-based violence, teenage pregnancy, school dropout, 
        and child labor for girls.
            (8) Over 60 percent of national distance learning 
        alternatives rely exclusively on online platforms but as many 
        as 465,000,000 children and young people in these countries do 
        not have access to the internet at home, with 80 percent of 
        students in sub-Saharan Africa without such access, and an even 
        higher rate for girls.
            (9) Distance learning tools are not always accessible to 
        learners with disabilities or those with complex learning 
        needs, especially in poorer and rural households.
            (10) Before the COVID-19 pandemic, refugee children were 
        twice as likely to be out of school as other youth, and school 
        closures and a lack of access to distance learning tools 
        threaten to make the education gap among refugee children even 
        more severe.
            (11) The economic downturn caused by the COVID-19 pandemic 
        could lead to an education financing gap of $77,000,000,000 in 
        low- and middle-income countries over the next two years.
            (12) The economic cost of school closures could be up to 
        $1,337 per student, which on a global scale equates to 
        approximately $10,000,000,000,000 in lost economic output over 
        the coming generation.

SEC. 3. STATEMENT OF POLICY.

    It is the policy of the United States that United States-funded 
basic education programs operating in foreign countries should--
            (1) provide inclusive learning opportunities for students 
        and teachers, especially for the most marginalized, including 
        girls and children with disabilities;
            (2) build local capacity and help countries strengthen 
        their education systems;
            (3) improve the delivery and quality of education services;
            (4) improve equity and safety in education services; and
            (5) support the return of children to school who have 
        experienced interruptions in their education due to the COVID-
        19 pandemic and other causes.

SEC. 4. REPORT.

    (a) In General.--Not later than 90 days after the date of the 
enactment of this Act, the Administrator of the United States Agency 
for International Development, acting through the Senior Coordinator 
for International Basic Education Assistance and in consultation with 
the Senior Coordinator for Gender Equality and Women's Empowerment, 
shall submit to the appropriate congressional committees a report on 
the impact of the COVID-19 pandemic on global learning and basic 
education programs.
    (b) Matters To Be Included.--The report required under subsection 
(a) shall include, at a minimum, the following elements:
            (1) An assessment of the magnitude of global learning loss 
        that will result from protracted school closures, including the 
        specific effects of school closures on marginalized children 
        and youth, including girls, minority populations, and those 
        with disabilities.
            (2) Descriptions of the effectiveness, cost, accessibility, 
        and reach of the most commonly used forms of distance learning 
        in low resource contexts.
            (3) An overview of existing Agency programs being carried 
        out to continue learning during the COVID-19 pandemic, 
        including data on funding and programmatic focus disaggregated 
        by gender, country, education level, and, when practicable and 
        appropriate, disability.
            (4) Identification of any gaps in reaching marginalized 
        populations, such as girls, children with disabilities, or 
        children affected by conflict and crisis.
            (5) A description of the tools and resources needed for the 
        Agency to support continued distance learning interventions, 
        safe school reopening, remedial and accelerated learning, and 
        reenrollment campaigns for out-of-school children and youth.
    (c) Public Availability.--The report required by subsection (a) 
shall be made available to the public.
    (d) Appropriate Congressional Committees Defined.--In this section, 
the term ``appropriate congressional committees'' means--
            (1) the Committee on Foreign Relations and the Committee on 
        Appropriations of the Senate; and
            (2) the Committee on Foreign Affairs and the Committee on 
        Appropriations of the House of Representatives.
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