119-hres66

[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H. Res. 66 Introduced in House

    (IH) ]

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119th CONGRESS
 1st Session
H. RES. 66

Affirming the role of the United States in improving access to quality, 
inclusive public education and improving learning outcomes for children 
 and adolescents, particularly for girls, around the world.

_______________________________________________________________________

 IN THE HOUSE OF REPRESENTATIVES

 January 24, 2025

 Ms. Meng (for herself, Mr. Fitzpatrick, Mr. Quigley, Mr. Carter of 
 Louisiana, Ms. Schakowsky, Mrs. Dingell, Ms. Clarke of New York, Mr. 
 McGovern, Mr. Moulton, Ms. Sanchez, Mr. Evans of Pennsylvania, Ms. 
Tokuda, Ms. Wasserman Schultz, Ms. Norton, Ms. Velazquez, Ms. Houlahan, 
 Mr. Bishop, Mr. Lieu, Ms. Bonamici, Mrs. Beatty, Mr. Case, Mr. 
 Krishnamoorthi, Mrs. McIver, Ms. Omar, Ms. Titus, Mrs. Hayes, Mr. 
 Cohen, Ms. Kamlager-Dove, and Mr. Grijalva) submitted the following 
 resolution; which was referred to the Committee on Foreign Affairs

_______________________________________________________________________

 RESOLUTION

Affirming the role of the United States in improving access to quality, 
inclusive public education and improving learning outcomes for children 
 and adolescents, particularly for girls, around the world.

Whereas January 24 has been proclaimed as the International Day of Education, in 
 celebration of the role of education in development, economic 
 prosperity, and global security;
Whereas access to quality education reduces poverty, advances economic 
 prosperity, bolsters peace and security, and strengthens public health;
Whereas hourly earnings increase by 9 percent for every extra year of schooling;
Whereas every $1 invested in girls' education generates as much as $2.80 in 
 return, equating to billions of dollars in additional GDP growth;
Whereas doubling the percentage of youth with secondary education can cut the 
 risk of conflict in half;
Whereas secondary education can reduce the likelihood of young people supporting 
 political violence by 48 percent;
Whereas 251 million children are out of school globally;
Whereas 3 out of 4 children in low- and middle-income countries cannot read and 
 understand a simple text;
Whereas, approximately 473 million children, more than 1 in 6 globally, live in 
 areas affected by conflict;
Whereas, in 2024, 49 percent of all school-aged refugee children were out of 
 school;
Whereas education is lifesaving in emergencies and can provide a sense of 
 stability, access to critical physical and mental health programs, and a 
 chance to regain and grow essential cognitive skills, as well as 
 essential learning like how to stay safe from unexploded bombs or how to 
 prevent the spread of disease;
Whereas education in emergencies reduces the likelihood of child labor, 
 trafficking, recruitment and use of children by Armed Forces or armed 
 groups, child marriage, and adolescent pregnancy;
Whereas girls are 2.5 times more likely to be out of school in emergency 
 settings, and are less likely to return to school following disruptions 
 in their education;
Whereas disability is one of the most serious barriers to education, and there 
 are 240 million children with disabilities worldwide;
Whereas, in fiscal year 2023, the United States Agency for International 
 Development's

    (USAID) global education programs reached more than 44 
 million learners through preprimary, primary, secondary, vocational, and 
 workforce development programs and provided nutritious meals to 3.5 
 million children across 34 countries, vocational and other workforce 
 training to 1.5 million individuals, and educational interventions to 
 more than 19.4 million young women and girls;
Whereas United States support for partnerships, including the Global Partnership 
 for Education

    (GPE) and Education Cannot Wait

    (ECW) , complements United 
 States Government programs and leverages additional resources for this 
 important work;
Whereas the United States Government has long been a leader in global education, 
 and experience has shown that when the United States Government retreats 
 from critical development and humanitarian programs, it leaves gaps that 
 other influences will fill; and
Whereas Congress passed the bipartisan Reinforcing Education Accountability in 
 Development

    (READ) Act (Division A, Public Law 115-56), in 2017 and 
 reauthorized that bill in 2024 for an additional five fiscal years to 
 demonstrate the United States Government's commitment to improve access 
 to education around the world and ensure individuals around the world 
 have the education and skills needed to be productive members of society 
 and the workforce: Now, therefore, be it
 Resolved, That the House of Representatives--

    (1) commends the leadership and commitment of the United 
 States Government to improve access to quality, inclusive 
 education and improved learning outcomes for the poorest and 
 most marginalized children and adolescents worldwide, which 
 promotes global stability, economic prosperity, and poverty 
 elimination;

    (2) recognizes that the United States Government's basic 
 education programs are strengthened and complemented by Global 
 Partnership for Education's education systems-level approach 
 and partnership building and Education Cannot Wait's focus on 
 education in emergencies and protracted crises;

    (3) acknowledges that education is a lifesaving 
 humanitarian intervention and encourages the United States 
 Government to integrate education in all humanitarian response 
 efforts and continue to promote coordination across all sectors 
 and branches of the United States Government;

    (4) implores the United States Government to meet its 
 various commitments to international basic education through 
 its annual budget requests to Congress, recognizing the 
 significant global need;

    (5) calls on the Secretary of State and the Administrator 
 of the United States Agency for International Development to 
 use all diplomatic, humanitarian, and development means to 
 promote access to quality education for children and 
 adolescents throughout the world; and

    (6) calls on the Secretary of State and the Administrator 
 of the United States Agency for International Development to 
 commit to prioritizing quality, inclusive public education for 
 children and youth with disabilities, girls, children and youth 
 in emergency and crisis settings, and traditionally 
 marginalized groups as a critical component to learning equity, 
 poverty elimination, and global stability and prosperity.
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