[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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