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CGD Policy Blogs

 

An empty classroom in Sikkim, India

US Congress Raises Alarm on Global Learning Loss and Inequality

The House Foreign Affairs Committee recently advanced the Global Learning Loss Assessment Act. This bipartisan, bicameral legislation shines a light on the critical issue of learning loss—and the impacts of disrupted education more broadly—as schools around the world closed due to the COVID-19 pandemic. Here’s a quick overview of the evidence to date—and why it’s important that lawmakers (and USAID) are casting a watchful eye on global learning and inequality.

Girls at a school in Dar es Salaam. Photo by Sarah Farhat / World Bank

Five Things the “Keeping Girls in School Act” Gets Right

Last week, the House Foreign Affairs Committee advanced the Keeping Girls in School Act, a bill that would authorize USAID to pursue innovative approaches to reduce barriers that keep adolescent girls from receiving a quality education. The act specifically identifies a list of fourteen barriers, reflecting the growing body of research on obstacles that keep adolescent girls from attending and completing secondary school—and from realizing future economic benefits and opportunities. Here are the highlights from the legislation.