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.
CGD Policy Blogs
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.
Earlier this month the U.S. House of Representatives passed H.R. 4481, Education for All, a bill that aims to strengthen USAID’s efforts in the realm of education. While the Senate has yet to take up the companion bill, S. 3256, here are a few thoughts on what American aid can and can’t do to improve learning around the world.