Global Learning Loss Assessment Act
Mr. President, I rise today to speak about the bipartisan Global Learning Loss Assessment Act, S. 552, which I introduced along with Senator Boozman last year. This bill requires the U.S. Agency for International Development, or USAID, to…
Mr. President, I rise today to speak about the bipartisan Global Learning Loss Assessment Act, S. 552, which I introduced along with Senator Boozman last year. This bill requires the U.S. Agency for International Development, or USAID, to submit a report to Congress that assesses learning loss, identifies gaps in access to education, and outlines the response that is needed to help students recover from COVID-19 and reach their full potential. I applaud the advancement of this bill, which was voted on favorably in the Senate Foreign Relations Committee earlier today and will now move to the Senate floor for consideration. I should note that the House companion bill passed the House in June 2021. So it is time for the Senate to act.
The COVID-19 pandemic has forced schools around the world to suspend in-person learning as a measure to contain the spread of the virus and safeguard public health. Even before the pandemic began, UNESCO reported that 258 million children were out of school globally, including 130 million girls. Now, the pandemic has disrupted the education of an estimated 90 percent of the world's student population--over 1.6 billion children and youth--who saw their schools close at some point due to COVID-19.
We already know that school closures lead to interrupted learning, poor nutrition, gaps in childcare, increased dropout rates, exposure to violence, and social isolation. What is more, students already at a disadvantage before COVID-19 will experience greater learning loss, thereby worsening inequity and inequality in education.
School closures are especially burdensome for girls, who are frequently expected to shoulder more household responsibilities and are more vulnerable to gender-based violence--GBV. For example, according to a study by the United Nations Development Program, school closures in Sierra Leone necessitated by the Ebola pandemic led to increased instances of sexual- and gender-based violence, teenage pregnancy, school dropout, and child labor for girls.
Restrictions associated with COVID-19 have also made girls more vulnerable to child and early forced marriage. The United Nations Population Fund--UNFPA--estimates that 13,000,000 more child marriages could take place by 2030 than would have without the pandemic, and when a girl gets married, her education almost always stops.
When school closures occur, a significant percentage of distance learning alternatives rely exclusively on online platforms. However, according to UNICEF, two-thirds of the world's school-aged children do not have an internet connection in their homes, with that number rising to about 90 percent of students in sub-Saharan Africa. Furthermore, schools and local learning centers frequently have inadequate internet connectivity.
The Global Learning Loss Assessment Act will help improve the quality and reach of international education assistance by giving Congress the information we need to assess the status of education worldwide. The critical information included in the report produced by USAID will be used to inform future policy, oversight, and programmatic decisions by Congress and USAID, and will help ensure that our partner countries are better prepared to respond to future crises that could disrupt the education system.
Specifically, the USAID report shall include: an assessment of learning loss globally and of the impact on U.S. basic education programs; an overview of distance learning in low resource contexts; a description of the barriers to education or distance learning for marginalized children; data on USAID programs that have been supporting learning during the pandemic; an overview of how USAID has, independently and in coordination with partners, adapted basic education programming during the COVID-19 pandemic to support continued learning; and a description of the authorities and resources USAID needs to continue to support education programs during and after the pandemic to mitigate learning loss and help students get back on track.
The Global Learning Loss Assessment Act has been endorsed by several important NGOs, including the Basic Education Coalition, Cambridge Education, Catholic Relief Services, Chemonics International, Childhood Education International, Food for the Hungry, Global Campaign for Education-US, Jesuit Refugee Service/USA, Luminos Fund, RESULTS, RISE Institute, RTI International, Save the Children, Unbounded Associates, UNICEF USA, World Education, and World Learning.
I look forward to the opportunity for this important bill supporting education worldwide to be adopted by the Senate.