; (5) achieving gender parity in both access to and quality of educational opportunity contributes significantly to economic growth and development, thereby lowering the risk for violence and instability; and (6) education is a lifesaving humanitarian intervention that protects the lives, futures, and well-being of girls. 4. Secondary education for adolescent girls (a) Authority (1) In general The Secretary and the Administrator shall— (A) promote access to quality education for girls globally; and (B) enter into agreements, including agreements across sectors, to address the barriers described in subsection (b) that adolescent girls face in accessing a quality secondary education, particularly in countries in which adolescent girls are significantly more likely to drop out of school than boys. (2) Requirements Activities carried out pursuant to paragraph (1) shall— (A) be informed by a context-specific, evidence-based analysis of the challenges that girls face, which inhibit girls from successfully transitioning to, remaining enrolled in, and completing secondary school; (B) ensure that integrated programs— (i) holistically support safe, inclusive, and quality educational opportunities; and (ii) create empowering environments to enable girls— (I) to enroll in and regularly attend school; (II) to successfully transition from primary to secondary school; and (III) to eventually graduate after achieving learning outcomes and being in a position to make healthy transitions into adulthood; and (C) seek to use United States Government strategies and frameworks relevant to international basic education, women’s and girls’ empowerment, and gender equality to integrate multi-sectoral, evidenced-based approaches to adolescent girls’ education and well-being. (b) Specific barriers The barriers described in this subsection are— (1) harmful social and cultural norms; (2) lack of safety at school or traveling to school and online, including harassment and other forms of physical, sexual, or psychological violence