Thank you very much, Mr. Chair.
My comments will build on those of my fellow witnesses.
I want to thank you, Chair, the committee members and my fellow witnesses, but I also want to thank Canadians. Being a Canadian myself and having served in the United Nations for 30 years.... I've lived outside of Canada for a long time. I've continually been in various postings all over the world. I've come across Canadians working on inclusive education who are very passionate about it. I think it's deep in our core of being Canadian. As evidenced also on the global stage through the Charlevoix work, there are many different examples of the government and senior decision-makers, all the way down to community-based workers, advancing this important agenda.
I fully agree with fellow witnesses that there's far more to be done. I think where I can add value, being from UNICEF—which is the largest education wing of the United Nations, now working in 140 countries today on this issue—is that we have learned what works. Let me build on the earlier comments by offering the committee some ideas.
First is that we recognize how important it is that inclusive education is part of the transformation of education systems. Education systems around the world currently need to be transformed. We all recognize the global learning crisis. Kids are not learning what they need to throughout the system, and children with disabilities are particularly marginalized. When reaching children with disabilities proactively, it needs to be embedded in that transformation process.
What does that look like? When you're at a national level in a given country and you're planning how to improve an education system with the government, all actors—including the Canadian government, Canadian NGOs and the UN system, with much support from Canada—undertake a prioritization exercise and embed the very important issue of promoting inclusive education, of bridging children with disabilities back into the school system, at the heart of that transformation.
As Tim Shriver mentioned, the indicators are clear and all committee members will be aware that children all around the world with disabilities are marginalized in education systems, so by bridging them back in and by undertaking system changes to enable that to happen, we can transform the system as a whole. All children benefit. There have been some amazing examples around the world with Canada's support and leadership, and the UN and others, through which that transformation has happened.
It also starts with data. This is understanding where those children are in a given country, what barriers they are facing and how those barriers can be overcome. We need to engage with children and youth across the board in the transformation process, but include children with disabilities at the heart of that consultation and process so that we understand what needs to be done and then move forward collectively.
Second, it's absolutely critical that capacity is built throughout an education system, starting from the ministry through to local authorities, principals, teachers, etc., in order to welcome all children back into schools, to enable children to meet children where they are in their learning and their needs and to enable them to be successful in an inclusive way.
It's also critical to address the social norms that Mr. Shriver and others were talking about. We need to recognize that children with disabilities face barriers within schools, but also within homes and within communities. We need to recognize the importance of proactively bridging and hold ourselves all accountable for bridging them back to enable them to realize their full potential.
The bottom line is that Canada is a global leader in education and has been for decades. I've witnessed it myself on the ground. I witness it now in this global role I play.
I encourage you to continue to lead in this area. Count on UNICEF's whole support to translate the goodwill of Canadians into action on the ground to realize the right of every child to an education, including children with disabilities.
It's much appreciated. It's back to you, Chair.