There are three things, I think.
As we plan for 2024 around the world, in all UNICEF country offices right now, we are having the conversation about what can be done immediately in this country. There's an input part to this. What different inputs can be provided? There's training teachers, providing specific materials such as digital, accessible textbooks, etc.
I think there's a process part to this, Mike. Are disabled children involved in the conversation? Are they participating? Are organizations working on this issue at the table? They need to be. There's a process part we can do right away.
Then, there are ultimately results. Are you measuring results for disabled children? How do they compare to other children? Are we doing all we can to make sure children with disabilities have the same chance of realizing their right to education that others do?
I think we can work on all three levels—inputs, process and, ultimately, results—right away.