Thanks for the question.
I can speak to the importance of national education systems offering younger children, in particular, instruction in their mother tongue. The evidence is very clear. Children learn better and more effectively in their mother tongue. They can transition over time in later years. That is something that UNICEF engages on with governments all over the world. It supports programming to enable children to learn in the language that is spoken at home.
The second thing, to go back to inclusive education for children with disabilities—and I'm trying not to make this a political issue—as a politician, when I'm articulating the importance, there are two very simple arguments that I think have resonated in many countries.
One is that inclusive education systems are just more effective. They are more effective at reaching children with disabilities and enabling them to realize their rights. They are also more effective in terms of learning outcomes for children already in school.
Let's just be clear: Inclusive education systems are more effective and provide better education for all children.
Second, in terms of efficiency and economic return, there is a huge return on investment in enabling marginalized children, including children with disabilities, to realize their right to education. The return on that investment is very significant. This just also makes sense from an efficiency and effectiveness point of view.
To go back to the original question from his excellency, that includes also enabling children to learn in their mother tongue. It just makes sense.