Thank you very much for the question. It's great.
There are some very clear metrics we can use that we can engage on with best practices of development actors and development assistance to ensure they meet the minimum standards. Ideally, Canada would of course aspire to being greater than that, but on the minimum standards on ensuring their assistance, Canada's government assistance overseas is leveraged to the extent possible to promote inclusive education.
On the point you just raised, Ms. McPherson—and others—we're happy to provide those, and again, not only can it be related to Canadian assistance but by adhering to those benchmarks and promoting those benchmarks across other development actors, we can move the needle significantly. That's what I would encourage you to do, and we can.... It links to data. It links to including throughout this transformation of education systems basically how you can maximize those interventions to ensure children with disabilities are included.
I just want to flag one thing. If we don't do it, we also run the risk of doing harm, if you like. By providing assistance and enabling some children to learn and not others, you are running the risk of exacerbating disparities. It is absolutely critical that when intervening, let's say, particularly in humanitarian assistance, where you have large numbers of kids who require assistance in learning, we need to reach the most marginalized and work backwards. By doing so, that enables all children to benefit.