Thank you.
I want to add something on the importance of data. I think it's really important to generate the data, but not just about where the people with disabilities are and what their functional issues are. I think it's also really important to create data on what works and what's not working in terms of practices and approaches to support students with disabilities. I think that's really vital, as is a kind of mediated understanding of the data.
We've been working with the governments of South Sudan, Mozambique, Burkina Faso and Ethiopia to really understand and interpret the data. This is actually a challenge. Now that you have the data, what do you do with it? How do you organize your interventions to be most impactful in supporting students, based on the data you've collected? This is where support is really required.
I'm fully with you that if we can get all development and community-based organizations to collect data and to sit down and analyze it and, in a participatory way, to design programs that respond to the needs, I think we will make a big step change.
Again, on the call to action, I really feel that this is a wonderful opportunity, with the disability summit coming up soon, for Canada to champion it, to take action around it, to endorse the call to action and to understand what this means among education advisers who are based in countries representing the Government of Canada. They need to understand what disability inclusion is, what disability-inclusive education is, what they can do and how they can advise the governments they are working with. I think these are practical things that need to happen. Guidance notes need to be created around teacher education and all these different subtopics so that people are equipped to provide technical support and leadership on this topic of disability-inclusive education.