On the data element, it's really very critical to understand that there are two sets of data that we really need from the country level to give us an understanding of the landscape on disability and access to inclusive education. We know that things are improving quite a bit at national levels from the programs we're supporting across the globe when it comes to formal national data, which is the national census.
The use of the Washington Group questions has been taken on board more now with many governments. However, we are still lacking that administrative data, which is the school system data that gives us an understanding of the annual performance and what we are missing in terms of the inclusion of children with disabilities within that.
There is also the risk in many countries that there is another set of data that's completely missing, which is special education schools. Unfortunately, I would say that the biggest failure of the system is that we are not capturing that in the more mainstream data.
To your point about investment versus reality, the only thing we see working at the country level is collaborative effort. Usually working on data and disability and education and other access to services is a sketchy approach and usually goes in silos. We need to make sure that Canada's support is highly recommended on data more broadly and make sure that it is captured collectively at national levels so there is a deeper understanding of the reality on the ground for children with disabilities.