 My advocacy is aligned with White Paper 6 that was enacted in 2001, and then also the screening identification, assessment, and support, which we call CS in South Africa, which was enacted in 2014, and then the Sustainable Development Goal Number 4, which speaks to quality education. So I have established a foundation, which is the Sissibutime Foundation, and the notion of my foundation is equal and quality education for all. By that, that is my notion of increasing education. So just to give a brief background about the framework mentioned about which are the policies that I referred to. These two policies are in place in the South African education system, and the White Paper 6 of 2001, it outlines how the education and the training system must transform itself. This is very critical. It must transform itself to contribute to establishing a caring and humane society, which means it's inclusive. And how it must change to accommodate the full range of learning needs to be put in place. And then the second policy, which I referred to, is the CS of 2014, which scaffold the White Paper 6. And the purpose of this policy is to provide a framework for the standardization of the procedures when we identify and assess and provide programs for all learners who require additional support to improve participation and inclusion in school. So basically, these policies, what they want to do is we need to transform the education system to make sure that each child, they receive quality and each education, and then there's full participation, you know, full participation of everyone. And lastly, I referred to the SDG, which is the Sustainable Development Goals, which is a plan of action for people, planet and prosperity. We all know the agenda 2030. So the SDG 4 is the education goal. The objective is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. So also, this is inclusive. And then also in that they have target 4.8, which is to build and upgrade education facilities that are child disability and gender sensitive and provide safe, first, nonviolent, inclusive, and effective learning. Now, it is saddening that these policies are put in place in different countries across Africa. The policies that speak to inclusion for all, yet the children that are living with a disability continue to be failed and marginalized. For instance, in South Africa, and I know for sure in Africa, you know, you have kids that come from downtrodden areas that they have never been to school. They don't know they've never experienced a classroom setting because they live in areas that are inaccessible. You know, there's no transport. There are no schools that cater for their additional needs. So now, according to the Disability Africa Changing Children's Life, which was written in 2017, an overwhelming majority of children in Africa are being deprived of access to education. And furthermore, only about 2% of these children living with a disability are attending schools. And I can, you know, I can attest to that in South Africa where I am based. I have worked, you know, in cities. I've worked in remote rural areas. And I've seen how these kids that are living with a disability, they are marginalized. They know they don't have any access to, you know, formal education. Quite clearly, this isn't good enough. And it has to change. So I share the same sentiment that this has to change given the policies that are put in place to promote inclusive education. And, you know, over and above the adoption of the United Nations Convention on Disability Rights by the African Government, you know, the plausible solution in the realization of inclusive education is the understanding that education of the children goes beyond four walls of the classroom. By this, I mean that, you know, it is our responsibility, you know, as a community, that the children are getting the education that they require, that the education that they need. We all have an obligation. We all have a responsibility to ensure that children, they are educated and they develop to their maximum potential. And thus we need to involve stakeholders to capacitate the education system across Africa. For instance, I am working in a full-savvy school. And I have, like I've said, I've established networks with different stakeholders like the NGOs, the professions, the companies, etc., to help our institution to be inclusive. So in conclusion, every child is born with the ability and the honors and responsibility lies with us as parents, as teachers and community to invest in the child and lead their talent and develop them to their maximum potential. I honestly think that your advocacy is interesting coming on the heels of HMI's conversation about the role of fathers in the lives of children. And I like the fact that you put there that, you know, it's not just about education with the four walls of a classroom and that the whole community needs to invest in the education of that child. Inclusivity is a buzzword that is going on now. And I do believe that strongly the government's society, everyone has to play their own part. I mean, I don't know, I'm sure that HMI and Tulu have quite a lot to say on this very lengthy discussion that you have brought up. Yes. For me, actually, it's home, yeah? And why is because I have a son that lives with special needs. And so I literally work this part every day. Now, the gap between the policies, the SDGs, yes, and the reality in Nigeria is phenomenal, as in there is absolutely no correlation between what we want to achieve in the 2020 and what the reality is. In Nigeria, first of all, the government are completely oblivious of what is going on. They have a major problem with education because more than 85 percent of Nigerians or Nigerian children are educated in private schools, which of course has some issues. Now, not only that, the children are living with special needs are now relegated to the back. But we're fortunate in Lagos. Why do I say we are fortunate? We are fortunate because we are a cosmopolitan state. And so we have a lot of people from the diaspora that have come to Lagos. And so they have this up-to-date knowledge of what inclusive education is all about. So they set up these beautiful, contemporary, up-to-date modern schools for people living with disability. That's true. Very true. But the caveat is that you will use your father's earnings, your mother's eyes, and your grandparent's ego to pay for the school fees. That's true. So my last child with special needs, his school fees is like the one in secondary school and the other one in primary school together, and he's only five. So it's so expensive. So the government needs to first of all make it mandatory. See, let's make this thing simple. Government doesn't have the willpower or everything to do. Just make it mandatory. Every private school in Nigeria, if you want to operate in Nigeria as a private school, you must have a minimum number of special needs children that you admit. That's also a very good idea. That's an idea that I have never really thought about actually, because on this issue, you know, I have worked in special needs units before, but then you know the one that, so I'll talk about a lot of attention that's put around children, especially on autism and the rest. But one area that I also observe from since this conversation is really physical disabilities. It's like we don't even talk about it at all. What do you mean physical disability? You know, I mean like, you know, that's not the issue here. We want to talk about education and disability. Physical disability is not the issue. Physical disability, you want to move from one place to another. If you get to the classroom, you can learn. When we talk about disability and education, we talk about children with autism, children with Down syndrome, children that have intellectual disability, they cannot, they can sit in class with other children. It's called inclusion, but the way you teach the regular children is not the way you teach them. So don't mix the physical disability children and the intellectual disability children together. Yeah, I understand. From our layman's understanding of inclusion, now that you have shed more academic light to it. But you know, from the layman's perspective and from my understanding, and I mean even thinking about it, I'm not sure that throughout my entire educational system, I actually had a classmate who was actually even physically disabled. Yeah, exactly. So now we can see the gap. I agree with you. So where are they? So the thing is, if we actually start from, let's say, something as basic as being physically handicapped, if someone that is physically handicapped cannot even get into class, then you know, there are no rams. No, no, they now have intellectuals ability. Yeah, so I mean intellectuals are like the second layer of it. True. So I mean, it's the same thing. I mean, I can count in my years of, in 20 years of education, how many people I saw in my class are physically handicapped. But there are people that are my age that physically handicapped. My sister, that is now a doctor, a practicing doctor, said that when she became a doctor in the UK, she had a flashback when she was five years old in primary one or going to primary one, that a seatmate beside her could not write one to 10. She was writing one to 100. And the teacher was there with the cane beating You are so empty. And it was essential. It came. The realization came to us that no, he wasn't slow. No, he wasn't empty. The guy has an intellectual disability. So thank you, Sizi. We really appreciate this topic. Up next, Tolu advocates for the restructure of the Nigerian education system.