Inclusion and education

FIGURE 3.6: 
Turkey included Syrian refugee children in public 
schools within five years
Distribution of enrolled Syrian refugee children in Turkey 
by school type, 2014/15–2019/20
1.2
0.0
0.4
0.2
0.6
0.8
1.0
Million
2014/15
2015/16
2016/17
2017/18
2018/19
2019/20
Public schools
61%
Temporary
education centres
2%
Out of school
37%
Source: 
Turkey Government and UNICEF (2019).
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C E N T R A L A N D E A S T E R N E U R O P E , C A U C A S U S A N D C E N T R A L A S I A

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Measurement of disability has evolved along with 
its definition
While formulating appropriate questions on ethnicity 
or gender identity in censuses and surveys is often 
a question of politics, the main issues in the case 
of questions on disability have been attitudes and 
knowledge. For instance, if disability is seen as bringing 
shame to the family, certain questions trigger fear 
of stigmatization and elicit unpredictable responses. 
Agreeing a valid measure of disability has been a 
long process. The 2001 International Classification of 
Functioning, Disability and Health (ICF) and the 2007 ICF 
for Children and Youth were important in moving 
from a medical to a social model of disability. The two 
classifications were merged in 2012. The ICF is a neutral 
framework that describes levels of functioning in various 
domains related to health, including ‘major life areas’ such 
as education (Hollenweger, 2014a). It does not define 
disability or specify data collection methods, however.
The UN Statistical Commission set up the Washington 
Group on Disability Statistics in 2001. Its Short Set of 
Questions, aligned with the ICF and suitable for inclusion 
in censuses or surveys, was agreed in 2006 (Groce and 
Mont, 2017). The six questions cover critical functional 
domains and activities: seeing, hearing, mobility, 
cognition, self-care and communication. For instance, 
the cognition question is, ‘Do you have difficulty 
remembering or concentrating?’ Response options 
for all questions are ‘No – no difficulty’, ‘Yes – some 
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GLOBAL EDUCATION MONITORING REPORT 2021