G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T 2 0 1 6 SUMMARY Washington Group on Disability Statistics are leading efforts to develop an operational measure of disability. It is also important to monitor whether educators are well prepared and school infrastructure adapted to address the needs of learners with disabilities. LANGUAGE The continuing neglect of mother-tongue-based multilingual education helps explain large disparities in education outcomes. More efforts are needed to monitor language policies in education. By one measure, about 40% of people around the world lack access to instruction in a language they speak or understand. Monitoring national policy documents cannot provide information on whether students have access to teaching and learning materials in their home language, teachers are prepared or official policies are implemented on the ground. In the Mopti region of Mali, only 1% of primary schools provided bilingual instruction in the appropriate language and by a trained teacher, despite national policy. MIGRATION AND FORCED DISPLACEMENT Despite problems accommodating domestic rural migrants, who often move into slum or peri-urban areas with limited public school access, migration to urban areas generally facilitates access to public services. In the case of international migrants, the challenge for policy-makers is that these students tend to be concentrated in schools in disadvantaged areas. The main challenges concern the forcibly displaced. Internally displaced people remain relatively invisible. In 19 of 42 displacement camps in 6 states of Nigeria in June 2015, children had no access to formal or non-formal education. Refugees are the most vulnerable group: 50% of refugees at primary school age and 75% at secondary school age are out of school worldwide. Monitoring the education status of migrants and forcibly displaced people is difficult. Coordinated efforts need to be stepped up to better understand the reasons for the disparity in their access to education. le Development Go nab al tai 4 us .6 S 50% of refugees at primary school age and 75% at secondary school age are out of school worldwide D Literacy and numeracy TARGET 4.6 T arget 4.6 maintains the international focus on adult literacy that was part of the fourth EFA goal, and brings two important innovations. First, the global indicator on literacy and numeracy is formulated explicitly in terms of skills proficiency. This comes close to the view of literacy as not just a set of basic cognitive skills but also the ability to use them to contribute to societies, economies and personal change. Second, explicitly referring to numeracy calls attention to its properties. PARTICIPATION IN ADULT LITERACY PROGRAMMES Measuring adult participation in formal and non-formal literacy programmes has proved surprisingly difficult. The Global Report on Adult Learning and Education needs to develop a standardized reporting template that at least captures adult participation in publicly provided or sponsored literacy programmes. 47