Indicator 5.3

Explanatory notes on data sources and collection methods (as reported by governments)

Bhutan (data were not available for secondary school attendance because children with disabilities are either enrolled into higher-level mainstream schools and colleges or transited to vocational institutes); Cambodia (statistics of secondary school students with disabilities, 2015–2016; Special Education Office, General Secondary Education Department); Georgia (Education Management Information System); India (Secondary State Report Cards, Secondary Education Flash Statistics, 2015–2016; National University of Educational Planning, New Delhi ); Indonesia (Intercensal Population Survey SUPAS, 2015); Japan (School Basic Survey, as of 1 May 2015; Ministry of Education, Culture, Sports, Science and Technology); Kyrgyzstan (source and methods unspecified); Macao, China (school data and statistics, 26 Nov. 2016; Education and Youth Affairs Bureau); Malaysia (Malaysia Special Education Student Data, 31 Oct. 2016; Special Education Division, Ministry of Education); Micronesia, Federated States of (secondary school attendance, including high school, of children with disabilities; Sept. 2015–May 2016; National Special Education Office); Mongolia (annual data from 2013 to 2016; Ministry of Education, Culture, Science and Sports); Nauru (Disability Monograph; Analysis of the 2011 Nauru Population and Housing Census; Government Bureau of Statistics); New Caledonia (Bilan d'activité de la commission des enfants et des jeunes en situation de handicap, 2015; CHD); Pakistan (source unspecified); Palau (data refer to Special Education Programme, which provides training to schoolteachers on sign language for social communication and on access of learning; Census of Population, Housing and Agriculture, 2015); Republic of Korea (administrative data of the Ministry of Education, as of 1 April 2016. Note: Only the number of middle school and high school students with special educational needs is provided). Russian Federation (2015/2016 school year; Ministry of Education and Science; data refer to the number of students with disabilities in general education organizations and the number of children with disabilities receiving education in professional educational organizations and higher education organizations); Samoa (Ministry of Education, Sports and Culture, Division for Research Policy and Planning, 1 March 2016); Singapore (data refer to students with special educational needs in inclusive secondary schools, junior colleges and centralized institutes and students in publicly funded special education schools, aged 13–21; Ministry of Education; Nov. 2016); Thailand (data refer to (i) Registration System of Department of Empowerment of Persons with Disabilities, Jan. 2010–Dec. 2016, (ii) administrative data of Bureau of Special Education, Ministry of Education, Jan.–Dec. 2016); Timor-Leste (from Disability Focal Point, Inclusive Education Department, Ministry of Education, 2016); Turkey (National Education Statistics, Formal Education, 2015–2016; Ministry of National Education, General Directorate of Special Education, Guidance and Counselling Services); Vanuatu (source and methods unspecified).