A/HRC/44/39/Add.1 73. The Special Rapporteur understands the considerations of Qatar in its particular context. While a large proportion of foreigners stay in Qatar only temporarily, and want their children to receive an education that allows them to continue their studies in their country of origin or abroad, the fact remains that others, including non-Arabic speakers, settle in the country for generations. The challenge facing Qatar in these circumstances is that of the adequacy and adaptability of education to the context but also to the aspirations of learners. The Special Rapporteur considers that it is important to ensure better access to public education for all children residing in Qatar, allowing both a greater social mix and a greater mix between Qataris and non-Qataris, particularly non-Arabic speakers. 74. Many interlocutors spoke about the numerous competitions organized for schools in Qatar, which allow interactions between different types of schools and children of various nationalities and social backgrounds. While some competitions are reserved for Qatari children only, a great number of events are also organized for all. The Special Rapporteur notes the desire expressed by some children for greater interaction. Inclusive education for children with disabilities 75. The Government informed the Special Rapporteur about a new policy of inclusion of children with disabilities in the ordinary school system, which started in 2004/05. About 60 public schools and 35 private schools welcome children with disabilities. All schools have ramps at all entrances, toilets and parking lots for persons with disabilities. Schools built after 2000 are equipped with elevators and schools built after 2010 have provisions for the visually impaired and blind. During her visit to schools and universities, the Special Rapporteur was able to see such arrangements. 76. In 2018, a total of 1,453 children with disabilities attended public schools, from preprimary to secondary education. Some 44 per cent of them were non-Qataris and 40 per cent of them were female.9 Children with a physical disability are assisted during their stay at school by a dedicated person. In some instances, regular schools also host specialized centres for disabled children within their premises. Various schools for children with special needs have also been established. 77. The Special Rapporteur does not have sufficient data to enable her to assess the level of inclusion in public and private schools, taking into consideration the number of children with disabilities in the country. Access without discrimination based on sex and gender 78. The Special Rapporteur notes with satisfaction that, according to governmental data, the total number of male and female students at all educational levels (pre-primary up to university) in Qatar increased from 253,000 in 2012/13 to 350,000 in 2017/18. The percentage of male students was 49 per cent compared to 51 per cent for female students. The female to male ratio amounted to 103 per cent in 2017/18 at all educational levels.10 79. Nevertheless, the disengagement and poor performance of boys, especially at tertiary level, reported by many interlocutors is of concern. Governmental data show that in 2017/18, the gross enrolment rate at that level was 8.5 per cent for males and 68.2 per cent for females. Moreover, the gross enrolment rate for females is increasing and is eight times higher than that for males.11 80. The Special Rapporteur was concerned to learn that, while women obtained a very high proportion of Qatari scholarships to study at universities inside Qatar (86 per cent) in 2017/18, men obtained about 67 per cent of Qatari scholarships to study abroad.12 9 10 11 12 Qatar, Department of Educational Policy and Research, Statistics Section, “Statistical Bulletin of Education November 2018”, p. 32. Qatar, Planning and Statistics Authority, Education in Qatar 2019 – Statistical Profile, p. 15. Ibid., p. 45. Ibid., p. 47. 13