The document discusses limitations of international standardized data collection in assessing learner diversity and inclusive practices. It acknowledges progress made through comparative analyses but notes significant resistance from teachers due to misuse of data to push political agendas. Key limitations of current data are the failure to record student challenges to learning, school environments' ability to be inclusive, and impacts of school culture. There is a need for large-scale qualitative tools to evaluate ecological factors influencing inclusion and better reflect realities on the ground. Key indicators like ableism, racism, and socioeconomic challenges remain largely ignored.