A/HRC/8/10 page 22 107. As the children said, access to education and whether or not children remain in school depends to a large extent on the cost of education, including uniforms, teaching materials, food and travel. This is an obstacle, since many of the children fled their communities of origin, together with their families, and now find themselves in conditions of extreme poverty. 108. They also voiced concerns regarding the dreadful state of the school infrastructure; some of the children stated that they had to walk long distances to reach school and were afraid of being attacked by armed groups. 109. When the children were questioned regarding matters to do with the curriculum, all without exception expressed the hope that the study plans would contribute to strengthening the peace processes. VI. CURRICULUM AND SHARED LEARNING 110. The objectives of Education For All set forth in the Dakar Framework for Action clearly state that access to a quality education is a basic human right of the victims of conflicts and natural disasters. 111. Since education plays a role that shields people’s life, dignity and security and also constitutes an area where all human rights converge, especially in emergencies, it is essential to focus on learning and the learners. 112. The transition from emergency intervention to large-scale reconstruction provides unique opportunities for curriculum design and for improving the quality of learning. This requires generating data and minimum standards and proposes introducing innovative, flexible and dynamic assessment systems.46 113. One of the causes of problems in implementing the right to education is denial of this convergence of human rights, especially when it comes to groups that suffer social and economic discrimination. This not only results in the denial of the human right to education, but also damages its specific content, because knowledge not built upon personal development that is respectful of human rights is inferior knowledge.47 114. The quality of education implies a collective responsibility that includes respect for the individual nature of all persons; it implies respect for and empowerment of diversity, since any learning demands the recognition of the other as a legitimate being. For this reason, the search for consensus and the recognition of differences constitute sources of education that are of crucial importance in the creation of cultures of peace. 46 Bernard, Jean, With peace in mind: Assessment as a tool for cultivating the quality of education in emergencies and long term reconstruction. División de Educación Básica, UNESCO, 2008. 47 E/CN.4/2005/50.