A/HRC/8/10 page 25 D. Adaptability 134. The Special Rapporteur did not receive significant levels of information on this point, either. 135. According to the responses that were received, the period for resuming educational activities varies between 24 hours and two months. However, it can be observed that reintegration and resumption of school are not a priority for all countries, even though they are vital for educational development and for the continuity of education in emergency situations. 136. Information was provided on the provision of various psychosocial instruments to assist parents. The re-entry of children to school is a particular priority for Colombia, Costa Rica and Singapore. 137. Best practices described included the creation of “Schools for Forgiveness and Reconciliation” in Colombia, the “National Education Plan on Risk and Disaster Mitigation” in Costa Rica, the preparation and execution of national-level School Protection Plans in El Salvador, the anti-crime campaign in Georgia, the participation of children in school and civic life in Monaco, the introduction of the European emergency number in Romania and the construction of portable schools in Turkey. 138. Many of the countries receiving the questionnaire responded in very general terms, giving only very generalized answers on a clearly stated topic. This means that the contribution of the responses is limited, for the purposes of the present report, which is not however to deprecate the high information value they offer for the evaluation of the current status of the right to education. 139. Additionally, nine organizations50 responded to the request for information. Their responses are very diverse and give information on a variety of activities, the relevance of which varies considerably depending where they are carried out. In the regions or countries currently undergoing an emergency, the activities are more structured and effective. By contrast, in places where there is no emergency, more attention is paid, logically enough, to preventive activities or reintegration work. 140. Most of the organizations are members of INEE and are aware of, and put into practice, the Minimum Standards for Education in Emergencies. However, some make reference to aspects of these which ought to be improved, such as the excessive number of proposed indicators, very weak linkage between experts from countries of the North and those of the South, and a lack of implementation of practical strategies. 50 Alianza Internacional Save the Children, Alianza Internacional Save the Children - Reino Unido, Alianza Internacional Save the Children - Suecia, GTZ, NRC-Colombia, NRC-República del Congo, Respect University, Visión Mundial Internacional, Windle Trust Kenya, y la Oficina Regional para el Sur de Asia del UNICEF.