A/HRC/8/10 page 20 B. Internally displaced people 92. The people in this category are disproportionately denied the right to education. It has been suggested that the number of internally displaced persons without the right to education is generally 90 per cent. This may be due to the ongoing lack of security, the lack of an international agency specifically mandated to respond to their needs, the lack of physical access for education providers, the lack of political will in governments to allow education providers to offer such people real opportunities, or to the simple reluctance of governments to commit to providing them with an education. C. Women and girls 93. Gender parity in education is the focus of a global educational strategy that is obviously inadequate. In the context of emergencies, the relevant literature tends to concentrate on the challenges other than parity: those created by the greater vulnerability of women and girls, including their problems of security, hygiene and the lack of adequate sanitary facilities within the educational institutions, as well as the shortage of female teachers and the fact that girls are also required to do housework. 94. The impact of emergencies on girls is more serious given that historically they have been the victims of exploitation and emotional and physical aggression, especially sexual aggression. For this reason it is of fundamental importance for early response to emergencies to develop appropriate curricula that can be adapted to their needs and rights. There is a need to go further in providing comprehensive protection for young and adolescent girls, guaranteeing their safety en route to and from school and environments free of aggression, by means of strategies that will encourage them to stay in school. To achieve this goal, it is essential to work with women teachers. D. Child soldiers and combatants 95. It is estimated that around 250,000 boys and girls worldwide have been recruited to serve not only as soldiers, but also in the detection of mines, or as spies, messengers and members of suicide missions.43 96. A large portion of international attention has been focused on their demobilization and reintegration, in line with international disarmament principles and the reintegration and demobilization standards laid down in the Convention on the Rights of the Child. If such programmes are to be effective, there is a need to deal with the imbalance in the attention that donors pay to demobilization as compared with reintegration. 97. A rights-based approach is needed to ensure that all educational programmes deal with the multiple discrimination experienced by adolescents, minorities and persons with disabilities, among others. 43 Mireille Affa’a Mindzie, Children associated with armed forces. Ciudad del Cabo (Sudáfrica), 2008, Centre for Conflict Resolution.