A/HRC/8/10 page 6 9. The Special Rapporteur commends the enthusiasm with which many organizations, governments and individuals have provided inputs to this report, which reflects a growing conviction that it is necessary to include an educational element in humanitarian assistance responses. He is especially grateful for the generous support of OHCHR, the International Save the Children Alliance and its Swedish office, the Graduate Institute of International and Development Studies in Geneva and the Latin American Campaign for the Right to Education. 10. Natural disasters and armed conflicts are becoming more frequent3 more or less the world over. However, the impact on each person directly involved in an emergency, while invariably brutal, may also vary, like their reaction. Emergency situations should not, however, entail suspension of domestic and international obligations to guarantee the human rights of those affected. 11. The Special Rapporteur believes that State institutions, the international community and the organizations that step in when emergencies arise, should be guided by those rights, rather than responding on the basis of often unwarranted assumptions or financial risk. The institutions and individuals responsible for early response to emergencies should in any case work with the victims rather than acting for them. 12. Education, a basic human right, is frequently found to be interrupted, delayed or even denied during the reconstruction process and early response to emergencies. This is one of the points the Special Rapporteur wishes to highlight in this report. 13. The commitment to realizing the human right to education has been a signal failure, for the goals of Education for All and the educational targets of the Millennium Development Goals are continually being put off or subordinated to the logic of economics, which sees education as nothing more than an instrument of the market. 14. This report also contains a warning. Education can play a key role in promoting cooperation and human understanding yet education of a kind that does not build peace but increases social and gender inequalities, far from being beneficial, may well fuel conflict. 15. There is still discussion on the role of education in generating conflict and also on the ways in which education can help build a lasting peace, but in the second area an educational vision based on respect for human rights can help clarify the conceptual issues. 16. In preparing this report, the Special Rapporteur found that there is a disjunction between social, cultural and economic structures and the educational activities carried out in times of 3 De acuerdo con la Organización Mundial de la Salud (OMS), el siglo XX ha sido, hasta ahora, el más violento período en la historia humana. Informe mundial sobre la violencia y la salud, OPS/OMS, Washington D.C., 2002.