A/HRC/8/10 page 19 83. The Special Rapporteur stresses in particular the shared leadership of the United Nations agencies, especially UNICEF and the international NGOs. There are high hopes for this collaboration. 84. The Education Cluster must act to meet the need to ensure a greater responsibility on the part of the international community, including the United Nations, donor agencies and countries and local and international NGOs. The Cluster should become the proper mechanism for determining the educational needs in emergency situations and responding to them in a coordinated manner, for which purpose it should use and develop the tools laid down by the Inter-Agency Network for Education in Emergencies. 85. The Education Cluster must also ensure that donors are ready to provide the funds needed to respond to any emergency, making available the resources necessary for education as a component of early response. V. AFFECTED POPULATIONS 86. The specific education-related responses to emergencies increasingly reflect the challenges particularly encountered by the affected populations, which are often not homogeneous, with differences depending on situation or status. 87. The potential that assistance may be differentiated or demarcated brings with it the risk of introducing in education an additional component of the discrimination which these marginalized populations often experience. 88. Opportunities for education are, even in times of peace, frequently unequal and discriminatory. In times of emergency, inequality and discrimination increase for marginalized groups, groups such as women and girls, persons with disabilities, persons living with HIV/AIDS, ethnic minorities, and indigenous and migrant communities. Such persons and communities suffer a double or perhaps multiple discrimination. A. Refugees and returnees 89. The educational options for this population are determined to a large degree by the repatriation efforts led by UNHCR. 90. The aim of bringing about successful repatriation and reintegration of returnees, both teachers and students, has led to an emphasis in the study plans on all those aspects that recall the country of origin. This approach is not always possible, as the relevant teaching material is often unobtainable or unsuitable. Such materials may be, for example, a version of the curriculum as it existed before the conflict, and may even have contributed to the conflict itself, or may be a mixture of the local model of the study plan plus innovations made to it by an NGO. 91. Poor use of teaching materials may create problems relating to the accreditation of the teaching received, with refugees and/or returnees being accepted neither by the national education system of their host country nor by that of their country of origin, creating a source of social tension.