A/HRC/8/10 page 24 124. With regard to the components making up the right to education, the information provided is as follows. A. Availability 125. All the countries that responded stated that they have systems to ensure that availability of education is maintained in emergency situations. Some stated that they have alternative systems that could be activated under such circumstances, such as distance learning or education beamed via satellite. 126. The Special Rapporteur wishes to draw attention to the inadequacy, and in some cases total absence, of statistics that would allow a precise evaluation of how the right to education is implemented in emergencies, at all educational levels. With the exception of three countries that cited the average pupil-teacher ratio, no exact figures were given. B. Accessibility 127. With few exceptions, States have legislative mechanisms for guaranteeing access to education. Some of them provide assistance to affected students, such as exemptions from fees, or grants. 128. With regard to refugees and internally displaced persons, in general the States that responded to the questionnaire guarantee their access to education. However, some of them make access conditional on legal status, or do not have sufficient resources to guarantee children’s access to education. 129. Persons with disabilities generally have a legal guarantee of access to education. However, some countries have not yet implemented the recommendations on inclusive education.49 C. Acceptability 130. Generally speaking, there is significant interest in providing children with basic training on disaster prevention. By contrast, educational programmes on peace and human rights are rare. 131. As to monitoring the quality of the education, only very scant information is provided on the standards used. 132. Security in schools is in general the responsibility of the education authorities. Corporal punishment is prohibited, except in rare cases. None of the States provided information on attacks on schools or the designation of schools as peace zones. 133. It is important to point out that this component of the right to education is the one on which the fewest responses were received. Greater interest and action are needed to ensure acceptability in almost all countries. 49 A/HRC/4/29.