A/HRC/8/10 page 23 115. The development of the curriculum and the wide spectrum of teaching activities that this includes require democratic and participatory attitudes in teachers and students alike. These attitudes have to embrace all sectors of the community, above all the groups that have historically been marginalized. 116. In conflict and post-conflict situations, the new curriculum development that is required has to be based on a detailed analysis and an understanding of the role played by the previous education system, such that the emergency itself may turn into an opportunity for qualitative change. In other words, the context of each emergency has to impact the pedagogical approach to education in particular and to social reconstruction processes in general. 117. An urgent task for governments has to be education for peaceful coexistence. Education for peace shares the same objective as human rights and should involve education as a whole, not just isolated parts of the curriculum. Also, it must make it possible for everyone to understand the causes and consequences of emergencies. 118. Scant attention has been paid to these points to date. VII. QUESTIONNAIRE 119. With the aim of gathering updated information, the Special Rapporteur sent a questionnaire to Governments, United Nations agencies, NGOs and independent experts. 120. At the time of writing, 16 countries48 had responded to the questionnaire. Some of them are suffering various types of emergency and refer to the populations affected without specific reference to pupils or students, except in the case of Colombia and El Salvador. Colombia reported that between 1995 and 2007, 943,935 boys and girls aged between 5 and 14 were displaced by the armed conflict. El Salvador stated that 145,629 students were affected by flooding. 121. With regard to legislation, the responses reveal that the majority of reporting countries have mechanisms that provide for some action in the event that education is affected by emergencies. For example, Colombia has a special team set up by law, and Chile has adopted a budget Act which covers education in emergencies. 122. As to donor countries, Monaco, for example, has international agreements to provide international cooperation on natural and technological hazards. France organized a conference of European ministers of education in 2005, for purposes of providing assistance to the countries hit by the tsunami in December 2004. 123. The Special Rapporteur regrets that few of the States report on implementation of the INEE Minimum Standards. 48 Arabia Saudita, Argentina, Burkina Faso, Chile, Colombia, Costa Rica, El Salvador, Georgia, Guatemala, Iraq (no se dispone de traducción), Líbano, Mauricio, Mónaco, Polonia, Rumania, Singapur y Turquía.