ERF's purpose-to-impact plan operates according to cost-effective practices that maximise the value of its works and approach. In doing so, it has adopted a work model wherein it complements and adds value to existing services and provisions, working in collaboration with educational institutions to induce a change in the way education is delivered across the world.

 

The main characteristics of ERF’s approach to Balanced and Inclusive Education are:

 

  1. Contextualised and tailored curricula, content, and pedagogy.
  2. Dialectical, rather than doctrinal, in its approach to instigate creative, critical, and free thinking.
  3. Holistic in so far as it seeks to nourish the ability of students to make connections between subjects and understand issues from the sum of the knowledge acquired.
 

ERF emphasises that any new curriculum material and content should only complement and not compete with any national curricula and content.

ERF proposes that there should be a paradigm shift in the curricula, content, and pedagogy of school education delivered globally. These need to be more balanced and inclusive. At the level of pedagogy, ERF will offer Training of trainers tailored to specific needs and which will be designed in a manner that will allow teachers to adapt the materials and the approach of teaching to local contexts.

 

Adopting the lens of knowledge in the study of history to unveil the interdependence of civilisations and a certain global ‘civilisational continuity’ – in other words, an intracultural approach:  an approach which not only allows one to understand one’s own history better but also unveil one’s indebtedness to ‘the other’.

ERF's approach is to build the case for this shift in paradigm using data collected from an analysis of policy goals, cultural specificities, and local contexts. The entire process is driven by the results of needs assessment of national priorities and will be concluded by monitoring and evaluation to measure objectively how well the expected results are being achieved.

ERF has a clear and defined approach for delivering its mission:

  1. Evidence-based propositions will be developed in regards to curricula, content, and pedagogy.
  2. Partnerships with school systems will be developed through training of trainers, content and material development and working with other NGOs including content providers.
  3. Its projects, initiatives and results will be subject to analysis and examination, which ERF will ensure to be quantifiable and transparent. 
  4. The evidence collected will be the basis for ERF’s future activity in terms of commissioning new content, training of trainers, and producing educational material.