Global interactions have brought many benefits to societies in terms of educational opportunities, economic development, cultural pluralism, and improvements in health and mortality rates. These global benefits come, however, with a price which includes increased inequalities in resource distribution, forced movement of people, and the erosion of historic values, cultures, and languages. There is therefore an imperative that globalisation of inclusion and diversity occurs at early stages of educational experience of young people. This greater knowledge on the interdependence and connectivity of cultures will enable young people from various backgrounds to become responsible citizens of their countries and to be recognised as drivers of socio-economic growth based on their ability to value connectivity, interdependence, and cooperation across cultures.


 

ERF's Mission is to deliver, promote and embed a new, inclusive balanced education that enables young people to learn from the contributions of diverse civilisations and cultures. 

ERF has one central building block as the starting position for its operational reality. This central block is ERF’s firm belief in balance and inclusivity as an essential component of social harmony. ERF operates around this central block following a process based on diagnosis, forecast, and commitment for the introduction of the principle of balance and inclusivity in the curricula, content, and pedagogy offered by educational systems and institutions. This includes 1) analysis of local contexts for adapting the materials and the approach of teaching to specific projects; 2) focusing on delivery of tailored Training of Trainers (ToT) programmes that meet specific needs; 3) and, finally, ensuring that ERF’s ToTs offer sufficient flexibility to teachers for adapting their materials and approach of teaching to local requirements. For this, ERF will advocate and work towards a commitment to change both at the policy level as well as amongst the stakeholders of the relevant education systems and institutions (school authorities, senior members of non-teaching staff in schools, teachers and trainers). The organisation is also committed to open up a new dialogue, making the case for balance and inclusivity in education, with policy makers.

 

ERF's balanced and Inclusive Education is based on four foci: intraculturalism, transdisciplinarity, dialecticism, and contextuality. 

 

 ERF’s Values (Three Es: Engagement, Excellence and Equity)

  1. Engagement: Develop and strengthen local cohesion within communities.
  2. Equity: Ensure similar life opportunities through education for all young people to achieve their full potential, irrespective of cultural, socio-economic, ethnic, or other differences.
  3. Excellence: Foster confidence, co-operation, compassion, cultural understanding, and critical thinking in young people.    

 

 ERF’s Objectives

  1. Promote an inclusive balanced education that incorporates the contributions of diverse cultures by formulating requirements and recommendations, creating methods and developing pedagogical content.
  2. Develop and provide pedagogical tools and resources to schools by training teachers and investing in research.
  3. Support the youth, in particular the most vulnerable, in their educational development.
  4. Work co-operatively with other agencies to achieve shared aims and engage local communities through co-creation and co-commissioning.