Expert Working Group
All young people should be given the tools to enable them to develop their critical thinking capabilities, be aspirational in their goals and make informed choices about their own and their community’s future. Investment is needed in curriculum development, teacher training, content and learning resources as a narrow curriculum can be limiting and restrict young people’s further education, career and personal choices. ERF's vision is that all young people should, in their educational experience, be exposed to diverse civilisations and cultures.
ERF's approach is to work closely with partners in government, research, academia and non-governmental organisations to develop a framework for structuring ERF activities. Within a framework of a global consultation for the implementation of ERF's roadmap for Balanced and Inclusive Education, ERF's Consultative Expert Working Group (CEWG) serves as a technical advisory team to ERF's mission. The CEWG is an interdisciplinary collaboration of academics, educational consultants, curriculum innovators, lecturers, teachers, scientists and entrepreneurs.
Using recommendations produced from ERF's Regional Stakeholder Meetings and analytical assessment performed by academic research thereafter, the CEWG provides guidance related to the following points:
- How to develop a balanced and inclusive curriculum
- What are the challenges in delivering such a curriculum
- How to produce tailored curriculum content and material in line with the high-level regional recommendations
- How to strategically make policy recommendations
Outcomes of the First CEWG Meeting, Royal Society of Arts, London 6th October 2015
- Develop a methodology to generate systemic change in local and national education systems with a focus on innovation, prolonged impact, sustainability and replicability.
- To work with local groups of schools or school systems, rather than with individual teachers or schools, to maximise impact.
- Whilst some ideas and concepts may prove to be challenging or controversial to some, ERF-advocated approaches should, however, be fully tested and evaluated.
- ERF must have an organised governance structure to ensure objectivity and professionalism prior to, during, and after project implementation.
- ERF's work is not to replace but, rather, to complement existing curricula.
- ERF must fully assess, in countries in which it wishes to operate, existing education systems. To maximise impact, education must be contextualised so as to be relevant to local realities, needs, and settings.
- Perform needs assessments to avoid recreating resources which may already exist.
- Provide clarity when defining terms such as education, curriculum, subjects, and methodology.
- ERF’s projects should respect local values.
- The role of technology and the context of its use should be outlined.
ERF aims to deliver to the stakeholders of education, a tool that enhances the creation and maintenance of balanced and inclusive education. This instrument proposes to resolve asymmetries across teaching curriculum, content and pedagogy delivered by educational institutions. The CEWG will help in the development stages of this tool, especially via input on the model and the practical steps towards its implementation.