We live in a globalised world with unprecedented movement of people across continents. Consequently, our societies need a sustainable solution to achieving inclusion, global collaborations, and non-discrimination.
ERF believes that, evidence based research must be conducted to confirm that only a curriculum that reflects the contribution of diverse cultures and civilisations to our modern world can help achieve this. ERF also believes cultural identity of societies must not only be relevant and sensitive to young people but must also be engaging to enhance their understanding of humanity’s common heritage.
ERF is building its core operational structure around 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 will include 1) analysis of local contexts for adapting the materials and the approach of teaching; 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.
Currently, ERF is working towards opening a dialogue to make the case for balanced and inclusive education, with policy makers and stakeholders of educational institutions in Africa, Asia, Latin America and Europe.
The findings from these meetings will be used to outline recommendations for the necessary steps that can be made available at the country level where governments may adopt the recommendations and chart development strategies in favour of imparting balanced and inclusive curriculum and pedagogy in schools and higher education institutions. The recommendations will also be used as a basis by ERF to commission academic research to provide the scientific evidence as the driving force for policy uptake. Next, ERF will operate projects in partnership with ministries of education, other NGOs and similar organisations to underpin a learning framework to collate and analyse evidence, followed by continual adjustment of implementation plans based on what has been learned, relying on data, facts, and robust arguments including those derived from new academic research.
The efficacy of curricula enhancement in terms of measurable improvement and impact must be demonstrated starting with recommendations from senior stakeholders. For this, ERF will feature a dynamic series of 4 regional stakeholder consultations in Africa, Asia, Latin America and Europe.
Visit our website regularly for updates on these meetings.
Our Consultation Meetings carry two-pronged objectives: 1) To make recommendations on young people’s development through balanced and inclusive education in the context of the ever-increasing complexity of the regional economic, socio-cultural, and political environment, and 2) To make proposals for principles, policies and practice for the delivery and uptake of balanced and inclusive education based on intraculturalism, transdisciplinarity, dialecticism and contextuality (ERF’s four pillars of balanced and inclusive education).
ERF and the Southeast Asian Ministers of Education Organisation Council, Regional Meeting 5-6 July 2017 - Bangkok, Thailand.
In partnership with the SEAMEO Council - The Southeast Asian Ministers of Education Organisation, ERF hosted a high-level meeting in Bangkok. This consultative meeting helped draw upon the expertise of the invited experts to enrich the regional evidence to policy makers with regards to implementing and embedding balanced and inclusive curriculum from the perspective of UNESCO's Universal Declaration on Cultural Diversity, in educational institutions of Southeast Asia.
The Southeast Asian Ministers of Education Organisation (SEAMEO) is a regional intergovernmental organisation established in 1965 among governments of Southeast Asian countries to promote regional cooperation in education, science and culture in the region. As an organisation that has continued to nurture human capacities and explored the peoples’ fullest potential, the SEAMEO maintains its work and aspirations for development with peoples of the region to make lives better in quality and equity in education, preventive health education, culture and tradition, information and communication technology, languages, poverty alleviation and agriculture and natural resources. The organisation's highest policy-making body is the SEAMEO Council, which comprises the 11 Southeast Asian education ministers. The SEAMEO Secretariat is located in Bangkok, Thailand. Read more about SEAMEO.
ERF and the Nigerian Academy of Science, Regional Meeting 25-26 July 2017 - Lagos, Nigeria
A regional consultation meeting was hosted by ERF and the prestigious Nigerian Academy of Science in Lagos to consult directly with the stakeholders of SDG4 in order to jointly produce a work plan to invest ERF's resources in an agenda that is aligned with the priorities of the regional engagements around the theme of SDG4 and more particularly on Balanced and Inclusive Education (BIE).
The Nigerian Academy of Science (NAS) is the foremost independent scientific body in Nigeria which was established in 1977 (but incorporated in 1986). NAS is uniquely positioned to bring scientific knowledge to bear on the policies/strategic direction of the country and is also dedicated to the development and advancement of science, technology and innovation in Nigeria. Read more on NAS