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.
These consultations will help draw upon the expertise of the experts to enrich the regional evidence to policy makers with regard to embedding and implementation of Balanced and Inclusive Curriculum in educational institutions. Following the three meetings in Africa, Asia and Latin America a similar high-level event will be hosted in November 2017 by ERF in Geneva inviting eminent experts from its three previous regional African, Latin American and Asian consultative meetings in 2017 to 1) obtain the view of the Global North on Balanced and Inclusive Education, the challenges faced and the way forward from the Global North perspective towards global citizenship education and 2) as a concluding meeting collate the recommnedations of the Global North and the Global South to strengthen the north-south collaborations in the pursuit of balanced and inclusive education.
The findings of these meetings will be made available as resources to participating organisations to foster greater international cooperation opportunities for academic research and policy uptake.