ERF recognises the importance of acting as a facilitator, rather than an enforcer, so as to encourage local-led initiatives. ERF will, consequently, ensure the efficiency, sustainability and replicability of its projects. 

Our team coordinates activities aimed at increasing contextualised learning and raising awareness on balanced and inclusive education. Our works focus on creating high level value to build on the organisational work with countries.

By engaging with the civil society, we study the local needs to :


  1. Design context-based initiatives and projects, oversee their implementation, and ensure their success.
  2. Seek to generate systemic change in local and national education systems by enriching the existing curricula and, when necessary and possible, work with partners to support them in delivering new curricula.
  3. Ensure that material will be available, if possible, in both local languages as well as “global” languages.
  4. Work with local communities and cultural leaders to ensure that its activities support existing provision and need.
  5. Ensure, in regards to refugees and migrant populations, the continuity of the education of young people and deliver content that supports inclusivity so as to encourage mutual respect between the refugees and the host communities.
  6. Favour working with groups of schools or school systems, rather than with individual teachers or schools, so as to maximise its impact.

ERF works as a facilitator, rather than an enforcer, and encourages local-led initiatives.


ERF works with education experts to identify areas where improvement is needed. Our team engages with local stakeholders to perform system assessment.Our works aim to serve and support policy makers and community representatives by providing the results of ERF’s collaborative research with academic institutions to shape national thinking and policy.  

System assessment aims to provide answers to the following:

  1. Are the foundations for balanced and inclusive curriculum in place?
  2. Do educational institutions have the required resources to capacitate the system for balance and inclusiveness?
  3. How can the curriculum be optimised?

Ambitions for sustainable education are elegantly captured in Sustainable Development Goal 4 which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - UNESCO