Balanced and Inclusive Education (BIE)

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.

School is a place where young people should learn about and develop a healthy pride in their identities, embracing the humility of knowing that our cultures are all deeply indebted to each other – and finding the richness, beauty, utility, interconnection in each of them. This is how they build true solidarity and social cohesion, growing up into engaged, proactive citizens.

We are bringing together governments, academics and civil society to chart a better path, and establish the means to construct innovative education systems that respond to every student’s needs.

Four Pillars of Balanced and Inclusive Education (BIE)

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

Approach based upon in-depth cultural introspection for a more complete understanding of the inter-indebtedness and interdependence of cultures.

Integrative multi-perspective approach based upon interconnecting both academic as well as non-academic knowledge domains for a complex and holistic understanding of the world.

Interactional and synergetic approach based upon problem-posing dialogue and critical exchange, for free and critical thinking through the proactive participation of learners.

Context-centred approach based upon the integration and adaption to the realities, values, and interpretive frameworks of the learners, to develop their sense of co-ownership and co-creation .

Four Pillars of Balanced and Inclusive Education (BIE)


ERF’s purpose-to-impact plan operates according to cost-effective practices that maximise the value of its works and approach. In doing so, it has adopted a work model wherein it complements and adds value to existing services and provisions, working in collaboration with educational institutions to induce a change in the way education is delivered across the world.

 The main characteristics of ERF’s approach to Balanced and Inclusive Education are: 

  1. Contextualised and tailored curricula, content, and pedagogy.
  2. Dialectical, rather than doctrinal, in its approach to instigate creative, critical, and free thinking.
  3. Holistic in so far as it seeks to nourish the ability of students to make connections between subjects and understand issues from the sum of the knowledge acquired.

ERF emphasises that any new curriculum material and content should only complement and not compete with any national curricula and content.

ERF proposes that there should be a paradigm shift in the curricula, content, and pedagogy of school education delivered globally. These need to be more balanced and inclusive. At the level of pedagogy, ERF will offer Training of trainers tailored to specific needs and which will be designed in a manner that will allow teachers to adapt the materials and the approach of teaching to local contexts.


ERF’s core operations are based on a process that is developed in response to the collected evidence from published national priorities including ERF collaborations and engagements with local stakeholders in countries.

The key elements of the method are that ERF:

  1. Proposes teaching content that will complement the existing curricula through training of teachers, content and material development by working alongside decision makers at the policy level, partnering with other NGOs, school systems as well as with curriculum content providers.
  2. Ensures that the collated evidence is quantifiable and transparent.
  3. Develops evidence-based propositions.
  4. Supports projects and initiatives, ideally in partnership with other organisations (NGOs and content providers) that can help demonstrate core propositions of ERF.

Only evidenced social and cultural benefits of ERF's methodology are used as its on-going influencing proposals in the international arena.

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