The approach, the programs, and the schools we work in
KSAV: what a fully equipped person looks like
Schools teach Knowledge. They barely touch the rest. EFAS defines what a fully equipped human being looks like through four domains. Every programme maps to KSAV outcomes. The framework spans 44 competencies across these four domains.
Knowledge
What I understand: literacy, numeracy, financial literacy, health, digital literacy, and how society works. Not for exams. For life.
Skills
What I can do: communicate clearly, think critically, collaborate, solve problems, manage myself, make decisions under pressure.
Attitudes
How I show up: with resilience, a growth mindset, curiosity, self-awareness, courage, and adaptability in the face of change.
Values
What I believe matters: honesty, empathy, dignity, integrity, and the belief that I have a role in how things go in my community.
Four things that happen every week, for 12 months
We don't train teachers and leave. A Program Manager is inside the school, every week, for the full year.
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An EFAS Program Manager works on-site inside your school four days a week, year-round.
Coach
The PM co-delivers KSAV-integrated lessons with teachers, building their capacity to teach this way independently.
Practice
Classroom culture shifts. Children read, reason, question, and speak confidently in every session.
Build skills
Skills form across all 5 outcomes over 12 months. A formal child-level tracking system is in development this year.
The 12-month programme cycle
The programme is 12 months in total. Month 1 begins before each school's term opens, used for teacher orientation and classroom preparation. Classroom sessions run from Month 2 through Month 12.
Programme cycle
Three levers. One destination.
The short-term work inside classrooms is the engine for a longer theory of how the education system changes.
Proof
The system will not change because someone argues it should. It will change when there is undeniable evidence that something better works. EFAS builds that evidence one classroom at a time. The goal is to track every child each month and measure cohort growth over time, so the case becomes impossible to ignore.
People
A model is only as powerful as the people who can run it. EFAS's long-term bet is on teachers. Over three years inside the programme, they develop the ability to do it without us, and carry this into every school they ever work in.
Demand
As the programme scales, parents inside partner schools are kept informed of their child's progress. Once a parent understands what their child is capable of when taught the right way, they want it for every child they know. That demand, multiplied, is a force systems cannot ignore.
Our current program, measured against real outcomes.
Long-term development inside your school
A 12-month partnership. An EFAS Program Manager works with your teachers four days a week. The school pays per classroom per month. EFAS owns the outcomes. Year 1 endline (200 students, 6 classrooms): all 200 students could read sentences at endline; 70% met the grade-level comprehension criterion. Baseline records are no longer available, so growth from baseline cannot be quantified.
Year 1 historical results
This program ran in Year 1 and is not currently offered. It reached 1,500 students across three schools in 3 months. Reading fluency findings for this programme were based on staff observation, not a formal child-level assessment instrument.
Reading Fluency (RF): daily structured practice until every child can read fluently in English. Reading Comprehension (RC): once fluent, children learn to read to understand, extracting meaning, forming views, thinking critically.
The schools we work in
Is your school a fit for EFAS?
We work with schools serving children from low-income communities who believe education should prepare children for life. Reach out.