The ECP requires a multi-layered approach:

Course design. ECP courses are intended for people who already have a good level of English: the native English speaker is a facilitator of progress, not a teacher of basics. This avoids duplicating efforts with existing school and university curricula and positions the ECP as a complement to existing programmes.

Classes. Classes cover a carefully selected set of varied topics tailored to the participants' needs. In this manner, a wide range of vocabulary is practised by the students, adapted to the level of each class. This also allows the facilitators to correct common language mistakes. The format of the classes varies as well, to ensure that students have an opportunity to refine their communication and presentation skills, and improve their linguistic dexterity. Building on the work of the LDP, each session has set readings or a research component to be completed prior to class. This allows participants actively to interpret texts and express themselves accordingly.

Recognition. To give participants the full benefit of the ECP, their training must be recognised at a national or regional level. In due course nationally recognised standards will be defined after appropriate consultation, in order to give ECP graduates certificates proving their level.

Link. By linking ECP facilitators and graduates in different areas, larger initiatives on a national scale can be implemented with a view to promoting excellence in English oral communication.

Sustainable. In order to benefit generations of students, the ECP must be sustainable in the long term. To achieve this, the best graduates will be retained to assist with class-facilitation on a voluntary basis. This enables local appropriation of facilitating skills and increases the community's cohesiveness. An internship scheme for native English speakers in university is under consideration, with a view that they facilitate ECP classes while benefitting the host country in contributing their skills, time and knowledge.