Thematic Groups

At the thematic group level – this is the life of the Network – this is where members work on their areas of interest and expertise to deliver on the promise of quality education.  It is here that members bring various experiences and evidence of what works and what doesn’t and prioritizes areas of joint learning and areas and policy influence and then set up machinery to start the process of influencing policymakers and other important stakeholders in education. These thematic groups are: Equity and Inclusion; Values and life skills; Teacher development and Support/Learner-centered teaching and Accountability.


This thematic group examines advocacy strategies at the local, national, and global levels targeting (1) vulnerable groups that have been left out of education progress and (2) effective governance and accountability for all types of basic education to ensure consistent quality and equity. The Accountability cluster seeks to advance the quality of public education provision through governmental engagement. This thematic group is only in Tanzania.

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Equity and Inclusion

All the learners RELI works with suffer one form of exclusion or another and this group targets those most vulnerable.  It is in this group that they address children with disability, girl issues, and pastoralist education among others. This thematic group brings our work to the ground where we must deal with the critical complex issues that affect those left behind and devise opportunities for enhancing equity and inclusion for all learners without discrimination.

Learner-Centred Teaching/ Teacher development Support

Teachers are central to the experience in the classroom – this group explores strategies for enhancing the learning experience by ideating ways of improving the instruction methods used by teachers to reach learners of different abilities while making learning interesting and holistic.

Values and Life Skills

In everyday life, the development of life skills helps students to find new ways of thinking, solving problems, building their confidence both in spoken skills and for group collaboration and cooperation, and teaches them to take responsibility for what they do.  This group works to generate and share evidence and strengthening practices that support the acquisition of values and life skills in East Africa. This involves coming up with ways of understanding, nurturing, and assessing life skills acquisition and how they are being applied in the lives of the child and supporting the integration of values and life skills in the education system and curriculum.