Building Evidence Synthesis Capacity in Cameroon's Northwest Region Foundational Learning Community of Practice 

A capacity development activity under the Unlocking Data Initiative, led by eBASE Africa 
 
The Problem We Set Out to Address 

In Cameroon’s Northwest Region, data relevant to improving children’s learning outcomes already exists. What has been missing, however, is the capacity to transform this data into synthesised, policy‑usable evidence that can meaningfully inform policy and practice. 

This gap became visible during the Bamenda Evidence Rush, conducted at the inaugural Northwest Region Community of Practice (CoP) workshop in November 2025 under Design‑Based Implementation Research (DBIR) Cycle 2. Using a Traffic Light methodology, the exercise mapped available evidence against the CoP’s eight priority research questions on foundational literacy and numeracy (FLN). Several questions lacked reliable evidence, others had evidence that existed but had not yet been synthesised, while only a few were supported by consolidated findings. 

These regional insights mirrored a broader national challenge. Cameroon’s National Evidence Gap Map (EGM), which focuses on research related to foundational learning across the country, had already identified a critical shortage of systematic reviews in FLN. Together, these findings underscored the need not simply for more data collection, but for stronger capacity to synthesise existing evidence into forms that are credible, accessible, and policy‑relevant. This is the gap the Comprehensive Evidence Synthesis Training was designed to close. 
 
Who Attended 

The training brought together 22 participants from civil society organisations, academia, research institutions, the teaching profession, and the Regional Delegation of the Ministry of Basic Education (MINEDUB). 

This mix of participants was intentional. The Community of Practice model depends on close collaboration between data producers and data users, requiring a shared methodological understanding that enables constructive engagement around evidence generation and use. Bringing these actors into one learning space helped establish a common language for evidence synthesis and created the conditions for sustained collaboration beyond the training. 

Findings from a pre‑training Knowledge, Attitudes, and Practices (KAP) survey further highlighted the importance of this inclusive approach. Many participants reported limited prior experience with Communities of Practice or structured data‑use initiatives, reinforcing the need for a training design that was both accessible and rigorous. 

The activity was delivered under the Unlocking Data Initiative (UDI), a pan‑African effort to expand the use of foundational learning data and strengthen the capacity of those who generate and apply it in policy and practice. 
 
What Participants Learned 

Over three days and approximately 19 contact hours, participants worked through the full evidence synthesis pipeline, grounding their learning directly in the Northwest Region’s priority learning questions. 

Day 1, designed for all participants, covered the foundations of evidence synthesis. Sessions introduced core concepts, research question formulation using the PICO framework (Population, Intervention, Comparison, Outcome), protocol development, systematic searching and screening, data extraction, and evidence synthesis reporting. 

Day 2, tailored primarily to researchers and academics, focused on systematic reviews of quantitative evidence. Topics included study designs, critical appraisal, meta‑analysis, and the development and interpretation of Summary of Findings tables. 

Day 3, designed with policymakers and decision‑makers in mind, addressed qualitative evidence synthesis. Participants explored meta‑synthesis approaches and effective presentation of findings for policy use, before concluding with integrative sessions on evidence extraction, synthesis, and reporting across participant groups. 
 
What the Training Revealed 

Beyond technical skill‑building, the training revealed a renewed enthusiasm for learning and research among participants. For many, this was their first structured engagement with research methods in several years. 

By the end of the training, participants spoke not only about skills acquired, but about renewed motivation and confidence. As one participant reflected: 

“You have awoken something in me. I have been out of school for a long time and now I feel like I should go back to school again and do research.” 

This moment marked a significant shift. Research was no longer seen as distant or inaccessible, but as relevant, useful, and achievable. Importantly, this change in mindset translated into action. All participants expressed interest in engaging in post‑training activities, including contributing to research that responds directly to the region’s learning agenda. 
 
Why This Investment Matters 

The theory of change underpinning this work is direct. Stronger evidence synthesis capacity leads to better research. Better research enables more informed policy decisions. In turn, this improves foundational learning outcomes for children. 

For researchers and academics, the training builds capacity to conduct and publish rigorous evidence syntheses, as well as to supervise student research commissioned under the upcoming DBIR Cycle 3 small‑grants programme. 

For policymakers and education officials, particularly those from MINEDUB and other regional and local government structures, the training strengthens methodological literacy. This enables them to engage with, interrogate, and apply synthesised evidence in FLN planning and resource allocation. A policymaker who can interpret a Summary of Findings table and commission a systematic review is far better equipped to advocate for evidence‑based reform than one who cannot. 
 
The Cohort Taking Shape 

As a result of the training, participants are emerging as a growing community of researchers and practitioners who: 

• Are equipped with strong evidence synthesis and research skills
• Can confidently access and use global research databases and platforms
• Are strengthening their digital, analytical, and critical‑thinking abilities
• Are contributing to locally relevant and globally impactful research and solutions 
   

The Way Forward 

A key outcome of the training was a shared commitment to move beyond theory and into practice. Building on the momentum created during the sessions, the next phase of the Community of Practice will focus on applying newly acquired skills through real research activities. 

The immediate next step will be to divide CoP members into small working groups tasked with conducting applied research, including rapid reviews and systematic reviews, aligned with the Northwest Region’s learning agenda. Each group will focus on answering selected priority research questions identified during the CoP process, using the evidence synthesis methods introduced during the training. 

This hands‑on approach serves as both a capacity‑strengthening and accountability mechanism. By working on real evidence synthesis outputs, participants will consolidate their skills, receive structured follow‑up and supervision, and deepen their confidence as researchers. At the same time, the process ensures that learning is translated into tangible outputs that can directly inform policy dialogue and decision‑making. 

Importantly, this next step emerged directly from participants’ reflections during the training. It reflects a clear demand for continued engagement, mentorship, and practical application, and aligns with the CoP’s broader objective of building a sustainable, locally rooted community capable of generating and using high‑quality evidence to improve foundational learning outcomes in the region.