Foundational Learning Communities of Practice Enter Evidence Synthesis Phase

Communities of Practice (CoPs) on foundational learning in Cameroon’s Northwest and Centre Regions have officially moved into the evidence synthesis phase, with members now conducting active reviews on priority education challenges identified within their regions. 

Thirty-two CoP members have been organised into six evidence synthesis working groups, each focused on a priority question drawn from their regional Learning Agendas. The groups are currently developing protocols and preparing for screening, data extraction, and synthesis activities that will continue over the coming months. 

Regional Priorities 

Both the Northwest and Centre Communities of Practice are organised around three shared thematic groups: Governance, Accountability, and Data Systems, Pedagogy, Teacher Practice, and Professional Development, and Inclusion, Equity, and Vulnerable Learners. 

In the Northwest Region, the guiding questions are: 

• How can we motivate data actors to share data in a trustworthy, timely, and safe manner?
• What is the effectiveness of teaching approaches in emergency contexts?
• How can vulnerable children be effectively included in emergency education? 

In the Centre Region, the guiding questions are: 

• How do coordination and accountability arrangements across central, decentralised, and school levels affect foundational learning outcomes?
• To what extent do current teacher training and supervision approaches influence classroom instruction and learner progress?
• Which inclusive education approaches are effective for learners with disabilities and other vulnerable groups? 

These reviews mark an important transition for the CoPs from dialogue and agenda-setting spaces into active, practitioner-led evidence-generation platforms. 

How the Process Began 

The Northwest Region CoP was launched in Bamenda, Cameroon in November 2025, bringing together stakeholders from government, civil society, research institutions, local councils, and schools. Participants identified major gaps in how foundational learning evidence was produced, shared, and used across the region. The workshop resulted in eight priority research questions that now guide the region’s evidence agenda. 

A parallel CoP was later established in Yaounde, Cameroon for the Centre Region, where stakeholders completed an Evidence Rush exercise and developed a Regional Learning Agenda centred around priority domains. 

Across both regions, participants identified a common challenge: while large amounts of education data existed, there was limited capacity to synthesise that information into policy-relevant evidence. 

To address this gap, Comprehensive Evidence Synthesis Trainings were organised for CoP members in both regions. Participants were introduced to the full evidence synthesis process, including protocol development, critical appraisal, data extraction, and synthesis reporting. 

The trainings laid the foundation for the review groups that are now actively conducting evidence synthesis. 

Why this Matters 

What makes the process particularly significant is that the reviews are being led by actors embedded within the education system itself including ministry officials, regional delegations, school administrators, decentralised structures, and civil society organisations rather than external consultants. 

One of the challenges identified early on was the existence of siloes: data and knowledge often remained fragmented across institutions, limiting their usefulness for decision-making. This activity is breaking down those siloes by bringing diverse actors together to make meaning out of available data and transform it into actionable evidence. In doing so, the CoPs are fostering collaboration across levels of the education system and ensuring that data is used to drive improvements in foundational learning outcomes in Cameroon. 

A municipal officer and member of the Centre Region CoP described the practical value of evidence synthesis for local governance: 

“Elle nous permet de déployer de manière efficace, de prendre des décisions objectives et d'impacter le processus d'amélioration de l'éducation au sein de la commune.” (“It allows us to act more effectively, make objective decisions, and contribute to improving education within the municipality.”) 

Final synthesis reports are expected to be presented during regional CoP plenaries by November 2026. 

Learn more about the CoPs here.