Design Based Implementation Research Report

The second cycle of our Design-Based Implementation Research (DBIR) on foundational learning in Cameroon moved the Centre and Northwest Communities of Practice (CoPs) from newly launched platforms to governed, agenda-setting bodies.

Using a “clinic-to-workshop” model, we brought together over 60 civil society actors, Ministry officials, researchers, teachers, and local government representatives in Bamenda and Yaounde. The Northwest ratified the Bamenda Charter, which includes a “Safe Harbour” ethics compact and an offline-first data mandate. Both regions adopted Regional Learning Agendas with clear priority research questions.

Key findings

• A “Traffic Light” assessment revealed evidence voids on priorities such as teacher motivation and disability inclusion.
• Most participants entered with low self-assessed knowledge of key data systems, pointing to a sub-national data literacy gap.
• In Bamenda, 87.5% of participants rated their understanding of the Regional Learning Agenda at level 4 or 5 after the workshop, up from 6.25% beforehand.
• Local councils are taking a more active role as co-producers of education evidence.

Looking ahead, Cycle 3 will focus on generating missing evidence, building tiered data skills, and piloting offline-first data tools.

Read the full report to explore the findings, methods, and recommendations here.