The contested landscape of foundational learning data in Cameroon

Bibliographic Data

ID22166629
AuthorsMark Tata Kelese (University of Bamenda), Claude Fotso (Effective Basic Services (eBASE) Africa), Sherifa-Jamil Nashipu (Effective Basic Services (eBASE) Africa), Rigobert Pambe (Effective Basic Services (eBASE) Africa), Patrick Okwen (0000-0002-9017-7496, Effective Basic Services (eBASE) Africa)
Year2026
Volume11
Publication date2026-06-24
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1816889
OpenAlexW7165734700
LanguageEN
References cited17

Background Access to reliable foundational learning data is crucial for enhancing educational outcomes, especially in light of the global learning crisis, where, despite a substantial increase in school enrolment, many children are not acquiring basic skills such as literacy and numeracy. In Cameroon, access to foundational learning data is deeply contested, with stakeholders facing significant barriers that limit data access, sharing, and use. Methods This study employed a mixed-methods design, integrating a structured survey of 287 respondents, complemented by 87 key informant interviews and a focus group discussion with 26 participants. The participants included educators, ministry officials, researchers, local administrators, community leaders, and civil society organizations. Quantitative data were analysed using descriptive statistics, while qualitative data were coded thematically in MaxQDA. The analysis was structured around barriers and facilitators to accessing foundational learning data. Results The results reveal a landscape characterized by parallel systems of data collection, profound mistrust among stakeholders, and systematic barriers to accessing data that are driven by competing political and institutional interests. While formal hierarchical structures and digital platforms facilitate data access, they are undermined by resource scarcity, political interference, armed conflict, and a culture of data hoarding. Conclusion Improving foundational learning outcomes requires not just better data systems, but a reconfiguration of the political and institutional arrangements that govern how educational data is produced, shared, and used. This study contributes to understanding education data ecosystems in contexts of fragility and offers insights for policymakers, donors, and practitioners working to strengthen evidence-based education planning

Civil society · Data collection · Focus group · Geospatial analysis · Politics · Qualitative property · Survey data collection · Educational Assessment and Improvement · Global Educational Policies and Reforms · Poverty, Education, and Child Welfare

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