Policy borrowing and transfer, and policy convergence: justifications for the adoption of the Bologna Process in the CEMAC region and the Cameroonian higher education system through the LMD reform

Educational Policy Borrowing in the Cameroonian Higher Education System: A debatable Paradigm from Stakeholders

“…In addressing the second aim of this paper, evidence was drawn from already published articles by the authors and other co-authors. These published works focus on different aspects of Bologna Process adoption and implementation in the Cameroonian higher education system, while leaning on policy borrowing for theoretical backing with topics ranging from: the justifications for the adoption of Bologna Process in Cameroon (Eta, 2015); transfer and reception of Bologna Process ideas in the Cameroonian higher education system (Eta, Kallo & Rinne, 2017); adaptation of Bologna Process degree structure and credit system at universities in Cameroon (Eta & Vubo, 2016); and the challenges of Bologna Process implementation in Cameroon (Eta & Vuban, 2017). The use of these already published articles is not for repetition; rather, the articles are research materials illustrating the controversial nature of The Bologna Process adoption and implementation in Cameroon.…”

“…From the review, adoption and implementation of Bologna objectives in Cameroon were attributed to the need to meet international standards and for international acceptance of degree, to align with a global trend, to resolve higher education challenges, including the need to harmonise the dual French and Anglo-Saxon systems of education in the country, and to comply with CEMAC's vision to create the CEMAC space for higher education and research (Eta 2015;Eta, Kallo & Rinne, 2017). Notwithstanding, the reasons Cameroon adopted the Bologna principles, whether the adoption was imposed or voluntary (Eta, Kallo, & Risto, 2017), seem to be debatable.…”

“…The second perspective was that the adoption was voluntary; used to resolve higher education challenges in Cameroon, such as the harmonisation of the dual French and Anglo-Saxon systems of education; to enhance mobility and graduate employability (Eta 2015;Eta, Kallo, & Rinne, 2017); to foster collaboration with European countries; and to align with a global trend (Eta, Kallo, & Rinne, 2017). The question of whether Cameroon's adoption of Bologna Principles was voluntary or imposed was controversial, according to Eta, Kallo, and Rinne (2017), because the adoption was based on a political decision, adopted by the head of state (without the involvement of the higher education community), and imposed on the universities.…”

“…Adaptation is a fundamental aspect of policy borrowing that focuses on how borrowed ideas are modified and re-contextualised to fit the local reality of the borrowing country. One of the reasons attributed to Cameroon's adoption of the Bologna Process is the need to harmonise Cameroon's dual systems of education, especially with regards to the degree structure and the credit system in order to increase mobility within the sub-systems (Eta 2015, Eta, Kallo, & Rinne, 2017. However, according to Eta, Kallo, and Rinne (2017) there was skepticism of the adapted version, that despite Cameroon's dual system, the adaptation was more in line with practices of the French-inspired universities prior to Bologna adoption in Cameroon.…”

The role of the Bologna Process in defining Europe

“…The EHEA includes mainly EU countries, as well as its nearby states spreading as far to the east as Kazakhstan and Russia, and as far to the south as Turkey ("EHEA," 2014). Moreover, the Bologna Process has had an impact on higher education systems in other parts of the world, such as Africa (Eta, 2014). This paper does not aim to develop some kind of definitive conceptualization of what should count as Europe.…”