Bologna implementation in Cameroon : case study: University of Buea

Abstract

ABSTRACT The study was aimed at analysing the implementation of the Bologna process in Cameroon Higher Education System with case study from the University of Buea. The study examines the Bologna process in Cameroon from two angles: the national degree structure system and the curricular designs. The study specifically focuses on how the University of Buea educational program complies with international standards and how this university is implementing the Bologna process. To accomplish this, semi-structured interviews and unstructured interviews were conducted following an interview guide to some resource persons (key imformats) in the University of Buea and the Ministry of Higher Education. Secondary data were collected from archives reports and research projects carried out by the Ministry of Higher Education and the University of Buea of the implementation strategies adopted by the case study institution. A theoretical framework was used to analyse the implementation policy in Cameroon and a content analysis of the Bologna related policy documents developed between 2003 and 2007. The results from the study confirmed that, the approach to Bologna process implementation in Cameroon is regarded as a social experiment made up of pilot projects, which are financed by the state and higher education institutions administrators. With the Cameroon context from the study, the main participants of the process are the ministry of higher education, higher education institutions including university administrators, faculty members and students. Within the process, we could distinguish between policy formulators and policy implementers. The ministry of higher education has taken a dual role of both policy formulator and policy implementer. The higher education institutions are responsible to give feedback, which are important to reformulate the policy. This type of relationship examined in the study is quite new and unique in Cameroon since it is based on trust, responsibility-negotiation and cooperation. The implementation analysis of the study confirmed that, the ministry of higher education has to address certain issues and challenges for effective implementation. These issues include: Defining and monitoring the duties of the impelementers Creating enough incentives for students to effectively play an active role in the process Improve the funding to incoporate smaller higher education institutions in the Bologna process.