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

Autor/in	Eta, Elizabeth Agbor
Titel	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
Quelle	In: Comparative Education, 51 (2015) 2, S.161-178 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2014.941174
Schlagwörter	Educational Policy; International Cooperation; Educational Cooperation; Student Mobility; Foreign Countries; Educational Change; Higher Education; Standards; Technology Transfer; Graduates; College Credits; Outcomes of Education; Student Centered Curriculum; Employment Potential; Interviews; Content Analysis; Africa; Cameroon + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Ausland; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Standard; Technologietransfer; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Lernleistung; Schulerfolg; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Interviewing; Interviewtechnik; Inhaltsanalyse; Afrika; Kamerun
Abstract	The borrowing and transfer of policies, ideas and practices from one system to another may in part explain the convergence of educational systems. Using text documents as research material, this paper examines the adoption and transfer of Bologna Process (BP) ideas in the Economic and Monetary Community of Central Africa (CEMAC) and in the Cameroonian higher education (HE) system through the lens of policy borrowing and transfer, and policy convergence, in order to understand the justification for such transfer at the local level. In 1999, in what is known as the BP, 29 ministers of HE signed the Bologna Declaration with the intention of creating a European HE area. In 2005, the heads of state of the CEMAC region signed the Libreville Declaration with the intention of creating the CEMAC Space for Higher Education, Research and Professional Training through licence, master and doctorat reform. The justification for the adoption of BP ideas in the CEMAC region was attributed to the convergence of educational systems. The need to legitimise the harmonisation of the degree structure and to adhere to international standards for international recognition of certificates and graduates was found to be the major justification for the reform in the Cameroonian HE system. This paper draws attention to two aspects: first, how the BP, a European model of harmonisation, has spread beyond Europe and is influencing reforms in other parts of the world, including Africa; and second, how borrowed models are justified at the local level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01