Educational Policy Borrowing in the Cameroonian Higher Education System: A Debatable Paradigm from Stakeholders' Perspectives

Autor/inn/en	Eta, Elizabeth Agbor; Vuban, Joyce Afuh
Titel	Educational Policy Borrowing in the Cameroonian Higher Education System: A Debatable Paradigm from Stakeholders' Perspectives
Quelle	In: FIRE: Forum for International Research in Education, 4 (2018) 3, S.77-94 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Foreign Countries; Educational Policy; Policy Formation; Higher Education; Stakeholders; National Standards; International Cooperation; Developing Nations; Poverty; Educational Finance; International Organizations; Economic Development; Academic Degrees; Program Implementation; Cameroon + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Politische Betätigung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Kooperation; Internationale Zusammenarbeit; Developing country; Developing countries; Entwicklungsland; Armut; Bildungsfonds; International organisation; International organisations; International organization; Internationale Organisation; Wirtschaftsentwicklung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Kamerun
Abstract	Educational policy borrowing is almost the norm in today's policy making, partly because of globalisation, the rise in information and communication technology, and the involvement of external stakeholders in higher education governance. However, the reasons, applications, and results obtained from the adoption and implementation of borrowed policies may result in debates among educational stakeholders because of varying perspectives across contexts, and across individuals. This article discusses, from a general perspective, the perspectives of higher education stakeholders in Cameroon towards policy borrowing; and analyses a specific case of policy borrowing via the adoption and implementation of Bologna Process ideas in this context. The findings discussed in this paper, both from the general standpoint and in terms of this specific case, indicate that policy borrowing is a controversial phenomenon in Cameroon's higher education system. Although our contribution in this article is to the analytical strand of policy borrowing as a phenomenon, this article nonetheless has implications for the normative approach, considering that policy borrowing as a practice is part and parcel of today's policy making. (As Provided).
Anmerkungen	Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail: fire@lehigh.edu; Web site: http://preserve.lehigh.edu/fire/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01