Global References, Local Translation: Adaptation of the Bologna Process Degree Structure and Credit System at Universities in Cameroon

Autor/inn/en	Eta, Elizabeth Agbor; Vubo, Emmanuel Yenshu
Titel	Global References, Local Translation: Adaptation of the Bologna Process Degree Structure and Credit System at Universities in Cameroon
Quelle	In: Globalisation, Societies and Education, 14 (2016) 4, S.492-512 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2015.1077102
Schlagwörter	College Credits; Higher Education; Student Mobility; Foreign Countries; International Cooperation; Educational Cooperation; Educational Policy; Interviews; Educational Practices; Qualitative Research; Grading; Universities; Educational Change; College Students; Cameroon + Suchen Sie Ihr Suchwort? College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Bildungspraxis; Qualitative Forschung; Notengebung; Schulnote; University; Universität; Bildungsreform; Collegestudent; Kamerun
Abstract	This article uses temporal comparison and thematic analytical approaches to analyse text documents and interviews, examining the adaptation of the Bologna Process degree structure and credit system in two sub-systems of education in Cameroon: the Anglo-Saxon and the French systems. The central aim is to verify whether such adaptation has replaced, re-enforced or modified existing practices. Secondly, the article analyses the factors that have influenced this adaptation. The results highlight the idea that education systems may demonstrate a level of awareness about global practices, but these practices are interpreted in their local contexts; thus, policy-makers "think globally but act locally." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01