The Competency-based Approach in Public Universities
Implications for the Tuning Africa Project in Anglophone Cameroon
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The harmonization of the university degree structure in Cameroon under the Bachelor, Masters and Ph.D/ Licence, Mastere and Doctorat (BMP/LMD) system (a product of the Bologna Process) is a recent innovation in the Higher Education (HE) sector. The Bologna Process is an innovation with a global impact marked by the adoption of the BMP for the Anglophone sub-system and the LMD for the Francophone subsystem. This study therefore assessed the Competency-based Approach (CbA) in public universities in Anglophone Cameroon within the framework of the BMP system. The findings revealed that: Curriculum...
The harmonization of the university degree structure in Cameroon under the Bachelor, Masters and Ph.D/ Licence, Mastere and Doctorat (BMP/LMD) system (a product of the Bologna Process) is a recent innovation in the Higher Education (HE) sector. The Bologna Process is an innovation with a global impact marked by the adoption of the BMP for the Anglophone sub-system and the LMD for the Francophone subsystem. This study therefore assessed the Competency-based Approach (CbA) in public universities in Anglophone Cameroon within the framework of the BMP system. The findings revealed that: Curriculum planning/design processes, teaching-learning processes and Students' assessment in the public universities studied were relatively reflective of the Competency-based Approach. The implication of the findings for the Tuning Africa project rested on the necessity to explore possibilities of partnership between the Tuning Africa project and any of the institutions concern. This will enable them to share ideas and experiences on implementing the CbA in difficult areas of HE practices, and make improvements in areas where successes are already being registered.
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