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<p>Over the past two decades, Cameroon has aligned its higher education system with the Bologna Process through the Licence-Master-Doctorat (LMD) system. Framed by policy transfer theory, this study critically analyses these reforms via a qualitative analysis of policy documents, academic literature, and institutional reports. The findings indicate that the LMD system has successfully standardised degree structures, introduced credit-based curricula, and enhanced quality assurance, thereby fostering global compatibility. However, its implementation has been impeded by systemic challenges, including political centralisation, linguistic inequities between Anglophone and Francophone regions, socio-economic disparities, and institutional resistance. The study&#xa0;reveals a core tension between policy imitation and local adaptation, alongside neo-colonial dynamics that frame the LMD as an externally imposed model. In response, the study proposes a framework for contextualised adaptation, advocating decentralised governance, equitable bilingual policies, socio-economic inclusivity via scholarships and partnerships, and digital pedagogical transformation. Ultimately, it underscores the imperative to contextualise global reforms within local socio-political landscapes, offering critical insights for policymakers in developing nations navigating the interplay between international integration and educational sovereignty.</p>

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Two Decades of the Bologna Process in Cameroonian Higher Education: Changes, Challenges, and Prospects

  • 期刊论文

  • 发表日期：

    2025年12月20日

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  • Degreume

摘要

Over the past two decades, Cameroon has aligned its higher education system with the Bologna Process through the Licence-Master-Doctorat (LMD) system. Framed by policy transfer theory, this study critically analyses these reforms via a qualitative analysis of policy documents, academic literature, and institutional reports. The findings indicate that the LMD system has successfully standardised degree structures, introduced credit-based curricula, and enhanced quality assurance, thereby fostering global compatibility. However, its implementation has been impeded by systemic challenges, including political centralisation, linguistic inequities between Anglophone and Francophone regions, socio-economic disparities, and institutional resistance. The study reveals a core tension between policy imitation and local adaptation, alongside neo-colonial dynamics that frame the LMD as an externally imposed model. In response, the study proposes a framework for contextualised adaptation, advocating decentralised governance, equitable bilingual policies, socio-economic inclusivity via scholarships and partnerships, and digital pedagogical transformation. Ultimately, it underscores the imperative to contextualise global reforms within local socio-political landscapes, offering critical insights for policymakers in developing nations navigating the interplay between international integration and educational sovereignty.