Asian Journal of Education and Social Studies

The ‘external dimension’ of the Bologna Process (BP) has enhanced the scientific interest in the influence of the ‘Bologna Message’ outside Europe, with the 2006 Zgaga report focusing on the prospects of global adaptation among non-European ‘partners’. Many African countries have aligned themselves with the BP by adapting their curricular structure and qualifications in line  with the European Bologna architecture geared at maintaining relationships with their ex-colonial European imperialists; for instance, Cameroon, and its ex-imperialists Britain and France. Arguably, although the BP has sparked convergence at the higher global level, many divergences occur at the lower national/institutional levels. This article compares and contrasts the implementation of the BP reform in Cameroonian and UK universities with a focus on the credit value system. It employs Bennett’s model of policy convergence as theoretical framework. Using a qualitative approach, it thematically analyses secondary data (text documents). Findings indicate that although the Cameroonian and UK HE systems converge by adopting the BP credit system, both HE systems diverge upon implementation resulting from different outcomes, problems and/or criticisms encountered. Knowledge of the findings are relevant in providing insights on the BP realities which can be informative in drawing up stocktaking  reports (regarding the achievements and failures of the reform), redirect focus, assessments and facilitate future monitoring and progress of the reform within the Bologna community.