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The study assessed the Competency-based Approach (CbA) in public universities in Anglophone Cameroon, notably the Universities of Bamenda and Buea (UBa and UB); within the framework of the Bachelor, Masters and Ph.D. (BMP/LMD) system and its implications for the Tuning Africa project. Inspired by Vygotsky’s social constructivism, Dewey’s progressivism and Fullan’s change theories, the study; was guided by three objectives, answered three research questions and tested three hypotheses. The evaluative and descriptive survey designs were applied, and with a structured questionnaire known as the Competency-Based Education Questionnaire (CBEQ), data was collected from 200 persons (staff and students) sampled using the purposive sampling technique. Applying descriptive (frequencies, mean scores and standard deviation) and inferential (Independent T-test) statistics to analyzed data, the results revealed the following: Curriculum planning/design processes in public universities under study were not reflective of CbA (UBa X̅ = 2.9010 & UB X̅ = 2.7595*) and the mean score responses of academic staff and students (3.148 & 2.703 respectively) relating to the adoption of CbA in the curriculum planning/design processes Original Research Article Ngwa and Lawyer; AJESS, 10(4): 38-59, 2020; Article no.AJESS.60432 39 were significantly different (p<0.05) at the 0.05 significance level. Secondly, the two institutions relatively embraced CbA in their teaching-learning processes and the mean score responses from both institutions (UBa = 3.3681* & UB = 3.2354) relating to the teaching-learning processes within the framework of CbA were not significantly different (p>0.05) at the 0.05 significance level. Thirdly, students’ assessment in both institutions significantly reflected CbA (UBa = 3.9028* & UB = 3.5979) and the process in UBa appeared better than that of UB. However, the mean score responses from both universities within the framework of CbA were not significantly different (p>0.05) at the 0.05 significance level. The implication of the results for the Tuning Africa project rested on the necessity to explore possibilities of partnership between the Tuning Africa project and any of these institutions, so as 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.

The Competency-based Approach in Public Universities in Anglophone Cameroon: Implications for the Tuning Africa Project