_____________________________________________________________________________________________________ *Corresponding author: Email: shuemma1987@gmail.com; Asian Journal of Education and Social Studies 10(4): 38-59, 2020; Article no.AJESS.60432 ISSN: 2581-6268 The Competency-based Approach in Public Universities in Anglophone Cameroon: Implications for the Tuning Africa Project Emmanuel Shu Ngwa 1* and Brenda Nachuah Lawyer 2 1 Faculty of Education, University of Bamenda, Cameroon. 2 Faculty of Letters and Social Sciences, University of Douala, Cameroon. Authors’ contributions This was a collaborative study between both authors. Author ESN designed the study, performed the statistical analysis, wrote the protocol and wrote the first draft of the manuscript. Author BNL managed the analyses of the study and the literature searches. Both authors read and approved the final manuscript. Article Information DOI: 10.9734/AJESS/2020/v10i430274 Editor(s): (1) Dr. Vlasta Hus, University of Maribor, Slovenia. Reviewers: (1) O. Busari Opeyemi, Federal University of Technology Minna, Nigeria. (2) Haq Nawaz, Government College University, Faisalabad, Pakistan. (3) Mohamed Adel Al-Shaher, University of Thi-Qar, Iraq. Complete Peer review History: http://www.sdiarticle4.com/review-history/60432 Received 24 June 2020 Accepted 31 August 2020 Published 12 September 2020 ABSTRACT 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