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Ucc cut off points for Masters courses. The University of Cape Coast has announced the cut-off points for Masters the 2025/2026 academic year.

Do you want to know the least cut-off points for all Masters courses? If yes, then you are in the correct place. This write-up will give you every knowledge On UCC cut off points for 2024/2025

if you want to check the University of Cape Coast (UCC) cut off Points for 2025 o 2026, you can do so through this page

All information concerning. Cut Off points for all courses will be shown below.

https://mcchrisconsult.com/ghana-university-forms/

M.Com Entrepreneurship And Small Enterprise Development Requirements.

Degree Type: Master of Commerce

Department: Centre for Entrepreneurship & Small Enterprise

Modes of Study: Regular

About Programme:

produce leaders in entrepreneurship and small enterprise development in Ghana and beyond;

promote best practice in small business management and delivery of service to the small business sector;

provide an avenue for research into small enterprise issues to inform Entrepreneurship practice and policy formulation; and

create intellectual fora for the discussion of entrepreneurship and small enterprise development issues.

Entry Requirements:

1.  Applicants must hold a bachelor’s degree of at least second class lower division from any recognized University. 2.  Applicants should have at least two years’ working experience.

Career Opportunities:

The rationale of the programme is to build capacity for the promotion and development of entrepreneurship and sustainable small businesses in Ghana and beyond. The programme is also designed to equip students with advanced problem-solving skills that will enable them to function in managerial positions in private, public and third sector organisations.  The programme offers consultants, managers and other professionals the opportunity to develop and expand their knowledge and competence in Entrepreneurship and small enterprise development.

M.A Religion and Human Values

Degree Type:

Master of Arts

Department:

Department of Religion and Human Values

Modes of Study:

Sandwich

Entry Requirements:

Candidates should have at least a CGPA of 2.5 (i.e. Second Class [Lower Division]) in the first degree or its equivalence

Career Opportunities:

The role of religion in the holistic development of societies is gradually increasing the importance society places on professionals in the field of religion. Religious extremism (violent acts inspired by religious beliefs) has also played a major role in destabilising countries and sub regions. Graduates in the programme have thus become key personnel recruited into national security and intelligence agencies to help deal with such religious extremism. The Human Value aspect of the programme trains students in what human rights are, and what constitutes human right abuses – a key demeaning factor of human value. Graduates can also find jobs in the following areas: · Academia

· Religious based NGOs engaged in anti religious extremism campaigns · Civil Service through government’s cultural and religious agencies. · Professional counselling · Religious organisations · Human rights NGOs.

M.A Communication in Oil and Gas Management

Degree Type: Master of Arts

Department: Institute for Oil and Gas Studies

Modes of Study: Sandwich

Entry Requirements:

Candidates seeking admission to the MA. degree programme must:

have obtained a good first degree (at least a second class) in an appropriate field of study from a recognized university/analogous institution. Submit an official transcript of academic record. Submit at least two reference reports, one of which must be from a former lecturer. Pass a selection interview. Satisfy any additional requirements prescribed by the faculties/departments/institute

Target Group

The programme is designed for: communication practitioners, administrators in the oil and gas industry, public relations officers for energy companies, mass media and journalists, Non-Governmental Organizations and graduates who want to build careers in the oil and gas industry.

Career Opportunities:

The objective of this program is to provide students with knowledge in the practice and emerging trends in communication for the oil and gas industry and to equip students with practise-based skills necessary to design, critique and implement appropriate and effective communication strategies for the industry. The programme will also help students to build appropriate arguments about issues emerging from the oil and gas industry.

M.Phil English

Degree Type: Master of Philosophy

Department: Department of English

Programme Duration: 2 years (Standard Entry)

Modes of Study: Regular

Entry Requirements:

A good first degree (at least, Second Class Lower Division in English or a related discipline)

Candidate should pass an admission interview

Programme Structure

Level 500

First Semester

ENG 801: Phonology

3 Credit(s)

The course begins with an introduction to the major theories of phonology, including classical phonemics, prosodic phonology and generative phonology,

and then focuses on the segmental and non-segmental features of modern English.  There will also be a practical phonetics component involving the

use of the Department’s modern language laboratory.

ENG 802: Grammar

3 Credit(s)

This course presents different approaches to the grammatical description of English, notably the ‘grammar tradition adopted by Quirk et al.,

transformational–generative grammar and functional grammar.  Topics in both morphology and syntax will be explored.

ENG 808: Genre Studies

3 Credit(s)

This course is designed to appeal to candidates who are interested in working with large amounts of language data as well as those whose work involves

writing in different modes (e.g. secretaries)., It looks at regular linguistic patterning in different domains of language use. It is intended to improve the writing

of candidates by introducing them to the meaning expressed by the different patterns.

ENG 812: Literary Stylistics

3 Credit(s)

This course will focus on four women writers whose biographies have little in common, except for gender: George Eliot, Toni Morrison, Ama Atta Aidoo, and Nadine Gordinmer.

For the most part, their writing will be studied chronologically. But attempts will also be made to analyse the texts as thematic units with overarching “feminist” concerns.

This course will raise such questions as the following: is there a distinctively feminine sensibility manifested in the creative process, in the choice of subject, in style,

in narrative point of view or, in the characterization of hero and heroine? What critical tools are appropriate for the study of women writers and images of the “feminine”?

ENG 818: Research Methods

3 Credit(s)

This course will focus on research methods and techniques of general bibliography. Students will be equipped with the resources and basic research

material in English literary studies and the skills and tools in presenting the findings of literary research. The course also explores methodological

issues such as sampling, field research, finding and formulating a research topic, writing a research proposal, annotating references,

developing conceptual and theoretical frameworks.

Second Semester

ENG 809: Literary Perspectives on Autobiography

3 Credit(s)

This course is designed to exercise and extend critical skills and to provide some practice in research. The main focus will be on autobiography, since

this relatively ignored literary form: questions of self–representation in literature, the transformation of reality via imagination, the relationship between literature

and history, and nature of literary or poetic art.

ENG 811: Studies in Literature and Society

3 Credit(s)

These two contemporary writers (Ayi Kwei Armah and NgugiWaThiongo) differ mainly in the sources of their influences. Yet, in spite of Ayi Kwei Armah’s absorption

in the ideas of Frantz Fanon, and Ngugi Wa Thiongo’s alignment with a folksy kind of Marxism, both writers explore the actual, spiritual and moral terrain of African

life and history. Both express a concern for African wholeness; both are disturbed by a history of European exploitation in Africa; both have attacked the notion

that economic relationships among people can be meaningfully studied from emotional and moral concerns; and yet both writers seem convinced that humans

cannot produce good work unless they are themselves good. This course will study the complete up-to-date writing of these two writers with a view to assessing

the value of their contribution to modern African thought.

ENG 821: Feminist Theory

3 Credit(s)

This course will assume a posture of enquiry not assertion. There will be a definitely exploratory attitude to this course because evidence is strong that feminist literary theory looks for its home on borderlines: it has better things to do than patrol boundaries. Thus, there will be some suggestions of the inter-disciplinary in the course.

The course will review a series of topics that seem to situate and define a good deal of women’s writing on:

Discourse-as-power and the politics of women’s writing;

Gender and race;

Cultural deformations of women into fetish, object, other;

Literary canonization that marginalize and silence women.

M.Phil French

Degree Type: Master of Philosophy

Department: Department of French

Programme Duration: 2 years (Standard Entry)

Modes of Study: Regular

Programme Structure

Level 500

First Semester

FRE 801: Research Methods

4 Credit(s)

The course aims at exposing students to new trends in research methodology in the area of Linguistics and Language Science in general.  It introduces students to different

types of research methods such as the empirical, participatory, quantitative and qualitative procedures.  The course also focuses on data management systems, structured

and semi-structured interviews as well as computer applications and analysis. Finally, it exposes students to skills in writing research proposals and information retrieval.

FRE 822: General Linguistics in French

4 Credit(s)

The course in Linguistics is meant to offer students a sound grounding in various linguistic concepts in structuralism, distributionalism and transformationalism.  It exposes them to new theories and methodological analysis developed by different schools of thought.  In fact, the main objective here is to help students acquire a general overview of new trends relating to language science.  It will also offer students the necessary tools and techniques for critical thinking in semantics, phonetics, structural and transformational linguistics among others.

FRE 823: Methodology of Teaching French as a Foreign Language

4 Credit(s)

This course will examine, among others, the intercultural dimension of teaching and learning of French, especially in the Ghanaian setting, textbooks for teaching French,

curriculum development and nature of speech as opposed to written language. The course, which is diachronic in approach, aims at an overview of the various theories and

their evolution in Didactics.  The critical analysis of the general theories will allow for an analysis of the Ghanaian context.

Second Semester

FRE 824: Sociolinguistics

4 Credit(s)

The course is designed to introduce students to contemporary sociolinguistic concepts and their implications vis-à-vis language teaching and learning.  The course focuses specifically on the variationist (W. Labov) and interactionist (J. Gumperz) concepts in order to help students understand better language dynamics and their own linguistic context.  In this regard, students will be introduced to concepts relating to language policies and planning, linguistic norms, bilingualism, plurilingualism, diglossia and linguistic awareness in a multicultural society with particular reference to Ghana and Francophone West Africa in particular.  It will also be necessary to examine/evaluate language policies and social representations of language (e.g. English and African Languages) in some selected West African countries including Ghana.

FRE 825: Discourse Analysis

4 Credit(s)

The course in discourse analysis has a broader outlook than theories in syntax, for there is more to using language and communicating successfully with others, than being able to produce correct sentences.  It is therefore designed to help students acquire the necessary skills and techniques relating to the production of coherent discourse. This course therefore introduces students to different theories of discourse, types and characteristics of discourse as well as the concepts of cohesion and coherence in discourse.  It also focuses on other issues such as, conversational maxims and implicatures, address terms and interpersonal relations in discourse argumentation and ambiguity and the role of culture in discourse.

FRE 826: Didactics of Nature of French

4 Credit(s)

The course introduces students to an analytic view of language as a tool for communication, and also suggests ways of examining and comparing different methods used in teaching French as a foreign language.It provides an analytic introduction to various aspects bordering on language teaching and learning: the differences between the concepts of language acquisition and learning, inter-language, cognitive theories as they relate to foreign language learning in a multicultural environment and the intercultural dimension of teaching and learning.  This course also introduces students to new approaches, that is, the thematic, comparative and contextualization approaches for teaching culture/civilization. Emphasis shall be laid on French culture and African Francophone culture(s).

M.A Geography and Regional Planning

Degree Type: Master of Arts

Department: Department of Geography and Regional Planning

Programme Duration: 3 years (Standard Entry)

Modes of Study: Regular

About Programme:

The specific objectives are to:

Empower students to develop affinity for and understanding of the increasing global inter-dependence of peoples and cultures;

Develop in students skills and attitudes that will enable them participate in solving the problems of their communities, countries and the world at large;

Enable students adapt to knowledge gained in decision-making roles in society which require local, national and international perspectives and competence;

Enable students achieve personal and professional growth within geographic education; and

Enable students to acquire skills and perspectives for life-long learning.

Target group The programme targets various strands of people: young academics wishing to enhance their knowledge; professionals working in the civil/public services as well as with non-governmental organisations (NGOs); and managers of utilities and services.

Entry Requirements:

Candidates applying for each of the programmes must have at least a Second Class Lower Division degree in Geography or related disciplines including Economics, Sociology, Development Studies, Business Management, Agriculture Science, Mathematics, Statistics and Biological Sciences. Applicants would also have to pass an interview to be conducted at the Department. 

Programme Structure            Students have two academic years to complete the programme. However, those who opt to do part-time will be given an additional year. The first year of the programme would be used for course work which covers two semesters while the second year is devoted to the research component where students prepare a thesis based on an approved topic.

Goal / Aim / Objectives:

The Master of Arts programme in Geography is to produce middle-level graduates with the requisite knowledge and skills to think and analyse geographic issues critically in the competitive global world.

The specific objectives are to:

Build the capacity of students to critically analyse multi-disciplinary geographic issues in the globalizing world;

Develop the skills of students to undertake independent research to inform public policy; and

Equip students with the relevant skills to enable them participate in decision making processes at the local, regional and national levels.

Career Opportunities:

The main aim of the postgraduate programmes in Geography and Regional Planning is to provide students with the necessary tools to think critically and function independently in a globally competitive world.

Programme Structure

Level 800

First Semester

GEO 803: Research Methods

3 Credit(s)

Objective

To equip students with the knowledge and skills to conduct research in the field of Geography.

Content

This course fundamentally exposes students to the processes involved in research. These include philosophy of social science research, conceptualization of a research problem, data collection and instrumentation, techniques in fieldwork, data analysis and presentation of results. Models and modelling of geographic phenomenon are also treated.

Mode of Delivery

The course will be delivered through lectures, seminars, fieldwork, individual and group presentations and discussions.

GEO 821: Theories and Practice Of Regional Planning

3 Credit(s)

.

Geo 831: Histroy of Geographic Thought

3 Credit(s)

This course focuses on the evolution and development of geography from the classical times to the modern age. Some of the issues to be covered are the Dark Ages and its effects on the spread of geographical knowledge, renaissance and geography, the quantitative revolution and geographical thought, contributions of Islamic scholars and new paradigms in geography.

GEO 833: Geospatial Techniques

3 Credit(s)

Objective

To equip students with the knowledge and skills in using computers in managing spatial data that has been generated from geographic phenomena.

Content

The main focus of this course is to equip students with ideas to use computers in managing spatial data generated from geographic phenomena. Topics include: geographic data types; spatial data models; databases, data integration, structures for organizing geographic data in GIS; and, coordinates and projections; principles and concepts in remote sensing, image classification and interpretations, satellite platforms etc. Emphasis is on proper coding procedures, identification of variables, entry of data and results, and interpretation of outcomes. There would be laboratory sessions to allow students gain hands-on experience with the application of GIS.

Mode of Delivery

The course will be delivered through lectures, laboratory exercises, fieldwork, individual and group presentations.

GEO 834: Qualitative Research Methods

3 Credit(s)

The course emphasises the use of qualitative methods and techniques to produce descriptive data which students must be able to interpret employing rigorous and systematic methods of transcribing, coding and analysis. Furthermore, students learn various methods of qualitative data collection such as conducting interviews, focus group discussions, content analysis of visual and textual materials, observations and immersion and oral history.

Second Semester

GEO 806: Fieldwork and Seminars

3 Credit(s)

The main focus of this course is on planning for fieldwork, preparation of field instruments and how to conduct surveys using specific locations/populations as case studies. The course is in two parts. The first part deals with developing students’ ability to design and use field instruments. The second part involves equipping students with skills in data management, preparation of reports, and presentation of results at organised seminars.

Objective: To build the capacity of students to conduct field survey and seminars, and skills to write academic reports on data collected from the field.

GEO 823: Strategic Development and Project Planning

3 Credit(s)

.

GEO 826: Quantitative and Statistical Methods

3 Credit(s)

The course equips students with adequate knowledge on the quantitative and statistical tools currently applied in Geography. Emphasis is on the understanding of the tools as well as their application to geographical phenomena. A substantial number of models, conceptual frameworks and descriptive and inferential techniques useful in geographical studies will be covered. This course provides an introduction to quantitative methods used by geographers to analyze and interpret geographic data and solve geographic problems. Topics include descriptive statistics, hypothesis formulation and testing, sampling strategies, correlation, regression, and spatial patterns. Examples will be drawn from temporal and spatial relationships in physical and human geography. Through this course, students will have a basic understanding of quantitative methods used by geographers and will be able to analyze and interpret geographic data and solve geographic problems from the statistical perspective.

Objective: To equip students with quantitative and statistical techniques to analyse geo-spatial data.

GEO 832: Modern Geographic Thought

3 Credit(s)

This course focuses on the exploration of key issues related to the theoretical positions and debates that have affected Geography in recent decades, including imperialism, development theory, environmental determinism, regionalism, quantitative revolution, historical materialism, and feminism.

Objective: The objective is to enhance students’ knowledge on issues in contemporary geographic thought.

M.Phil History

Degree Type: Master of Philosophy

Department: Department of History

Programme Duration: 2 years (Standard Entry)

Modes of Study: Regular

Entry Requirements:

Hold a first degree with, at least, Second Class Lower Division in History, African Studies, Political Science/Studies, B.Ed. Arts with History as a Major subject and other cognates of History in the humanities, and also M.A. in History.

Hold a good first degree in other disciplines (other than the afore mentioned disciplines) but belong to other professional and career groups seeking to obtain advanced historical knowledge and training.

Have a non-researched Master’s Degree with a CGPA of 2.5 or better (step-up to M.Phil.).

M.Com Human Resource Management

Degree Type: Master of Commerce

Department: Department of Human Resource Management

Programme Duration: 2 years (Standard Entry)

Modes of Study: Regular

About Programme:This programme is a full-time programme by course work and thesis writing.

Entry Requirements: 

The admission requirements are as follows:

• A bachelor’s degree from a recognised university with at least Second Class Lower division.
• Holders of Professional qualification such as IHRMP, ICA, ACCA and CIMA plus two years post qualification work experience can apply.

Programme Structure

Level 800

First Semester

BUS 803 : Managerial Economics

3 Credit(s)

The objective the course is to develop and set forth the fundamentals of microeconomic theory while focusing on the use of theory in managerial decision making. It enables students apply economic theory to decision-making science and functional areas in business.BUS 817 : Research Methods in Business

3 Credit(s)

The course exposes students to advance research methods as it pertains to business and social sciences, economics and management in general. The course introduces the language of research, ethical principles and challenges, and the elements of the research process within quantitative, qualitative, and mixed methods approaches. It equips students with skills to develop and carry out their own scientific research relevant to their field or interests and determine how research findings are useful in informing their understanding of their environment.BUS 819 : Statistics for Business Research

3 Credit(s)

The course deals with the use of mathematical and statistical tools needed for business decisions. It exposes students to the computation, explanation and use of financial and other numerical data in financial decisions. The course makes use of computer spreadsheets in performing statistical analysis such as confidence interval, hypothesis testing, experimental design and analysis of variance, and regression analysis to aid business decision-making. Students are introduced to various types of software such as Microsoft Excel, Stata and EViews.HUM 801 : Introduction to Human Resource Management

3 Credit(s)

The aim of this course is to provide students with a comprehensive exploration of essential human resource management concept and techniques that are needed in an ever changing and competitive environment. The course is designed to equip students with general skills in the major functional areas including employee recruitment and selections, training and development, performance management, compensation and industrial relations. The course also emphasises a strategic approach to managing employees in a cross border cooperation.HUM 804 : Human Resource Development

3 Credit(s)

This course is designed to equip student with the requisite competencies for designing, implementing and assessing training and development interventions. It is also designed to help students apply those competencies in the businesses and markets that they will manage after the programme. The course is based on the premise that the accumulation of human capital and its investment are integral in correcting the deficiencies in the performance of firms and their members. The student will be introduced to core areas such the HRD theory, competency studies by the ASTD, major models of HRD, training and development, career development, leadership and organisational development, change management development and succession planning.SGS 801 : Academic Writing

3 Credit(s)

The course focuses on development of academic writing skills of the postgraduate students, by raising awareness of, practicing and reflecting upon the conventions of written texts. The objective is to help students become familiar with genres of and enhance skills related to critiquing, argumentation and research-based writing.

Second Semester

1 Elective course to be selected *

3 Credit(s)BUS 822 : Qualitative Data Analysis

3 Credit(s)

The objective of this course is to introduce participants to the techniques for analysing qualitative data. This course equips students with principles and practice of qualitative inquiry. Emphasis is on qualitative acquisition, processing and frameworks for interpreting qualitative data.BUS 824 : Quantitative Data Analysis

3 Credit(s)

The course exposes students to contemporary quantitative analysis tools and techniques used in business research. Students learn how to design quantitative data instruments, cleaning and processing quantitative data.HUM 806 : Industrial Relations

3 Credit(s)

The course exposes students to some key concepts, processes, practices and debates associated with employment relationships in Ghana. Following the examination of organisational, institutional and market contexts that affect employment relations in any industrial society, the course helps students to understand the key participants in any industrial relations system – workers, employers, trade unions, employer organisations and the state – and how they interact, sometimes cooperatively and sometimes in conflict, including the different patterns and methods of state intervention in the employment relationship.HUM 810 : Performance and Compensation Management

Credit(s)

This course is designed to provide students with the operational knowledge of performance and compensation management systems and their relation to corporate and human resource management strategies. Attention is also given to the changing nature of compensation and performance management, changing expectations of employees and competitive needs of employers as well as evolving trends in pay realignment to the strategic objectives of organisations. Importance is placed on the practical application of concepts and processes through individual and group work as well as class discussions. Hence, the course will provide students with an experiential opportunity to develop the managerial skills necessary to design and understand the performance based compensation and benefit programmes for an organisation.HUM 812 : Strategic Human Resource Management

3 Credit(s)

This course provides a critical analysis of competing models of Strategic Human Resource Management (SHRM) and factors that impact on them as well as business viability and relative performance. The course examines whether the strategic management of employees can contribute significantly to the acquisition of competitive advantage by organisations and to their capacity to sustain advantage over time. Human resource strategy is an essential part of any credible understanding of business strategy in ever-changing environment. The course considers the potential of SHRM to enhance organisational flexibility and help create competitive advantage. It is also concerned with how human resource functions and activities align with the overall corporate strategic.HUM 814 : International Human Resource Management

Credit(s)

This course introduces students to the theory and practice of international human resource management. The course is important because success in today’s global and competitive business environment, characterised by multinational companies, cross-border mergers and acquisitions, and workforce-diversity depends on the HR manager’s understanding of cross-cultural issues and how they impact on employee behaviour and business processes. Having completed this course, students will acquire the skills needed to successfully design and implement effective and legally defensible HR programmes on global and national context.HUM 827 : Seminars in Human Resource Management

3 Credit(s)

The aim of the course is to allow student to read articles and critic same. It is designed to help student to appreciate the practicality of what they have learnt in research methods in business.

Level 900

First Semester

HUM 899 : Thesis

12 Credit(s)

All M.Com students are expected to carry out a one-year research work under the supervision of two lecturers. The objective of the course is for students to identify a research problem in the area of specialisation, develop the right approach and carry out such research.SBU 885 : Research Seminars I

3 Credit(s)

Students present the first three chapters of their thesis (introduction, literature review and the research methods) to faculty and other students. The aim is for students to receive feedback from their colleagues and other invited experienced researchers at such seminars. The course also includes listening to resource persons. An emphasis is placed on theory and practice from one’s area of specialisation.SBU 888 : Research Seminar II

3 Credit(s)

This is a continuation of Seminar I. The aim of the course is to monitor the progress of students with respect to the writing of their thesis. Students present the last two chapters of their thesis (analysis, discussion, conclusions and recommendations) to faculty and their colleagues. Furthermore, the seminar prepares students for writing their final research report and the oral examination on their thesis.

MBA Human Resource Management

Degree Type: Master of Business Administration

Department: Department of Human Resource Management

Programme Duration: 2 years (Standard Entry

Modes of Study: Regular Sandwich

Entry Requirements:

Regular

MBA HRM is a full-time programme by course work and dissertation.

The admission requirements are as follows:

A bachelor’s degree from a recognised university with at least Second Class Lower division.

Holders of Professional qualification such as IHRMP, CIPD, ICA, ACCA and CIMA plus two years post qualification work experience can apply.

Sandwich Programme

This programme runs for three sandwich semesters by course work and dissertation.

The admission requirements are as follows:

A bachelor’s degree from a recognised university with at least Second Class Lower division.

Holders of Professional qualification such as IHRMP, CIPD, ICA, ACCA and CIMA plus two years post qualification work experience can apply.

M.A Human Resources Development

Degree Type: Master of Arts

Department: Department of Labour and Human Resource Studies

Programme Duration: 2 years (Standard Entry)

Modes of Study: Sandwich

Programme Structure

Level 800

First Semester

HRD 801S: Concepts and Theories of Development and Underdevelopment

3 Credit(s)

The course focuses on models, theories and indicators of development; north-south dialogue in development thinking; the globalization and regional integration processes emphasising the winners and losers in these processes. Students are also introduced to theories explaining the underdevelopment of developing countries as well as alternative development approaches and strategies for transforming these countries.

HRD 803S: Fundamentals of Human Resource Development

3 Credit(s)

The focus of the course is on the historical development of HRD, definitions of HRD, models and processes of HRD and how to position HRD in organisations. The theoretical and philosophical underpinning of the field is also addressed. In addition, the interrelations between learning and performance perspectives within HRD are discussed.

HRD 805S: Labour Relations and Labour Market Concepts

3 Credit(s)

The course focuses on the fundamentals of labour economics and the concept of economic growth and development. It further explores labour relations theories as well as human capital theory at the macro and micro levels. Theories of production and productivity, unemployment, wage determination are addressed. In addition, students are introduced to negotiation skills and issues of trade unionism.

HRD 807S: Advanced Research Methods

3 Credit(s)

The course covers foundations of empirical research; techniques of data collection; survey methods; observation by participation and the transect; projective techniques; use of official statistics; advanced study or reliability and validity; sampling techniques; scaling techniques; evaluation research; data analysis and processing; communication in the research process; interpretation and reporting of research results; ethical implications of research; writing of research proposal.

HRD 809S: Statistics

3 Credit(s)

The course discusses elements in statistics in the following areas:  Nature and Meaning of Statistics; Types and Presentation of Data; Measures of Central Tendency; Measures of Dispersion; Probability:  Introduction; Uses; Concepts of Probability; Normal Distribution:  Characteristics of the Normal Distribution; Sampling Distribution; Correlation/Regression Analysis; Chi-Square Distribution and Analysis of Frequencies.

HRD 811S: Organisation Development

3 Credit(s)

This course examines the origins, concepts and theories of organization development with emphasis on change management.  It deals with systems, contingency, change and other related theories. Other topics discussed are organisational cultures, organisational development process and its applications in different organizational environments.

Second Semester

HRD 802S: Employee Training and Development

3 Credit(s)

This course deals with the various concepts of training and development. It discusses needs assessment, traditional and modern methods of training, employees’ development and training evaluation. In addition, training and development practices and the future of training and development will be addressed.

HRD 806S: Accounting for HRD Professionals

3 Credit(s)

This course discusses the elements of financial and management accounting required by HRD professionals. The objective is to provide knowledge that will enhance financial decision-making and human resource development. Students are equipped with the skills in the preparation and interpretation of annual corporate reports and financial statements as well as budgeting.

HRD 808S: Strategic Leadership

3 Credit(s)

The course deals with the concepts, functions and models of leadership. Students discusses authority and power relations, its analysis and appraisal.  It includes effective communication in leadership at the workplace, motivation and reward issues, dealing with workplace conflict as well as guidance and counseling in strategic leadership.

HRD 810: Computing

3 Credit(s)

The course exposes students to word processing and spreadsheets such as Excel, and SPSS for statistical analyses. The topics are: Hardware components; input output devices, Software: operating system; utility packages; application software; Maintenance Procedures; Word Processing essentials; Mail Merge, PowerPoint, New Document Templates. Internet Essentials and Research; SPSS – Definition of Variables, Data Transformation:  Coding.  and Recoding; Data Inputting; SPSS – Inferential Statistics and Interpretation of results; Harvard Graphics; Excel – Excel Basics:  data entry, editing, definition of variables;  Sorting; Filtering; Subtotals; Excel – Numerical Data:  Descriptive Statistics; Graphs; Correlation; Regression; Percentiles and Ranks; Z-scores; Excel – Inferential Statistics: tests of hypothesis (t-test, f-test, Anova etc); Chi-Square Analysis; Excel – Categorical Data: Regression; Pivot Table and Chart Report; Excel – Logical Functions.

HRD 812S: Career Development

3 Credit(s)

The course discusses the theories, concepts and models in career development and career decision-making. The social conditions affecting career development and the stages of life in career development are explored. Other issues to be examined are career management, career strategic planning and the organization’s role in career development.

M.A Labour Studies (MLS)

Degree Type: Master of Arts

Department: Department of Labour and Human Resource Studies

Programme Duration: 2 years (Standard Entry)

Modes of Study: Sandwich

Programme Structure

Level 800

First Semester

MLS 801S: Labour and Development

3 Credit(s)

The course aims to provide students with an understanding of theoretical foundations of labour and development with emphasis on how politics and economics impinge on labour relations and national development.  The following topics will be treated: the various development paradigms and their implication for labour, globalisation and international relations, as well as regional trade blocks. Also, to be treated are economic reforms and labour relations as well as labour migration. The course will equip students with analysis of global events and trends and their implications for labour relations in and outside Africa. Finally, critical interrogation of the complexities and trends in global political economic relations as a basis for devising alternative development paradigms.

MLS 803S: Labour Economics

3 Credit(s)

Labour Economics explores the theoretical and empirical perspectives of the operations of labour markets and the institutions that shape labour market outcomes in Africa. The course will, address topics such as: labour supply and demand, theories and practice of wage determination, earnings and employment outcomes, human capital, labour productivity and growth, labour mobility, labour market discrimination, unemployment, and the role of unions and government in labour markets.

MLS 805S: Labour and Political Systems

3 Credit(s)

This course examines various political systems within which labour operates and how labour manages the emerging political challenges. It will, in addition, expose students to the various political thoughts, theories and ideologies that underpin labour and labour relations. The course will explore forms of political systems, democracy and democratic workers participation, labour organisations and social movements as well as labour politics.

MLS 807S: Industrial Relations and Sociology of Work

3 Credit(s)

This course engages students in the critical analysis of the major theories and concepts of work and organisations and their application to the understanding of everyday work, the changing nature of work and labour relations. The course will explore the history and origins of work and labour relations during and after the industrial revolution into the current knowledge-based workplace. Topics will include: Theories and concepts of industrial relations; Institutions of industrial relations; Working conditions and worker behaviour; Globalization, neo-liberalism and labour/work change; Formal and informal employment and labour relations; the organization of work and patterns of employment; transformation of work  and labour process as well as social change.

MLS 809S: Statistics and Computing

3 Credit(s)

Statistics and Computing is designed to equip students with the statistical and analytical tools needed for interpreting empirical data. Some of the topics to be discussed include nature of statistics, measures of central tendency, and measures of dispersion. Topics such as probability theory, normal distribution, sampling distribution, hypothesis testing, correlation and regression analysis, chi-square distribution and analysis of frequencies will also be treated.

MLS 811S: Advanced Research Methods

3 Credit(s)

The course is designed to equip students with the tools of social science research. The course discusses research concepts and processes and encourages students to apply these to solve problems. Emphasis will be on varieties of social science research, measurement and scaling, initiating research, sampling procedures, methods of data collection as well as data interpretation and presentation.

Second Semester

MLS 802S: Political Economy of Africa

3 Credit(s)

Political Economy of Africa focuses on the interaction between African economic and political systems in relation to the global political economy. It also examines economic reforms in Africa and their effects on African labour markets and labour relations; the role of supra-state institutions (IFIs: IMF, World Bank, WTO, MNCs) as well as the role of donor agencies (USAID, JICA, CIDA, SIDA) and how these shape national and international labour relations, policies, practices, and outcomes.

MLS 804S: Gender and Labour Policy

3 Credit(s)

The course covers the gendered impact of economic policy making in the specific context of countries in the global south. The course will emphasise gender concerns in development policy making, as well as the theoretical framework for analysing gender issues in development planning.  The course will also pay attention to the gendered implication of neo-liberal economic model and explore gender specific developmental challenges such as segmented labour markets, care economy and violence against women. Also, to be treated are gender sensitive development interventions and initiatives.

MLS 806S: Work in the Informal Economy

3 Credit(s)

This course is designed to enable students review critically, the structure and operation of the informal economy within African nations.  The course will examine the theoretical approaches to the informal economy, globalisation and employment informalisation, case studies on efforts to organise informal economy workers, forms of informal economy associations, as well as the role of civil society groups and international organisations in promoting the rights of informal economy workers. Also, to be treated are labour migration and labour management in the informal economy.

MLS 808S: Labour Legislation and International Labour Standards

3 Credit(s)

This course will expose students to the evolution of labour legislation and the role of labour laws and international labour standards (ILS) as a tool for social protection and leverage for advancing the interest of workers in the world of work. It will cover the ILS’s response to a growing number of workers needs and challenges in a globalised world of work, as well as the general features and systems for monitoring adherence to standards application.

MLS 810S: Labour Policy Development

3 Credit(s)

The course will examine the theory of public policy formulation as well as policy making, implementation and evaluation within the public sphere in general and within the sphere of labour in particular. The course will also focus on the different approaches to policy formulation and implications for labour. Topics such as labour policy implementation, labour organisational development, strategic planning as well as resource assessment and prioritisation will be treated as well.

MLS 899S: Seminars and Term Paper

3 Credit(s)

The seminar presentations will be given by experts and practitioners on contemporary issues in labour studies and these will inform the issues to be discussed in students’ term papers.

M.Sc Land Policy and Administration

Degree Type: Master of Science

Department: Department of Geography and Regional Planning

Programme Duration: 2 years (Standard Entry)

Modes of Study: Sandwich

Goal / Aim / Objectives:

Aim

The proposed MSc. programme seeks to enhance the capacity of professionals to think critically and function independently in matters of land administration and management in the country.

Objective

The specific objectives are to:

Build the capacity of students to apply multi-disciplinary methods to the study of the sustainable administration and management of land as a resource.

Equip students with the knowledge to appreciate the complexities of land issues by undertaking practical exercises with a view to facilitating the settlement of land disputes; and

Enhance the capacity of students to understand the relationship between land resource management and sustainable development;

Programme Structure

Level 800

First Semester

LPA 801S: Environmental Politics and Policy

3 Credit(s)

Objective

To guide students to be able to assess the effectiveness of current politics and policy mechanisms designed to reduce environmental stress induced by human behaviour.

Content

The course deals with international politics in relation to sustainable development within the context of the Brundtland Commission, the Earth Summit and the Kyoto Protocol. It also examines the politics and laws governing the national environmental action plan, environmental and sanitation policy and related issues.

Mode of delivery

The course will be delivered through lectures, seminars, group discussion, fieldwork and practical or applied problem-solving approach.

LPA 802S: Land Economics & Resource Management

3 Credit(s)

Objective

To assist students to analyse economic principles as applied to the use of land, land markets and land values, especially in relation to development, investment and the regulatory environment.

Content

The course covers the concept and statutory definition of land ownership and tenure system; economics as applied to land property; and economic factors affecting the land market with emphasis on the determinants of land values, the housing market, and land use policies. The course will also address issues and concepts relating to ecology and resources as well as their utilization and management and discuss the processes that create dynamics in ecological systems and mechanisms as applied to conservation of the environment and sustainable land resource management.

Mode of delivery

The course will be delivered through lectures, seminars, group discussion, fieldwork and applied problem solving approach.

LPA 803S: Land, Law and Policy

3 Credit(s)

Objective

To guide students to appraise contemporary land use law and policy in Ghana to improve land administration.

Content

The course deals with contemporary land use law and policy. Other areas to cover are use and abuse of the “police power” (the legal basis for land use control); zoning flexibility; vested property rights, development agreements and undertakings; redevelopment and growth control; and direct democracy. The course will demonstrate how land use laws and decisions affect environmental quality and how land use decision-making addresses environmental impacts.

Mode of delivery

The course will be delivered through lectures, seminars, group discussion, fieldwork and applied problem solving approach.

LPA 805S: Research Methods

3 Credit(s)

Objective

To guide students to acquire the knowledge and skills in conducting research in Land Policy and Administration.

Content

This course fundamentally exposes students to the processes involved in research. These include philosophy of social science research, conceptualization of a research problem, data collection and instrumentation, techniques in fieldwork, data analysis and presentation of results. Models and modelling of geographic phenomenon are also treated.

Mode of Delivery

The course will be delivered through lectures, seminars, fieldwork, individual and group presentations.

LPA 811S: Research Methods

3 Credit(s)

Objective

To assist students to discuss in detail the relationship between the physical features and the socio-economic characteristics as well as the distribution of humans in space.

Content

The course deals with the description of the physical, socio-political and cultural landscape of Ghana. Other issues covered are the evolution of landscapes of Ghana; the geographic regions of the country; settlement patterns; transport systems; identification, appraisal, use, and conservation of the country’s resources; interplay of population, politics and other socio-economic variables with natural resources for socio-economic development.

Mode of delivery

The course will be delivered through lectures, seminars, group discussion, fieldwork and applied problem solving approach.

Level 850

First Semester

LPA 804S: Concepts and Theories Of Development

3 Credit(s)

Objective

To equip students with the concepts and theories underlying development process in the global south and how they impact land policy and administration procedure.

Content

The course covers economic, social and political aspects of development processes in the Global South. Emphasis is on the linkages between local contexts and global forces of change in the South. However, examples of development trajectories are drawn from many historical contexts, especially in discussions about the content of the concept of development. A selection of texts that have shaped contemporary development geography and the extent to which these development thinkers have influenced development strategies and land resources management would also be discussed.

Mode of Delivery

The course will be delivered through lectures, seminars, individual and group presentations.

LPA 807S: Customary Land Laws, Gender and Cultural Traditions

3 Credit(s)

Objective

To guide students to assess how gender and land tenure dynamics impact on access and ownership rights.

Content

The course looks at gender and land tenure dynamics under customary land laws and explores the changing access to land by both genders as well as the factors that influence the differential land rights under customary law. Issues such as history and application of customary law and law of property and succession and their impact on land ownership and administration.

Mode of Delivery

The course will be delivered through lectures, seminars, individual and group presentations.

LPA 808S: Surveying and Geographic Information System (GIS)

3 Credit(s)

Objective

To equip students to acquire skills in theory and techniques of surveying as well as the skills of applying GIS in modern surveying.

Content

Topics to be covers in surveying include: reduction of observations of angles, directions, distances and differences in elevation, the computation and adjustment of traverses, and other methods of collecting and recording spatial data. The course will also cover the use of total stations, electronic distance meters, surveyors’ tapes, differential levels, Global Positioning Systems (GPS) receivers, data loggers, and computer aided design (CAD) software. The students will also be introduced to computer information systems, such as GIS, Land Information System (LIS) and their applications.

Mode of Delivery

The course will be delivered through lectures, laboratory exercises, fieldwork, seminars, individual and group presentations.

LPA 809S: Rural Land Use Planning

3 Credit(s)

Objective

To equip students to acquire skills in theory and techniques of surveying as well as the skills of applying GIS in modern surveying.

Content

Topics to be covers in surveying include: reduction of observations of angles, directions, distances and differences in elevation, the computation and adjustment of traverses, and other methods of collecting and recording spatial data. The course will also cover the use of total stations, electronic distance meters, surveyors’ tapes, differential levels, Global Positioning Systems (GPS) receivers, data loggers, and computer aided design (CAD) software. The students will also be introduced to computer information systems, such as GIS, Land Information System (LIS) and their applications.

Mode of Delivery

The course will be delivered through lectures, laboratory exercises, fieldwork, seminars, individual and group presentations.

LPA 812S: Quantitative and Statistical Methods

3 Credit(s)

Objective

To equip students with quantitative and statistical techniques to analyse land administration data.

Content

The course focuses on the quantitative and statistical analytical techniques that are currently applied in land policy and administration. Emphasis will be on understanding of the uses of such tools as well as their application to land policy and administration. Statistical models and frameworks as well as descriptive and inferential techniques will be discussed.

Mode of Delivery

The course will be delivered through lectures, seminars, laboratory exercises, individual and group presentations.

LPA 813S: Planning Laws and Policy

3 Credit(s)

Objective

Students are supposed to discuss traditional aspects of planning law, from nuisance and trespass, to the origins of zoning.

Content

The course deals with the more controversial aspects of planning law including recent cases in eminent domain and affordable housing as well as the implications of smart growth legislation such as Transfer of Development Rights schemes and environmental law for land use planning and administration.

Mode of Delivery

The course will be delivered through lectures, seminars, individual and group presentations.

LPA 814S: Principles of Valuation I

3 Credit(s)

Objectives  

To equip students with skills of the basic principles of land valuation and the role of the land valuer in the land administration procedure.

Content  

Topics to be covered include: nature, purpose, functions and process of valuation; role of the Valuer in society; elements and characteristics of value in economic, social, ethical theories; nature and characteristics of real estate markets: the real estate market in Ghana; determination of land values; influence of land values in economic, social, fiscal and political policies; Distinction between Basis and Method of valuation; Introduction to methods of valuation.

Mode of Delivery

The course will be delivered through lectures, seminars, group discussion, case studies, and applied problem solving approach.

LPA 815S: Principles of Valuation II

3 Credit(s)

Objective  

To enable students to conduct practical valuation by enhancing their ability to apply the methods of valuation to empirical situations. 

Content  

Topics to be covered include: the principles of investment; Estimation of the yield and the Year’s Purchase; he concept of rental value; outgoings; principal types of interests in real estate; detailed treatment of the investment method of valuation – valuation of freehold interests let at full rental value, valuation of freehold interests let at less than the full rental value, valuation of leasehold and sub-leasehold interests; effect of taxation on valuations.

Mode of Delivery

The course will be delivered through lectures, seminars, individual and group presentations.

LPA 816S: Advanced Valuation I

3 Credit(s)

Objective  

To equip students with practical skills to apply the methods of valuation to enable them undertake independent valuation of public and private properties using any of the methods of valuation.

This course covers topics such as detailed treatment and practical application of valuation methods: comparative valuation method; replacement cost method; profits method; residual method; investment method: marriage value, premiums, surrenders and renewals of leases; valuation for special purposes – mortgages, insurance, company assets, going concern, probate.

Mode of Delivery

The course will be delivered through lectures, seminars, group discussion, case studies, and applied problem solving approach.

LPA 817S: Advanced Valuation II

3 Credit(s)

Objectives   

To assist students to acquire skills in conducting high levels and complex valuation of properties with emphasis on land resources.

Content  

The course builds on Advance Valuation I, by equipping students with the skills to conduct more practical application of the methods of valuation in all areas of public and private endeavours. Topics include: valuation for special purposes – mortgages, insurance, company assets, going concern, probate; valuation of special properties: agricultural holdings (including farms, farm houses forestry holdings, etc.) industrial (including plant and machinery, furniture, etc.), warehouses, offices, petrol filling stations; statutory valuation for compulsory purchase and acquisition valuation of statutory way leaves.

Mode of Delivery

The course will be delivered through lectures, seminars, group discussion, case studies, and applied problem solving approach.

LPA 899S: Fieldwork and Seminars

3 Credit(s)

Objective

Students should be able to conduct field surveys, write academic reports and present in seminars using data collected from the field seminars.

Content

The main focus of this course is on planning for fieldwork, preparation of field instruments and how to conduct surveys using specific locations/populations as case studies. The course is in two parts. The first part deals with developing students’ ability to design and use field instruments. The second part involves equipping students with skills in data management, preparation of reports, and presentation of results at organised seminars.

Mode of Delivery

The course will be delivered through lectures, fieldwork, individual and group presentations.

M.Phil Linguistics and Didactics in French

Degree Type: Master of Philosophy

Department: Department of French

Programme Duration: 2 years (Standard Entry)

Modes of Study: Regular

About Programme:

The rationale behind the review of the programme is to broaden the scope and afford students the opportunity to acquire an analytic overview of new trends in the various disciplines.

It is also to make the courses more practical-oriented, thus allowing for a critical analysis of the Ghanaian context.

Entry Requirements:

Basically practitioners in GES and professionals from non-governmental organizations as well as the private sector.  Candidates must have a good first degree, at

least a Second Class (Hons.) degree from a recognized University or an analogous institution.

Programme Structure

Level 500

First Semester

FRE 801: Research Methods

4 Credit(s)

The course aims at exposing students to new trends in research methodology in the area of Linguistics and Language Science in general.  It introduces students to different

types of research methods such as the empirical, participatory, quantitative and qualitative procedures.  The course also focuses on data management systems, structured

and semi-structured interviews as well as computer applications and analysis. Finally, it exposes students to skills in writing research proposals and information retrieval.

M.Sc Oil and Gas Resource Management

Degree Type: Master of Science

Department: Institute for Oil and Gas Studies

Modes of Study: Sandwich

Entry Requirements:

Candidates seeking admission to the MSc. degree programme must:

have obtained a good first degree (at least a second class) in an appropriate field of study from a recognized university/analogous institution. Submit an official transcript of academic record. Submit at least two reference reports, one of which must be from a former lecturer. Pass a selection interview. Satisfy any additional requirements prescribed by the faculties/departments/institute

Target Group

The programme targets the following: Persons in the oil and gas and allied industries, District Assemblies, relevant public sector and institutions, security agencies, educationists, NADMO, civil society organizations, journalists, and religious, community and traditional leaders.

Programme Structure

The programme will consist of two sandwich semesters of course work with relevant practical experience.

Career Opportunities:

The goal of the programme is to build the capacity of students in oil and gas resource management for the efficient management of activities in the industry.

M.A Philosophy

Degree Type: Master of Arts

Department: Department of Classics and Philosophy

Modes of Study: Regular

Entry Requirements:

To be considered for admission, a candidate must have a good first degree from this University or a recognised comparable institution, in Classics, Classical Civilisation, Ancient History or Ancient Philosophy.

Furthermore, a candidate for the M.Phil programme will be required to demonstrate a working knowledge of one of the Classical Languages: Greek and Latin. Where a candidate does not already possess this knowledge, he/she will be required to take an additional Greek or Latin Language paper at the end-of-semester examinations. Candidates are to offer a minimum of three courses per semester for the M.A. programme and for the first year M.Phil programme.

Career Opportunities:

The Department of Classics and Philosophy offers advance courses in Philosophy toilored to equiping our students with critical and analytical skills for further research in the humanities and other subject areas.

M.Phil Population and Health

Degree Type: Master of Philosophy

Department: Department of Population and Health

Modes of Study: Regular

About Programme:

Since the International Conference on Population and Development (ICPD) of Cairo, 1994, there has been a new orientation towards the interface of population and development, a perspective which has been reinforced in the Millennium Development Goals (MDGs). The nature of other demographic variables namely fertility, migration (both internal and international), and urbanization have also undergone transformation with changes in national and global development. For instance, levels of fertility in some African countries have declined very fast, some have plateaued, while others have remained high within the last two decades. Mortality, especially among children has also declined. Among the population agenda are identifying strategies, processes and indicators in population which can be used to assess the achievement of the MDG which cover a wide range of demographic variables.

The spread of diseases in time and space, perception of aetiology of diseases, attitudes to and health seeking behaviours are functions of individual and collective attributes of a group of people. Changes in socio-economic conditions and demographic characteristics give rise to a number of health challenges such as obesity, sexually transmitted infections, emergence of new diseases (e.g. Ebola, avian flu and SARS) and those associated with ageing. The proportion of the population aged 65 years and above is rising due to increases in expectation of life as a result of improved health facilities, sanitation and changes in diets. One outcome of longevity is the emergence of degenerative diseases. Current thinking in population education is to train students who have analytical skills in both technical and substantive demography. The essential skills include analytical skills for data collection, management and analysis, problem-solving skills and decision-making skills which involve ability to weigh options and take decisions. There is also the need for a generation of students who can be critical in their analysis of population and health interface as well as interested in life-long learning as professionals in the field of population. Teaching and learning, will be geared towards the development of such skills which will enable them contribute to the search for strategies for the socio-economic development of the country. 

Objectives

The main objective of the programme is to undertake teaching and research in population science and social dimensions of health at the graduate level. The focus will be on aspects of technical and substantive demography and the socio-political and economic dimensions of population and health. The specific objectives are to: provide avenues for students to develop analytical, problem-solving and decision-making skills in population and socio-cultural and economic aspects of health; promote research relating to the interface of population and socio-cultural dimensions of health; and produce the next generation of academics in population, development and social dimensions of health.

Entry Requirements:

Candidates to this programme must have obtained at least Second Class in one of the following areas: Population, Health, Geography, Economics, Sociology, Development Studies, Government, Business Management, Biological, Physical or Agricultural Sciences, Mathematics and Statistics

Target group

The target groups for the programme are graduates from any field who are interested in the interface of population and socio-economic aspects of health

Career Opportunities:

The goal of the programme is to contribute to the preparation of the next generation of graduates specializing in teaching and research in population and the social dimensions of health.

Programme Structure

Level 800

First Semester

POH 801S: PERSPECTIVES ON POPULATION AND HEALTH

3 Credit(s)

The course focuses on the interface between population, health and development; history and development of population science as a discipline and the perspectives on population and development and thoughts which have shaped population science; Developments in social-political dimensions of health, including the influences of perspectives on aspects of health and human welfare. Other issues which will be addressed are discourse on the interface of population, health and development; role of international bodies in shaping the directions of health (e.g. role of World Health Organization, the Almaty Declaration of 1978, and the health targets in the Sustainable Development Goals); the environment-health-development debates, the epidemiological transition, concept of quality of life, and the implication of climate change for health.

Objectives: By the end of the course, the student will be able to:

Demonstrate understanding of some the theoretical issues under-pinning the study of population and health;

Develop analytical skills  and

Apply knowledge gained in the analysis of concepts and issues

Mode of Delivery:The course will be delivered through lectures, individual and group assignments, assigned readings and field trips

POH 802S: TECHNIQUES AND INDICES IN POPULATION AND HEALTH

3 Credit(s)

The course involves interpretation of population and health data.  It covers the assessment of the quality and quantity of data using indices (e.g. Myers and Whipple’s) and aggregation and dis-aggregation of data; smoothening of age and sex data; calculation of basic indices such as rates and ratios of socio-demographic variables (e.g. age, sex, marital status, education); direct and indirect measures of fertility and mortality; Brass techniques and Bongaarts’ method; use of Lexis diagram; population estimation and projections, adjustment of data, construction of life tables, construction of indices such as human development index, gender empowerment index, and disability adjusted life years.

Objectives: The objectives of the course are to:

1. Build the analytical and computational skills of students; and

2. Develop the capacity of students in techniques of data analysis and interpretation.

Mode of Delivery: Lectures, group and individual assignments and presentations in class; practical work involving calculations of indices

POH 803S: POPULATION, ENVIRONMENT AND HEALTH

3 Credit(s)

The course deals with the dynamics between population and environment; accompanying trade-offs between land use and health in Africa. Themes discussed include urbanisation; sustainable development; agricultural and industrial practices; pollution; deforestation and afforestation; distribution and competition for resources; health of migrants; emerging and re-emerging human diseases and community involvement in health service delivery.

Objectives: By the end of the course the student will be able to:

Demonstrate an overall understanding of the population-environment-health nexus; and

Apply knowledge gained to “real world” situations

Mode of Delivery: The content will be delivered through lectures, guest lectures, individual and group presentations and assigned readings.

POH 805S: POPULATION MOVEMENTS    

3 Credit(s)

The course deals with conceptual and theoretical issues in population movements. It covers historical and contemporary perspectives of both voluntary and involuntary migration with particular emphasis on causes and consequences of population movements in Ghana and sub-Saharan Africa; refugee movements, transnationalism and irregular migration. Other issues include mobility and its health implications. The course also discusses migration within the context of the Sustainable Development Goals (SDGs), the policies and programme implications at both origin and destination.

 Objective: The course will build the capacity of students to:

Understand and appreciate the dynamics involved in human population movements in both the past and contemporary; and

Analyse the implications of population movements on the socio-economic development of both places of origin and destination.

Mode of Delivery: The mode of delivery will be lectures, individual and group presentations.

POH 807S:   SOCIAL EPIDEMIOLOGY  

3 Credit(s)

The course involves analysis of the distribution of diseases in space; social, cultural and psychological determinants of risk behaviour and occurrence of diseases. Other topics are perception of risk, relationships between population, society and individual characteristics and morbidity and mortality. It focuses on the principles and their applications for the investigation of public and social health problems, planning, implementation and evaluation of health intervention strategies. The following areas will be covered: social determinants of health, , transition of communicable diseases, concept of causality, epidemiological study design, clinical trial designs, estimation of risk, screening and evaluation of diagnostic test, and standardization of rates.

 Objective: The objectives of the course are to develop the capacity of students to:

Understand the concepts, principles and methods of social epidemiology

Apply social epidemiology on issues in population and health.

 Mode of delivery: Lectures, presentations and group discussions.

POH 809S: URBANISATION AND HEALTH IN AFRICA 

3 Credit(s)

The course deals with the historical development and contemporary issues of urbanization in the world generally and sub-Saharan Africa in particular. It includes definitions of urbanization, models and conceptual issues in urbanization such as primate city, rank-size rule, conurbations, morphology of cities, resource utilisation and related human activities such as access to different modes of transportation, education, health, housing, sanitation, arts and cultural heritage, economic, business and job creation activities and healthy urban lifestyles in general.

 Other aspects are measures of urban change and growth and the role of urbanization in national development, urban poverty and inequality, slums, violence and conflict, governance and participation, resilient cities and sustainable urbanization.

Objective: The objectives are to develop the capacity of students to:

Analyse issues associated with the process of urbanization

Appraise the implications of urbanization on the socio-economic development of urban centres.

 Mode of Delivery:  This course will be delivered through lectures, seminars and group discussions.

POH 811S:  STATISTICS IN SOCIAL SCIENCES

3 Credit(s)

The course involves intermediate statistical techniques and their application to social science issues. Topics to be discussed include nature and meaning of statistics, measures of central tendency and dispersion, probability, time series, normal distribution, sampling techniques, testing of hypothesis, correlation and regression analysis. Students will be introduced to packages such as SPSS and STATA.

 Objective: The objectives of the course are to equip students to:

Develop analytical skills in social science research

Analyse and interpret statistical data in social sciences.

Mode of delivery:The course will be delivered through lectures, practical exercises and presentations.

POH 813S: MIGRATION AND HEALTH 

3 Credit(s)

This course covers some concepts and theoretical perspectives on the relationships between migration and health in both the past and contemporary era. It examines both communicable and non-communicable health issues among both voluntary and involuntary migrants, particularly in Sub-Saharan Africa but some examples will be drawn from developed countries as well to expose students to the global context. The implications of migrants’ health to both places of origin and destination will be examined. It also situates migration and health within the context of the Sustainable Development Goals. Relevant case studies will be emphasized on to enhance students’ understanding of the synergies between migration and health.

Objective: The course will build the capacity of students to:

Understand the relationships between migration and health in both the past and contemporary; and

Analyse the implications of migrants’ health to the socio-economic development of both places of origin and destination.

Mode of Delivery: The mode of delivery will be lectures, individual and group presentations.

POH 815S:   GLOBAL HEALTH 

3 Credit(s)

The course focuses on strategies for health improvement, reduction of health disparities as well as protection against global threats that cut across national boundaries. Issues to discuss will include global health and poverty, economic development, peace and security, communicable and non-communicable diseases, social and spatial dimensions of health and their impact on disparities in the burden of diseases, the impact of climate change on health, and risk factors.

 Objective: The aim of the course is to develop the capacity of students to:

 Understand concepts and perspectives on global health; and

Analyze social and spatial dimensions of health and their impact on disparities in the burden of diseases.

Mode of Delivery: The course is delivered through lectures, case studies analyses, individual and group presentations.

Second Semester

POH 804S: POPULATION POLICIES, REPRODUCTIVE HEALTH AND RIGHTS

3 Credit(s)

The course deals with concepts and processes involved in the formulation, implementation and evaluation of population, reproductive health and rights policies and programmes. It examines the historical perspectives in the development of population policies, concepts in (population) policy formulation, the factors which contributed to these developments; international agenda which have shaped concepts, policies and programmes in reproductive health and rights (e.g. Almaty Declaration of 1978, Cairo and Beijing Conferences), the implications of these developments for issues of population and reproductive health and rights. Among the topics to be discussed are definition of policy, population, reproductive health and rights; policy formulation – approaches; concept of heath as a right.  Population policies of Ghana, beginning with the pre-independence period to the present, and selected African countries will be discussed.

Objectives: At the end of the course the student will be able to:

Demonstrate an understanding of the conceptual issues in policy formulation;

Analyse the factors which have shaped population and health policies in Ghana and in selected African countries; and

Relate the knowledge gained to policy formulation in population and social dimensions of health.

 Mode of Delivery: The course will be delivered through lectures, team teaching and presentation of individual and group assignments

POH 806S:   NATURAL POPULATION CHANGE AND DEVELOPMENT

3 Credit(s)

The course provides an overview of the levels, patterns and trends in nuptiality, fertility, morbidity and mortality and their implications for development. Issues covered include historical, spatial patterns and socio-cultural dimensions associated with population dynamics. It will also involve theoretical and empirical dimensions of the changes at the global, continental and national levels with emphasis on Ghana and Africa.

Objectives: The objectives of the course are to:

Develop the capacity of students to be able to analyse the dynamics of natural population change.

Equip students with the skills to analyze the various demographic perspectives on population change and development.

 Mode of Delivery: The content will be delivered through lectures, guest lectures, individual and group presentations and assigned readings.

POH 808S:   POLICIES AND POLITICS OF HEALTH    

3 Credit(s)

The course examines policies adopted to provide health care and also consider past, present and policies of health in Africa and Ghana; strategies that have informed policies and programmes in health at the global (e.g. Health for All by the Year 2000, Millennium Development Goals, Sustainable Development Goals), continental (Bamako Initiative, Maputo Declaration on HIV and AIDS) and national levels (e.g. payment regimes; health insurance) as well as other factors which influence health delivery (e.g. brain drain and emerging technologies). The topics will include: the politics of public health; the concept of public versus private participation; health policy-making process and implementation; global influences on domestic health policy formulation in sub-Saharan Africa.

Objective: At the end of the course the student will be equipped to:

Demonstrate an understanding of the conceptual issues in policy formulation

Analyze factors which inform health policies globally and in Africa

Relate the knowledge gained to policy formulation in health.

 Mode of Delivery: This will be in the form of lectures, seminars, group discussion and case studies.

POH 810S: RESEARCH METHODS

3 Credit(s)

This course deals with issues of the nature and scope of social science research (issues of epistemology, ontology and methodology). Among the topics to be covered are perspectives in social science research, concept and sources of knowledge, concept of research problem, types of research, philosophies informing quantitative and qualitative data collection, quantitative and qualitative techniques and in social science research, issues of validity, reliability, representativeness in social science research, questionnaire drawing, developing an interview guide, and ethical issues in social science research

Objectives: The objectives of the course are to:

Build the capacity of students in social science research methodology

Develop the skills of students to undertake quantitative and qualitative research.

Mode of Delivery : The teaching will be conducted through lectures, fieldwork, group and individual presentations.

POH 812S: CONTEMPORARY HEALTH ISSUES IN AFRICA

3 Credit(s)

The course examines contemporary issues in current challenges in health, aspects of health transition in the context of the emergence of new and the re-emergence of old infections; issues of endemicity and the spread of diseases; emergence of diseases associated with life styles; management of health; financing of health care; challenges of health for an ageing population; the roles of national and multinational institutions (e.g. World Health Organization (WHO)) and international NGOs in health.

Objective: The aim of the course is to develop the capacity of students to:

Analyse contemporary  health issues in both Ghana and Africa

Interpret and discuss population and health issues in both Ghana and Africa

Mode of Delivery:This course is delivered through lectures, presentations and group discussions.

POH 814S: URBAN HEALTH  

3 Credit(s)

The course deals with public health issues associated with growth of urban population in developing countries as well as the emerging middle class populations. Emphasis will be on urban health problems of developing countries; health of slum areas, affluent areas, migrants/refugees, children, the aged, and populations at high risk (e.g. CSW, MSM, IDU). Changes in urban physical and social environment and their consequences for lifestyle risks and health, design and implementation of coordinated and cost-effective health care system will be examined.

 Objective: The objectives of the course are to:

Build the capacity of students to appreciate concepts and theoretical perspectives on urban health

Appraise policies and programmes on urban health.

 Mode of Delivery: The course is delivered through lectures, case studies analyses, individual and group presentations.

POH 816S: ADVANCED EPIDEMIOLOGY

3 Credit(s)

The course builds on POH 807S (Social Epidemiology). The course focuses on the philosophical and the application of theoretical issues in epidemiology, application of knowledge in epidemiology as well as critical appraisal of scientific literature from a multidisciplinary perspective. Other areas will include outbreak investigation, making use of epidemiological data to draw appropriate conclusions, and social sciences methodology to understand background and proximal factors.

 Objective: The objectives of the course are to:

Build the capacity of students in philosophical and theoretical perspectives in epidemiology

Equip students with the knowledge and skills to analyze data in epidemiology.

 Mode of Delivery: The course is delivered through lectures, case studies analyses, individual and group presentations.

POH 897: Fieldwork

3 Credit(s)

This course involves fieldwork and presentation of results based on a topic chosen by the students. The students are assessed both on their presentations in class and the report/assignment submitted.

POH 899  : THESIS    

3 Credit(s)

Students will present a thesis in their areas of research interest. The conditions as set out in the Academic Policies and Regulations for Graduate Studies apply.

M.Phil Sociology

Degree Type: Master of Philosophy

Department: Department of Sociology and Anthropology

Modes of Study: Regular

Entry Requirements:

The target group is individuals who have acquired BA degree in Sociology and or related fields from accredited Institutions. They should also fulfill the University’s General requirements for graduate studies.

Career Opportunities:

The revised graduate curriculum of the Sociology Department reflects the changing nature of the academic world as well as the demands of the job market. The revised curriculum has been organised around concentrations, which allow students to concentrate in specific areas. This was not the case in the old curriculum. The new curriculum will equip students with in-depth knowledge and skills to face the challenges of increasingly global demands in the field of Sociology. The Department takes note that the new curriculum is subject to change as and when necessary.

M.Phil Special Education

Degree Type: Master of Philosophy

Department: Department of Education and Psychology

Programme Duration: 2 years (Standard Entry)

Modes of Study: Regular

About Programme:

The M.Phil. /Ph.D. programme in Special Education aims at preparing highly qualified    special education experts to become successful and productive professionals in teaching, formulating and implementing policies in special and inclusive education, and engaging in meaningful and relevant teaching and research.

Entry Requirements:

A successful applicant would be offered a probationary admission as a Postgraduate Research Student [PRS] for the first year. Students may progress to the second year after having satisfied the following conditions:

Completed all courses required at the masters level

Obtained a  CGPA of 2.5 or better

Taken a course in academic writing and passed

Successfully defended a final research proposal before a department examining panel

A non- research master’s degree candidate seeking admission to the MPhil Programme must:

Have obtained a CGPA of 2.5 or better in the masters course work

Submit an official transcript    of academic record

Submit at least two referee’s report one of which must be from a former lecturer

Submit a proposal of 2-3 pages on the intended area of study including references

Satisfy any additional requirements prescribed by the colleges/faculties /schools /institutes/departments. This may include relevant work experience and written entrance examination and / or interview.

Goal / Aim / Objectives:

The objectives of the programme are to:

Develop the competence of the student in policy formulation issues related to special and inclusive education.

Train the student to demonstrate advanced and applied knowledge in emerging conceptual approaches to practices in special and inclusive education.

Equip the student with higher level skills in special and inclusive pedagogies.

Train high calibre professionals to teach in higher institutions of learning.

Enhance the skills of the student in research philosophies and methodologies and to be to conduct basic and applied research in education.

Career Opportunities:

Ministry of Education and Ghana Education Service

College of Education (Tutors)

Security Services, NGOs

Training Units of institutions

Programme Structure

Level 800

First Semester

EPS 852: Research Methods in Education

3 Credit(s)

This course exposes a range of issues and practices in educational inquiry and research. Procedures and methodologies necessary to pursue research problems in meausrement, evaluation and applied statistica are investigated. There is an overview of educational research methods including validity and reliability and validity of data and practical considerations in planning, conducting and disseminating research outcomes and improving research. The course provides students with skills and knowledge needed for qualitative and quantitative inquiry as well as critiques of research.

EPS 812A: Computer Application in Education

1 Credit(s)

The course is to enable students gain computer knowledge to complete their thesis and oral examination. It is also, to equip students with skills in ICT that they may need to teach in their various areas of specialization. The course is intended to equip students with computer literacy to help them improve in the presentation and teaching of Home Economics Education. Data management tools such as MS Excel and MS Access as well as Presentation tool such as Power Point would be explored.

EPS 831: Advanced Psychology of Human Learning and Instruction

3 Credit(s)

The course provides information on historical and theoretical perspectives on learning for practice. The theories have a continuing and direct relevance for classroom teachers. The course aims at exposing students to the challenges in the learning environment and how effective teaching could be enhanced. Topics such as motivation and other approaches to learning would equip students with various ideas, skills and strategies in classroom teaching.

EPS 844: The Use of Test in Counselling

3 Credit(s)

This course exposes students to the nature and characteristics of psychological tests, the selection of good tests for counselling purposes and the administration, scoring and interpretation of psychological tests for counselling purposes.

EPS 851: Educational Statistics

3 Credit(s)

An elementary knowledge of statistics, including the use of SPSS is required for this course. The focus of the course is the application of statistical methods to educational problems. Emphasis is on the normal, t, chi-square and F distribution. Hypothesis testing and one-way analysis of variance will be treated.

SGS 801: Academic Writing

3 Credit(s)

The course is designed to reinforce and further develop the writing skills of students at the postgraduate level. It is centred on the notion that the future success in postgraduate work is dependent to some extent, on the individual student’s ability to demonstrate understanding and insights regarding diverse forms of academic writing. This course will further provide students, nuanced understanding with respect to linguistic/ rhetorical theoretical underpinnings, features of academic writing and the requisite skills regarding argumentation and research centred-writing.

Second Semester

EPS 853: Assessment in Schools

3 Credit(s)

This course examines both theoretical and practical issues in students’ assessment. It discusses the nature and relevance of assessment in the teaching and learning processes and examines extensively the theoretical and practical issues of validity and reliability of assessment results. Principles and guidelines for crafting various teacher-made tests and standardized tests are also discussed.  Professional responsibilities, appropriate ethical behaviour of educators in assessment as well as legal requirements in educational assessments are presented and discussed.

EPS 871: Curriculum and Instructional Programming for Exceptional Children

3 Credit(s)

The course examines the basic education school curriculum in Ghana. Students discuss the curriculum and its appropriateness in the education of children with special needs. Discussion will also focus on the principles of curriculum adaptation, modification and differentiation for children with special needs. Using Applied Behaviour Analysis techniques the students will be engaged to develop a curriculum for children in special and inclusive education.

EPS 872: Assessment in Special Education

3 Credit(s)

In this course, the student will critically examine issues related to special education assessment policies, the selection of appropriate assessment instruments (e.g. the use of formal and informal assessment techniques), the role of the multi-disciplinary team, and parental involvement. More emphasis will be placed on assessment procedures in Ghana. At the end of the course, the student should be able to adopt appropriate assessment procedures that meet the needs of the child.

EPS 873: Advanced Studies and Methods in Disabilities

3 Credit(s)

This course is designed to equip students with an in-depth knowledge in visual     impairment, intellectual disabilities, learning disabilities, hearing impairment, behavioural disorders, communication disorders, and autism. Students will discuss and make critical analyses of the history, definitions types, theories, characteristic and the aetiology. A critical evaluation of case examples will also be focused upon. The students will also have the opportunity to discuss the various educational intervention strategies and methodologies.

EPS 874: Advanced Practicum in Special Education

3 Credit(s)

The practicum helps the student to actualize theory with practice. The student identifies and assesses a child with special educational needs. The student will be able to assess, design and implement an individualized education plan (IEP) for the child. The student will also be expected to work for two semesters with teachers, parents and the community in meeting the needs of the child.

EPS 875: Mainstreaming Children with Disabilities in Regular Classroom

3 Credit(s)

The course examines the UNESCO (1994) Salamanca proposition for educational system all over the world to develop structures for the education of children with special educational needs and disabilities (SEND) in the mainstream or regular school/classrooms. What are the arguments for the proposition? The student is expected to come to terms with the benefits and challenges in accommodating children with SEND in the regular school. Among the main issues to be examined are: the needs of children with SEND, policies and practice for mainstreaming/inclusion, benefits and challenges and methods of accommodation for effective learning in inclusive settings.

EPS 876: Contemporary Issues in Special Education

3 Credit(s)

The student will be exploring current trends and controversial issues and their relationship to policy, practice and research. There will be discussion on how the field has evolved in the use of assistive technology and current trends in educational practices. At the end of the course, the student should be able to present position statements about the trends and issues related to Special and Inclusive Education derived from current literature. The student will also examine various policies in special and inclusive education. These will include the Western, Asian and African policy contexts. Strategies for policy formulation and implementation will be discussed.

EPS 899: Thesis

3 Credit(s)

The student is assigned supervisors who will guide him/her to identify a research topic to investigate based on the College of Education Studies and the University format on graduate thesis writing. The student reviews related literature, collects and analyses data and presents final report.

Level 900

First Semester

EPS 970: Early Childhood Special Education

3 Credit(s)

The seminar focuses on early childhood development and the theories underlying disabilities. The seminar provides specialised preparation in screening and assessment of young children, early intervention strategies and behaviour management of infants and preschool children. Issues related to early childhood care and policies for infants with special educational needs and disabilities as well as appropriate support to their parents will be discussed. The student will explore various research findings about how infants and young children develop and learn. Studies undertaken in the African environment and their implications for special educators will be examined.     

EPS 971: Ethical and Legal Issues in Special and Inclusive Education

3 Credit(s)

This course is meant to examine international and national legislations, and ethical considerations relating to the field of Special Needs Education.  Students will be introduced to critical analysis of existing policies from selected countries, conventions on the rights of persons with disabilities (PWDs), Disability Acts, code of ethics and standards for special educators.  Emphasis would be put on the development of legal frameworks and sound policies and procedures to ensure an appropriate education for students with special educational needs and disabilities. Issues related to human rights, equality, equity, fairness and inclusive education will be discussed. The course will further examine procedures that protect the rights and responsibilities of persons with disabilities (PWDs) as well as parental involvement and partnerships. Finally, students will be encouraged to undertake some comparative analysis of special and inclusive education policies in Ghana and other countries.

EPS 972: Single Subject Research Methodologies

3 Credit(s)

In this seminar, the student will be expected to demonstrate knowledge and skills in designing and analysing small samples and single subject research methodologies in solving problems in Special Education. The student is expected to provide an overview of historical and philosophical foundations and issues in behavioural assessment. The student further examines underlying principles, strengths and limitations of single subject research designs, and methods of data analysis. At the end of the course, the student should be able to demonstrate an understanding and competence in behavioural measurement, critiquing, summarizing, and presenting information related to single subject research investigations.   

EPS 973: Formulation and implementation of policy issues in Special and Inclusive Education

3 Credit(s)

This course is aimed at enabling students to examine various policies in special and inclusive education. These will include policies in the international as well as the Ghanaian context. Effective Strategies in special and inclusive education for policy makers will be discussed. At the end of the course, the student should be able to formulate special and inclusive education policies that meet the needs of his or her community.

Second Semester

EPS 917: Advanced Research in Education

3 Credit(s)

The course exposes students to a range of issues, principles and practices in educational    inquiry and research. Procedures and methodologies used in carrying out research in education and psychology as well as applied statistics are investigated. The course entails an in-depth overview of educational research methods, including planning and conducting valid and reliable research and the dissemination of research outcomes. The course provides students with skills and knowledge in quantitative research inquiry. An overview of appropriate statistical tests in quantitative inquiry is covered as well as ethical issues in research.

EPS 921: Administrative Theory and Practice in Special and Inclusive Education

3 Credit(s)

This course discusses the theoretical and management aspects that govern the broad view of Special and Inclusive Education administration. Topics covered in the course include leadership decision making, communication, organizing, planning, and implementation. Also discussed is the use of authority and decentralization and delegation of authority.  The student also does analysis of existing legislations, litigations and administrative rulings related to special and inclusive education. Issues related to equality, equity and fairness will be discussed. The student will further examine procedures that protect the rights and responsibilities of persons with disabilities (PWDs).

EPS 974: Issues in Assessment in Special Education

3 Credit(s)

In this course, the student will critically examine issues related to special education assessment policies, the selection of appropriate assessment instruments (e.g. the use of formal and informal assessment techniques), the role of the multi-disciplinary team, and parental involvement. More emphasis will be placed on assessment procedures in Ghana. At the end of the course, the student should be able to adopt appropriate assessment procedures that meet the needs of the child.  

EPS 976: Advanced Practicum in Special and Inclusive Education

3 Credit(s)

The practicum helps the student to actualize theory with practice. The student identifies and assesses a child with special educational needs. The student will be able to assess, design and implement an individualized education plan (IEP) for the child. The student will also be expected to work for two semesters with teachers, parents and the community in meeting the needs of the child.

EPS 977: Applied Behaviour Analysis and Classroom Management

3 Credit(s)

The course helps the student to understand how applied behaviour analysis (ABA) can be used to identify a student’s special educational needs. It will expose the student to the theoretical models that explain conditions under which humans behave. The student further examines multiplicity of interrelated paradigms underpinning classroom management. The course will encourage the student to study and understand individual and group behaviour patterns and structures in order to improve classroom performance and effectiveness. Upon completion of this course, the student will be able to design and apply behaviour management techniques for making positive changes in students’ academic, social and/or affective behaviour.

EPS 978: Professional Seminar in Special and Inclusive Education

3 Credit(s)

The seminar is designed to assist the doctoral student to specialize in two disability areas e.g. Developmental Disabilities (i.e. intellectual disabilities, learning disabilities, autism), Sensory Disabilities (i.e. visual and hearing impairments), and Social, Emotional and Behavioural Difficulties. The student will examine the nature of inquiry in the selected areas and will be very conversant with emerging issues that will enable him/her develop a line of research to contribute to the knowledge base of the areas of interest. The seminar will further equip the student to develop programme plans, seek for service opportunities, and access funding/grants for research.

M.Phil Vocational and Technical Education

Degree Type: Master of Philosophy

Department: Department of Vocational and Technical Education

Modes of Study: Regular

Entry Requirements:

1. Holders of a good B.Ed degree from any recognized university, and should have taught for not less than two (2) years after completion of their degree programmes.

2. Holders of a good B.A or B.Sc degree must, in addition, hold a Postgraduate Diploma in Education(PGDE) or Postgraduate Certificate in Education(PGCE) from the University of Cape Coast or any recognized university and must have taught for not less than two(2) years after completion of their degree programme.

3. Applicants for MPhil in Educational Planning who have knowledge in Economics at the first degree level in addition to (1) and (2) above, will have an advantage.

4. MPhil in Administration in Higher Education: In addition to requirements under (1) and (2) above, applicants who have worked as administrators in Higher Educational Institutions for not less than two years will have an advantage.

5. Candidates would have to pass a selection interview.

M.Phil Science Education

Degree Type: Master of Philosophy

Department: Department of Science Education

Programme Duration: 2 years (Standard Entry)

Modes of Study: Regular Sandwich

Entry Requirements:

Application to the postgraduate programme should either be:

    holders of B.Ed. (Science Education) with preferably second class lower division or higher from a recognized University or institution.

OR

    holders of B.Sc. (Hons) in a relevant science programme and a Postgraduate Diploma   

    in Education (PGDE)

OR

          holders of research-based and non-research-based master’s degrees in Science    

          Education (M.Ed.) from a recognized university.

Career Opportunities:

Courses offered at the undergraduate and post-graduate levels enable graduates to be high calibre educationists capable of using contemporary approaches and technologies to facilitate the teaching and learning process at all levels of the educational system. Products from the Department are well equipped to take leadership roles in the educational system as well as lead and conduct research in all issues related to Science Education.

Programme Structure

Level 800

First Semester

CHE 804: SOLUTION EQUILIBRIA

Credit(s)

Almost all reactions that concern chemists take place in solutions rather than in gaseous or solid phases. The course hence aims at exposing students to solutions of reacting molecules in liquids. It offers students an understanding of a variety of physico-chemical phenomena and ease of handling and rapidity of mixing different substances. Students will also be exposed to polyprotic acids, second and third dissociation constants, colligative properties, and predominant species as a function of pH. This course focuses on providing students with an understanding of the various solution properties and explanation of variety of physicochemical phenomena. Special emphasis will be placed on the properties of solutes and solvents, thermodynamics of electrolytes, kinetics and transport properties. The course covers aspects of colligative properties, reactions in solutions, advance buffer calculations, formation constant expression for complexes and polyprotics, titration and titration curves, and equilibria in redox and non-aqueous systems.

CHE822: Solution Equilibria

3 Credit(s)

Almost all reactions that concern chemists take place in solutions rather than in gaseous or solid phases. The course hence aims at exposing students to solutions of reacting molecules in liquids. It offers students an understanding of a variety of physico-chemical phenomena and ease of handling and rapidity of mixing different substances. Students will also be exposed to polyprotic acids, second and third dissociation constants, colligative properties, and predominant species as a function of pH. This course focuses on providing students with an understanding of the various solution properties and explanation of variety of physicochemical phenomena. Special emphasis will be placed on the properties of solutes and solvents, thermodynamics of electrolytes, kinetics and transport properties. The course covers aspects of colligative properties, reactions in solutions, advance buffer calculations, formation constant expression for complexes and polyprotics, titration and titration curves, and equilibria in redox and non-aqueous systems.

ESC809: Theoretical Basis of Science Teaching and Learning

3 Credit(s)

This course aims at exposing students to an examination of the various psychological theories which underpins effective teaching and learning of science as well as a good range of students that support the theories. Students will be encouraged to come out with their own perspectives of teaching and learning based on the theories encountered in the course. Learning theories include those of Thorndike, Bruner, Gagne, Skemp, Vygostky, the Human Information processing psychologist, as well as the Gestalt psychological schools of thought will be covered in detail. The focus on these theories will also include arrange of studies that support the theories. The course will also explore the various learning styles and their relationships with the learning theories in science education.

ESC811: Philosophy of Science

Credit(s)

Philosophy of Science offers a unique opportunity to study the foundations, practices, and culture of the sciences from a philosophical perspective. Students will study the philosophy of science from the ancient Greeks to the contemporary philosophers of science. The course will expose students to questions addressed by philosophy of science and epistemology. The course will examine various philosophies of science and their implications for the definition of science, the development of science, and the teaching and learning of science. In particular, the course will focus on philosophies such as logicism, intuitionism and formalism. Also, included are contemporary philosophies such as social constructivism and postmodern philosophies. Students will be required to relate the substantial issues in this course to their experience and practice.

ESC815: Quantitative Research Methods in Science Education

3 Credit(s)

This is the first of two courses in research methods aimed at providing opportunities for students to improve their research skills. The course will expose students to the theories that underpin the quantitative research paradigm. It aims at the development of the knowledge and skills of students to enable them conduct a variety of quantitative studies aimed at improving teaching and learning of science in schools and other educational settings. It is expected that at the end of the course students will write a research proposal for a study that could be the focus of their thesis. Topics to be covered include: Realism, subjectivism and the ‘paradigm wars’; Post-positivism, experiential realism and pragmatism; Sampling techniques; Various quantitative research designs, development of instruments, reliability and validity of instruments; Internal and external validity; Parametric statistics such as the t-test, one-way and two-way ANOVA, the F-distribution, correlation and simple regression analysis, used for hypothesis testing, will be applied in the course; Non parametric statistical tests such as, chi-square and the Mann-Whitney U-test will also be applied. The rationale for using these various statistics and the assumptions underlying their use will be a critical focus of this course.

ESC851: Instructional Technology in Science Education

3 Credit(s)

Technological skill development is most effective when embedded in content instruction rather than mastering specific Information Communication Technology (ICT) tools in a vacuum.  This course is a shift of ICT teacher professional development towards science content-centric approaches which advocates teaching teachers how to teach with ICT tools to meet content learning goals rather than teaching teachers how to use the tool. The course will provide trainees’ opportunities to develop their Technological Pedagogical Content Knowledge (TPACK) and skills to design, enact and evaluate ICT-based lessons using a variety of ICT tools that support different teaching and learning strategies. Topics to be covered include: The use of Information Communication Technology (ICT) such as internet resources, Java applets, Multimedia and spreadsheet; Online Educational Platforms (e.g. MOOC); Professional Learning Networks (PLN); TPACK as a framework for effective ICT integration; ICT application in didactic science teaching approaches and inquiry -based constructivist teaching approaches; and the use of Web quest.

ESC853: Contemporary Issues in Curriculum Studies in Science

3 Credit(s)

This course is designed to expose students to contemporary issues in curriculum studies and development in science education. The opportunity will be given to students to engage in some of the current complicated discourses in curriculum development, implementation, supervision and evaluation. Topics to be covered include: Understanding Curriculum in the following contexts: as Historical Text, Political Text, and Institutionalized Text; Gender, sexuality, race and ethnicity in a scientific and diverse milieu; Utopian vision, democracy and the egalitarian ideal; A vision of curriculum in the postmodern era.

MBB812: Biotechnology and Tissue Culture I

3 Credit(s)

Topics to be treated include Review of nucleic acid chemistry: DNA structure as a genetic material, RNA transcription and translation. The central Dogma theory: one-gene one –polypeptide, DNA-protein interactions. Regulation of gene expression. Microorganisms in Biotechnology, review of microbial genetics: screening, selection and strain improvement. Fermentation, Sterilization techniques and culture media preparation. Principles and practices of Tissue culture and initiation and maintenance of cell cultures. Somatic embryogenesis and organogenesis.

PHY805: Computing and Numerical Methods

3 Credit(s)

Computer architecture, programme language, programme development and algorithms, interfacing, numerical methods in computing, application of filter design, Fourier analysis, digital filtering, fast Fourier transform.

PHY827: Atmospheric Physics

3 Credit(s)

Physics of the ionosphere; Interaction of electromagnetic radiation with the constituents of the middle atmosphere; Rarefied aerodynamics – a study of perturbation; Mesosphere as a transition region; Transport and dynamics in the middle atmosphere; Hydro magnetic behavior near neutral point; The model of the interplanetary magnetic field.

Second Semester

CHE812: Natural Products

3 Credit(s)

This course introduces students to basic knowledge within natural product chemistry including the distribution of selected secondary metabolites, their biosynthesis and bioactivity. Furthermore, the objective of the course is to provide students with knowledge on biotechnology-based production of secondary metabolites in particular bioactive natural products as well as knowledge on and experience with isolation, and quantification of secondary metabolites using chromatographic and spectroscopic techniques as well as bioassay-guided chromatographic fractionation.

CHE820: Separation Methods

3 Credit(s)

This course covers general concepts underlying techniques within the confines of analytical, physical, inorganic, and organic areas of Chemistry. Advanced treatment of topics such as solvent extraction, distribution ratios, and the pH effects of solution among others will be undertaken in this course.

CHE821: Organometallic Chemistry

3 Credit(s)

This course will look at the definition of organometallic compounds, reactions of organometallic compounds and synthesis of some of them. The course will help students identify organometallic compounds from other organic compounds containing metals.  The course will conclude with some catalytic processes and cycles.

CHE822: Electroanalytical Methods

3 Credit(s)

This course deals mainly with the fundamental principles of chromatography, liquid chromatography, gas chromatography, electrophoresis and other separation techniques. Instrumentation and fundamental concepts with broad relevance in many disciplines of Analytical Chemistry will be covered in the course.

ESC804: Principles of Science Teacher Education and Supervision

3 Credit(s)

This course provides an overview of the components considered vital for leadership effectiveness. It is designed to prepare postgraduate science teachers to play leadership roles in the education system. Students will demonstrate a better understanding of the principles of science teacher education and supervision. Students will describe, practise and synthesize systematic steps required for supervision. This course will cover topics such as principles of professionalism for science educators; history of supervision; supervisory behaviours; principles of communication, observations, relationships and expectations (CORE); and tasks in supervision.

ESC810: Qualitative and Mixed Methods Approaches in Science Education Research

3 Credit(s)

The course will expose students to the theories that underpin the qualitative and mixed methods research paradigms. It aims at the development of the knowledge and skills of students to enable them conduct a variety of qualitative and mixed methods studies aimed at improving teaching and learning of science in schools and other educational settings. It is expected that at the end of the course students will write a research proposal for a study that could be the focus of their thesis. Topics to be covered include: Various qualitative research approaches such as case studies, content analysis, ethnography, phenomenology, teaching experiments, and grounded research theories; Sequential and concurrent mixed methods approaches; Validity and reliability. Development of qualitative instruments, as well as data collection methods, and analyses will also be explored both manually and the use of the NVivo software.

ESC814: Application of statistical methods in science Education

3 Credit(s)

The course will equip student with adequate theoretical background, content and statistical tools and techniques required for analyses of quantitative research data. For each of the statistical tools and techniques the objective is to provide opportunities for students to develop a conceptual understanding of what that statistical tool is, when to use it (including the underlying assumptions and how to test them), how to use it, and how to interpret the results. Students will be exposed to the use of Predictive Analytics Software (PASW) and Microsoft Excel to run the various analyses. Topics include: The Power of Statistical Test; Point-Biserial Correlation; Multivariate analysis of variance – MANOVA, Analysis of covariance – ANCOVA; Analysis of covariance – ANCOVA; Scale Construction- levels of measurement,  factor analysis, cyclical scale refinement; Multiple regression analysis; Structural Equation Modelling; Cluster analysis; Effect Size and Post Hoc Analyses; Various non-parametric statistics: Mann-Whitney, Wilcoxon, Friedman & Kruskal Wallis, Logistic Regression and Kendall’s concordance will also be discussed.

ESC852: Research Practicum in Science Education

3 Credit(s)

This is a supervised research practicum course. It is designed to give students an opportunity to plan a small research and carry it through. Thus, the course provides flexibility for students to design, execute, analyze, present, critique, and revise research projects. The student is free to use any research design – quantitative, qualitative or a mixed method. The research does not need to be the eventual research to be conducted by the student though the freedom of this work leading to the student’s ultimate doctoral research is permitted. It is expected that each student will submit a 10 to 15 page report of their study at the end of the semester. Technically, for a typical research practicum, there is no or minimal teaching of new content. Consequently, only the following two topics will be covered to improve students’ writing skills: How to review a research paper and development of conceptual/theoretical framework for research.

MBB822: Biotechnology and Tissue Culture II

3 Credit(s)

Principles and practices of genetic engineering and recombinant DNA technology, isolation and purification of DNA and RNA, restriction enzyme, ligation, blotting, hybridization and autoradiography will be reviewed. Other topics will cover cloning in bacteria and eukaryotes, DNA mini-preps and electrophoretic analysis of library colonies. Plants regeneration such as somatic and embryogenesis and organogenesis as well as culture types are also covered. Some broad and transgenic animals and their applications, in vitro fertilization and embryo transfer, cloning and its potential applications will be discussed.   

PAR709: Advanced Molecular Genetics and Biotechnology

3 Credit(s)

The course will emphasize the construction and analysis of DNA/genomic libraries, preparation of synthetic oligonucleotide probes, purification and radiolabelling of DNA and hybridization. The course also covers also covers DNA amplification using Polymerase Chain Reaction and sequencing of the amplified DNA, Recombinant DNA technology involving site-directed mutagenesis as well as transformation and expression in vectors and hosts will be discussed. Detection and analysis of expressed proteins from cloned genes will also be considered.

PHY806: Laser and Optical Physics

3 Credit(s)

Laser sources, application formula, optical system design, He-Ne laser, spectroscopy, mode selections, stabilization methods, gas lasers, measuring techniques.

M.Ed Physical Education

Degree Type: Master of Education

Department: Department of Health, Physical Education and Recreation

Programme Duration: 2 years (Standard Entry)

Modes of Study: Sandwich

About Programme:

There is a high demand for postgraduates in Health, Physical Education and Sports. Nationwide, postgraduate personnel are needed as coordinators of Physical Education programmes; curriculum and instruction experts in Physical Education and Sports; managers and administrators of sports. With the upgrading of teacher training colleges to diploma-awarding status, the requirement is that all tutors should have a postgraduate degree. At the moment very few PE teachers in the training colleges possess postgraduate degrees. The M.Ed. programme being run by the Institute of Education to upgrade teacher training college tutors does not provide for Physical Education.

An increase in the demand for postgraduates in Physical Education, Sports and fitness in non-school environments has been observed. This is due to the emergence of a growing market for corporate fitness facilities. This is due to the increased incidence of hypokinetic health conditions that require physical activity to prevent or manage. Most of the existing personnel in this field are holders of first degrees and who need additional expertise in the management of their market driven programmes. Additionally, there is a growing national demand for sports administrators, recreation specialists, sports psychologists, and exercise scientists. So far, there are no postgraduate programmes in Ghana in these areas.

Nationwide, postgraduate personnel are needed to coordinate School Health Programmes, and to act as curriculum and instruction experts in Health Education. With the upgrading of teacher training colleges to diploma-awarding status, the requirement is that all tutors should have a postgraduate degree. Additionally, the introduction of HIV/AIDS as a required course in teacher training colleges requires that personnel be produced to teach the course. Meanwhile, an M.Ed. programme being run by the Institute of Education to upgrade teacher training college tutors does not provide for Health Education.

Although the department is currently running diversified MPhil programmes that meet the qualitative manpower needs of the nation, the academic nature and residential requirement of the programme does not meet the needs of most practicing professionals within the Ghana Education Service. For instance, district and regional coordinators of physical education programme are unable to leave their posts on study leave even if the study leave could be obtained. Indeed, the majority of students enrolling in the MPhil programmes do not obtain study leave and a number of them have had to shuttle between programme and work.

In the light of the foregoing, the department proposed a professional M.Ed. sandwich programme to supplement the regular MPhil programmes. This will help to reduce the problems listed above and also enable the department to respond more quickly to the rising demand for postgraduates in physical education and sports.

Target Groups

The following categories of personnel, or those aspiring for such positions, will find this programme useful.

Physical Education coordinators

School health programme coordinators

Physical Education tutors in teacher training colleges

Teachers of the HIV/AIDS course in teacher training colleges

Physical Education teachers

Entry Requirements:

Candidates who apply for the M.Ed. programme should meet requirement 1 in addition to 2 or 3

Must be a professionally trained teacher

Must have a good first degree in a health or physical education and a minimum of 2 years’ experience in teaching.

Must have a good first degree but not in health or physical education and minimum of 3 years’ experience in a physical education related job.

Goal / Aim / Objectives:

The goals of the M.Ed. programme are to:

Produce qualified, competent and confident health, physical education and sports management personnel for educational institutions.

Provide opportunity for specialization in aspects of health and physical education, such as teaching and administration.

Provide customer friendly postgraduate programmes that are convenient for practicing professionals.

Provide quality postgraduate programmes with a high turnout rate.

Generate income to expand and improve upon services provided by the department.

Career Opportunities:

The goals of the M.Ed. (Physical Education) programme are to:

Produce qualified, competent and confident health, physical education and sports management personnel for educational institutions.

Provide opportunity for specialization in aspects of health and physical education, such as teaching and administration.

Provide customer friendly postgraduate programmes that are convenient for practicing professionals.

Provide quality postgraduate programmes with a high turnout rate.

Generate income to expand and improve upon services provided by the department.

Programme Structure

Level 800

First Semester

EPH 801S: Research Methods in Health and Human Performance

3 Credit(s)

This course is an examination of both quantitative and qualitative approaches to scholarly enquiry. It looks at fundamental designs under each approach and the methodological issues involved. The course is designed to assist students to design, implement and report their research projects. In EPH 801, most illustrations are selected from Health, Physical Education and Recreation.

EPH 841S: Leadership and Administrative Theory and Practice in Physical Education and Sports

3 Credit(s)

The course deals with leadership qualities and skills necessary for administration.  It involves the study of types of administrators and or leaders and their philosophies and theories as applied to physical education and sport.

EPH 845S: Tests and Measurements in Human Performance

3 Credit(s)

Sources of financing P.E. and Sport, i.e government, indirect solicitation, direct solicitation, interest income, sponsorship, and licensing, will be explored.  General principles of marketing and their application to sports will be discussed.

EPH 854S: Sports and Society

3 Credit(s)

This course examines the concept of sport from historical and cultural perspectives. It examines the role of sports in different societies as well as specific major sport events such as school,

African, and Olympic Games.

EPH 874S: Seminar in Assessing Health Needs of School Age Children

3 Credit(s)

Students are taken through the process of identifying health needs of children from pre-school through the teen ages. The course helps students to identify different health needs of students using the broad wellness approach. Health needs will be assessed through the physical, social, emotional, psychological, mental, spiritual and environmental dimensions.

Second Semester

EPH 803S: Introduction of Computer Application in Health,Physical Education and Recreation

3 Credit(s)

This is basically a computer literacy course. It aims at equipping students with various intermediate techniques of analysing and reporting data. The course involves a practical component that interfaces students with extensive use of computer data analysis tools, such as SPSS. It also involves word processing, spreadsheet, CD-ROM, the use of internet tools for research and information (such as supercourse, listservs, and database search), and e-mail. The main emphasis of the course is to explore how teaching and learning can be done effectively with available computer services.

EPH 843S: Analysis of Human Movement and Behaviour in Exercise and Sports

3 Credit(s)

The objective of the course is to help students use both qualitative and quantitative Procedures to analyse human movement in activities of daily living and in specialized Skills in exercise and sport. Additionally psychological factors affecting sport will also be discussed.

EPH 844S: Curriculum and Instruction in Health and Physical Education

3 Credit(s)

The course examines the major theories of curriculum planning, implementation and evaluation, Political, economic, philosophical and sociological implication in curriculum development are examined.  Practical examination of curricula and curricular issues from pre-school to university level are discussed.  The course considers traditional and contemporary methods of instruction.  Emphasis is placed onthe development of interactive learning strategies.  A variety of methods of evaluating student learning are presented.

EPH 846S: Organization and Administration of Physical Education and Sports Programmes

3 Credit(s)

Administrative tasks involving office management as well as preparing the financial budget and supervising expenditures, scheduling contests, purchasing and maintaining equipment etc. Organization will cover competitions, rules and regulations, scheduling, league and tournament methods national competitions and festivals.

EPH 863S: Nutrition, Exercise and Health

3 Credit(s)

The course is an examination of the interrelation between nutrition and health. The course will discuss both macro and micro nutrients, effects of their deficiency or excess, and ways to prevent or correct such problems. Issues will be related to different age groups, occupations, geographic locations, etc.

M.Phil Physical Education

Degree Type: Master of Philosophy

Department: Department of Health, Physical Education and Recreation

Programme Duration: 2 years (Standard Entry)

Modes of Study: Regular

About Programme:

Since its inception in 1986, the Department of Health, Physical Education and Recreation has turned-out a number of Bachelor’s and Master’s graduates in Health and Physical Education. The growth in both the undergraduate and graduate programmes has created the need to: (a) expand the graduate programme and (b) create additional options for students. This need was also evident from a general dissatisfaction with a lack of variety in the current programme of Physical Education. While still maintaining focus on Teacher Education which is the main mission of the Department of HPER, the time has come to provide a more diverse programme that caters for the complex developmental needs of the nation.

The current structure of the Bachelor of Education (Health, Physical Education and Recreation) Degree was reviewed and started in 2008/2009 academic year. The programme diversified the options to make graduates more versatile in the job market. Besides, the increasing need for highly trained leaders in Physical Education, Recreation and Sports in schools, the department has recognised the need to extend leadership training in movement education, fitness, sports, recreation and leisure services to the non-school sector. This is a forward-looking initiative aimed at meeting the demand for movement education, fitness, sports, recreation and leisure experts outside our educational institutions. This review is therefore aimed at the continuous production of physical education, sports, recreation and leisure professionals needed in our educational institutions and other areas of our national economy such as the professional sports industry, fitness industry, recreational and leisure industry.

Target Groups

The programme targets the following groups of persons.     

Teachers in public Basic, Senior High Schools, Colleges of Education, and Technical Universities;

Teachers in private Basic, Senior High Schools, Colleges of Education, and Technical Universities;

Physical Education coordinators at the Regional/Municipal/Metropolitan/District/ Circuit levels;

Sports coaches in tertiary institutions;

Staff of National Sports Authority

Corporate and private fitness management personnel;

Professionals in sports administration and management positions.

Entry Requirements:

The programme is open to people who possess the following qualification:

A good first degree (at least a second class) in physical education from a recognised university/analogous institution.

Candidates seeking admission to Master of Philosophy (Physical Education) programme must:

submit an official transcript of academic record;

submit at least two reference reports, one of which must be from a former lecturer;

submit a 2-3 page proposal on intended area of study including references;

applicants will also have to pass a selection interview.

Goal / Aim / Objectives:

Goals

The goals of the programme are to provide opportunities for candidates to:

teach students at various levels of the educational system;

upgrade their current academic status to higher ones; and

occupy upper level managerial positions in various physical education, sports, fitness, recreation and leisure fields.

Objectives

The objectives of the programme are to:

equip students with the requisite knowledge, techniques and skills that will enable them develop and upgrade themselves in specialised areas in physical education, sports, fitness, recreation and leisure, for both teaching and non-teaching employment;

enable students acquire an appreciable level of intellectual capacity necessary for doctoral progression in physical education programmes.

Programme Structure

Level 800

First Semester

EPH 801: Research Methods for Health, Physical Education and Leisure

3 Credit(s)

This course is an examination of both quantitative and qualitative approaches to scholarly enquiry. It looks at fundamental designs under each approach and the methodological issues involved. The course is designed to assist students to design, implement and report their research projects. In EPH 801, most illustrations are selected from Health, Physical Education and Recreation.

EPH 802: Applied Statistics in Health, Physical Education and Recreation

3 Credit(s)

This course is complementary to EPH 801. It aims at equipping students with various intermediate techniques of analysing and reporting data. The course involves a practical component that interfaces students with extensive use of computer data analysis tools, such as SPSS. In EPH 802, most illustrations are selected from Health, Physical Education and Recreation.

EPH 831: Biomechanics of Fundamental Skills and Sports

3 Credit(s)

In this course the student will study how the internal and external forces acting on the human body influence the outcome of performance of motor skills or in human motion.  It will cover such basic concepts as forms of motion, linear and angular kinematics, linear and angular kinetics.

EPH 841: Leadership and Administrative Theory and Practice in Physical Education and Sport

3 Credit(s)

The course is designed to prepare students to be leaders of, and advocates for quality physical education and sport programmes.  The course emphasizes academic excellence, the pursuit of knowledge, the development of critical and analytical abilities, and the application of theory into practice so students will assume positions of leadership within the physical education and sports settings. It deals with leadership qualities and skills necessary for administration.  It involves the study of types of administrators and or leaders and their philosophies and theories as applied to physical education and sports.

EPH 842: Intermediate Course in Test and Measurement

3 Credit(s)

This course takes a look at the historical background of testing and measuring evaluation as a part of teaching, statistical techniques, construction and use of motor and knowledge tests, criteria for test selection, administering a test programme, interpretation and use of test results and supported by adequate practical work.

EPH 844: Curriculum and Instruction in Health, Physical Education and Leisure

3 Credit(s)

The course examines the major theories of curriculum planning, implementation and evaluation. Also issues on political, economic, philosophical and sociological implication in curriculum development are examined.  Practical examination of curricula and curricular issues from pre-school to university level are discussed.  The course considers traditional and contemporary methods of instruction.  Emphasis is placed on the development of interactive learning strategies.  A variety of methods of evaluating student learning are presented.

EPH 848: Management and Organisational Behaviour

3 Credit(s)

The course will involve meaning of organisational climate and its effect on Motivation and performance and how climate is developed.  Organisational behaviour systems and models will be discussed. Management functions and the interplay between organisation and management will receive attention. Management styles used in organising physical education and sports programmes in schools will also be looked at.

EPH 854: Sports and Society

3 Credit(s)

This course examines the concept of sports from historical and cultural perspectives. It examines the role of sports in different societies as well as specific major sport events such as school, African, and Olympic Games.

Second Semester

EPH 843: Analysis of Human Movement and Behaviour in Exercise and Sports

3 Credit(s)

The objective of the course is to help students use both qualitative and quantitative Procedures to analyse human movement in activities of daily living and in specialised skills in exercise and sport. Psychological factors affecting sport will also be discussed.

EPH 846: Organisation and Administration of Physical Education and Sports

3 Credit(s)

The course will focus on the various organizational and administrative patterns involved in physical education and sports at both institutional and professional levels. The administrative aspects of the course will cover office management as well as preparing the financial budget and supervising expenditures, scheduling contests, purchasing and maintaining equipment etc. The organizational part will cover the structure and function of physical education and sports organizations, competitions, rules and regulations, scheduling, league and tournament methods, national competitions and festivals as well as the organization of international sports competitions.

EPH 847: Seminar in Programme Development and Assessment in Coaching

3 Credit(s)

Topics in various sporting activities will be selected for presentation and discussion e.g. “planning of training” “psychology of training” “observation and evaluation” and “training in the different stages of development.”

EPH 863: Nutrition, Exercise and Health

3 Credit(s)

The course is an examination of the interrelation between nutrition and health. The course will discuss both macro and micro nutrients, effects of their deficiency or excess, and ways to prevent or correct such problems. Issues will be related to different age groups, occupations, geographic locations. This course will also discuss health diet and food choices and the link between these and health. The role of nutrition and exercise in preventing chronic/Non communicable diseases will be discussed as wells nutrition disorders. Also, it will focus on the use of a socio-ecological framework in examining multiple levels of influence on dietary intake, food choices and related health outcomes; for example, these levels include a variety of environmental settings, such as homes/households, schools, neighborhoods and communities. The course will also address major public policy initiatives related to public health nutrition, exercise, health promotion and disease prevention.

EPH 898: Thesis Seminar

3 Credit(s)

Students are guided to complete their thesis proposal. Students are required to make presentations on their intended topics, and later on their thesis proposals with instruments before a departmental panel and finally the corrected final proposal is presented before they are allowed to go to the field for their data.

Level 850

First Semester

EPH 899: Thesis Writing

12 Credit(s)

This is a guided research conducted and reported by the students. Guidelines for thesis writing are found in the Graduate Studies Handbook.

M.Phil Physical Education (Top Up – SANDWICH)

Degree Type: Master of Philosophy

Department: Department of Health, Physical Education and Recreation

Programme Duration: 2 years (Standard Entry)

Modes of Study: Sandwich

About Programme:

The Government of Ghana through it policies have upgraded Colleges of Education (COEs) into University Colleges and Polytechnics to Technical Universities. This means that Tutors in these institutions who hold M.Ed. and other non-research Masters degrees would have to be upgraded to research based degree, Master of Philosophy. There is an urgent need for the commencement of this MPhil Top-up programme to give these Tutors with the M.Ed. the minimum requirement needed to teach in these upgraded institutions.

This programme will help achieve the inclusive and equitable quality education and promotion of lifelong learning opportunities the Sustainable Development Goals (SDGs) Number 4 (Quality Education) intend to achieve. Therefore, for the nation to benefit fully from its educational aspirations and achieve the SDG 4, there is the need for skilled professionals with content and pedagogical knowledge to handle students in these upgraded institutions.

With the upgrading of the COEs and Polytechnics, most of the Tutors are likely to be laid off. Since majority of these Tutors do not possess the minimum MPhil degree required to work as academic staff in these institutions. Hence, the Top-Up programme will enable the affected personnel with M.Ed. background in Physical Education and closely related areas to upgrade themselves with the requisite knowledge and skills within a short time period.

In line with the mission of the University of Cape Coast (UCC), to provide quality education through the provision of comprehensive liberal and professional programmes, this top-up programme is designed to challenge learners to be creative, innovative and responsible citizens. Those who are capable of pursuing their PhD programmes would also take advantage to do so after this Top-Up MPhil sandwich programme. The Top-Up programme is also in line with the UCC policy to eventually focus its attention more on postgraduate studies in other to produce high calibre manpower to help solve the nation’s challenges.

Furthermore, unlike the M.Ed. programme which was purely on course work basis, the MPhil is a research based degree and therefore candidates will research into various problems in society and help find solutions to them. This will sharpen and prepare those who will want to upgrade themselves in future for PhD programmes. Currently no university is offering such a programme for non-research based Masters holders in physical education, who desire to progress further.

Target Groups

The programme targets the following groups of persons:     

Teachers in public Basic, Senior High Schools, Colleges of Education, and Technical Universities.

Teachers in private Basic, Senior High Schools, Colleges of Education, and Technical Universities.

Physical Education coordinators at the Regional/Municipal/Metropolitan/District/ Circuit levels.

Sports coaches in tertiary institutions.

Staff of National Sports Authority.

Corporate and private fitness management personnel.

Professionals in sports administration and management positions.

Progression

After the Top-Up MPhil programme, a candidate may be allowed to upgrade to a Ph.D. programme if he/she obtains the following.

CGPA of 3.5 in the course work.

Not more than one grade C+.

Score B+ or better MPhil Research Methods and Thesis.

Take a course in Academic Writing and pass.

Present a research proposal in an acceptable standard.

Successfully defend a final research proposal before the Departmental Examination Board and pass with at least B+.

Entry Requirements:

The programme is open to people who possess M.Ed. in Physical Education

Goal / Aim / Objectives:

Goals

The goals of the programme are to provide opportunities for candidates to upgrade their current academic status to higher ones, teach students at various levels of the educational system, and also occupy upper level managerial positions in various physical education and other related fields.

Objectives

The objectives of the programme are to:

equip students with the requisite knowledge, techniques and skills that will enable them develop and upgrade themselves in specialised areas in Physical Education and Leisure for both teaching and non-teaching employment.

enable students acquire an appreciable level of intellectual capacity necessary for doctoral progression in Physical Education and related programmes.

M.Ed Measurement and Evaluation (Sandwich Mode)

Degree Type: Master of Education

Department: Department of Education and Psychology

Programme Duration: 2 years (Standard Entry)

Modes of Study: Sandwich

Entry Requirements:

A successful applicant would be offered a probationary admission as a Postgraduate Research Student [PRS] for the first year. Students may progress to the second year after having satisfied the following conditions:

Completed all courses required at the masters level

Obtained a  CGPA of 2.5 or better

Taken a course in academic writing and passed

Successfully defended a final research proposal before a department examining panel

A non- research master’s degree candidate seeking admission to the MPhil Programme must:

Have obtained a CGPA of 2.5 or better in the masters course work

Submit an official transcript    of academic record

Submit at least two referee’s report one of which must be from a former lecturer

Submit a proposal of 2-3 pages on the intended area of study including references

Satisfy any additional requirements prescribed by the colleges/faculties /schools /institutes/departments. This may include relevant work experience and written entrance examination and / or interview.

M.Ed Information Technology

Degree Type: Master of Education

Department: Department of Mathematics and ICT Education

Programme Duration: 2 years (Standard Entry)

Modes of Study: Regular

About Programme:

The MEd programme (non-research) is by course work only and is done in one academic year of two semesters with a minimum credit load of 30.

The programme is open to teachers at all levels of the education system, as well as other suitably qualified professionals working in the area of education and training.

Entry Requirements:

First degree with at least, second class lower division in natural sciences and liberal arts

Goal / Aim / Objectives:

The goal of the M.Phil. programme is to produce high caliber graduates with professional skills in the development of educational software, employ technology oriented pedagogy for teaching and learning and to further spearhead contemporary research in information technology application in education.

Programme Structure

Level 800

First Semester

EIT 801: Computers in Education & Human Development

3 Credit(s)

This course is designed to give students appropriate knowledge and skills emphasizing interactions between humans and computers. Students will be exposed to issues related to End-User Computing.

EIT 803: Programming Language for Education

3 Credit(s)

EIT 805: Instructional Design and Development

3 Credit(s)

This course is to orient learners in terms of instructional design theory and practice.  After this module students should be able to design and develop a computer based learning program to meet specified learning needs.

EIT 807: Learning Theory for Education & Training with Technology

3 Credit(s)

This course is not only to provide information about key concepts in learning theory, but also to provide essential referential building blocks for learners to consider what makes technology-assisted learning different in process, to learning without technology

EIT 809: Research Methods in Information Technology

3 Credit(s)

This course is designed to provide students with advanced knowledge in educational research and its application to Information Technology.

IT 811: Information System Project Management

3 Credit(s)

The course exposes students to the fundamentals of Project Management

Second Semester

EIT 802: Assessment Strategies in Education and Training

3 Credit(s)

This course provides students with knowledge of the principles, forms and strategies for assessing learning of various kinds, especially those involved with cognitive skill development.

EIT 804: Modalities of Technology for Education and Training

3 Credit(s)

This course will enable the educational practitioners to act as a consultant during the construction and implementation of computer-based applications according to different modalities of technology for education and training.

EIT 806: Computers as Learning Tools

3 Credit(s)

In this course, the student will learn how to:  identify computer applications that could function as Mind tools, and use a number of mind tools to construct knowledge bases or

to interpret information about a skill/activity/topic in the course of teaching:

EIT 810: Design of Computer Networks

3 Credit(s)

This course provides fundamental concepts of computer networking. The learners will design effective networks for educational purposes.

EIT 814: ICTs in Distance Education

3 Credit(s)

The course examines a variety of Information and Communication Technology systems for distance learning and the challenges surrounding their selection and application

EIT 816: Programming Language for Education

3 Credit(s)

The course provides students with the knowledge and skills needed to develop applications in Microsoft Visual Basic.net, C# and PHP MySQL.

M.Phil Health Education (Top Up – REGULAR)

Degree Type: Master of Philosophy

Department: Department of Health, Physical Education and Recreation

Programme Duration: 2 years (Standard Entry)

Modes of Study: Regular

About Programme:

The Government of Ghana through it policies have upgraded Colleges of Education (COEs) into University Colleges and Polytechnics to Technical Universities. Nursing and Midwifery Training Colleges are in a similar upgrading process. This means that tutors and lecturers in these institutions who hold M.Ed./M.A. and other non-research Masters degrees would have to be upgraded to, at least, Master of Philosophy degrees, which are research based. In most instances, it is difficult for such teachers to leave the classroom to pursue regular university residential Masters programmes such as the MPhil. Therefore, there is an urgent need for the commencement of this Top-Up to MPhil programme on a sandwich/regular basis to enable these Lecturers and Tutors who, due to lack of study leave, are unable to pursue regular residential M.Phil programmes the opportunity to upgrade themselves. The upgradement from M.Ed./M.A. to M.Phil will give these Tutors and Lecturers the minimum requirement needed to continue their work in these institutions.

This programme will help achieve the inclusive and equitable quality education and promotion of lifelong learning opportunities the Sustainable Development Goals (SDGs) Number 4 (Quality Education) hopes for. Therefore, for the nation to benefit fully from its educational aspirations and achieve the SDG 4, there is the need for skilled professionals with content and pedagogical knowledge to handle the students in these upgraded institutions.

With the upgrade of the COEs, Polytechnics and pending upgrading of Nursing and Midwifery Training Colleges to tertiary status, most of the Tutors and Lecturers are likely to be laid off. Since majority of these Tutors and Lecturers do not possess the minimum MPhil degree required to work as academic staff in these institutions. Hence, the Top-Up programme will enable the affected personnel with M.Ed./M.A. background in Health Education and closely related areas to upgrade themselves with the requisite knowledge and skills within a short time period.

Also, from the commencement of the M.A. sandwich programmes at the Department of Health, Physical Education and Recreation (HPER) in 2008, over 500 students have passed out and most of these graduates are workers who cannot come to pursue their MPhil on regular basis, hence an avenue for them to Top-Up on the sandwich/regular basis to acquire their MPhil.

In line with the mission of the University of Cape Coast to provide quality education through the provision of comprehensive liberal and professional programmes, this top-up programme is designed to challenge learners to be creative, innovative and responsible citizens. Those who are capable of pursuing their PhD programmes would also take advantage to do so after this Top-Up MPhil sandwich/regular programme.

University of Ghana School of Public Health has similar programmes such as Master of Public Health (MPH) in Public Health. Kwame Nkrumah University of Science and Technology School of Public Health also offers Master of Science (MSc) and Master of Philosophy (MPhil) in Health Promotion and Education. However, all these programmes are administered on a regular residential basis. The MPhil Top-Up programme will allow students to pursue their MPhil on both sandwich and regular basis.

Target Groups

The programme targets the following groups of persons:

School Health Education Programme (SHEP) coordinators at the Regional, Metropolitan, Municipal, District and Circuit education levels;

Tutors in public and private Nursing and Midwifery Training Colleges and other Health Institutions of Higher learning;

Other Personnel from the Ministry of Health and graduates with health related certificates;  

Environmental Health and Sanitation Officers/Workers at Regional, Metropolitan, Municipal and District levels;

Teachers in public and private Basic, Senior High Schools, COEs, and Technical Universities;

Personnel of NGOs in health related activities;

Corporate and private fitness management personnel;

Public and community health service providers;

Progression

After the Top-Up MPhil programme, a candidate may be allowed to upgrade to a Ph.D. programme if he/she obtains the following.

CGPA of 3.5 in a course work.

Not more than one grade C+.

Score B+ or better MPhil Research Methods and Thesis.

Take a course in Academic Writing and pass.

Present a research proposal in an acceptable standard.

Successfully defend a final research proposal before the Departmental Examination Board and pass with at least B+.

Entry Requirements:

The programme is open to the people who possess any of the following qualifications:

M.Ed. (Health Education).

M.A. (Health Education).

M.Sc. (without research) in Health Education, Public Health, Public Health Nursing, Environmental Health and Sanitation, etc.

Goal / Aim / Objectives:

Goals

The goals of the programme are to provide opportunities for candidates to upgrade their current academic status to higher ones, teach students at various levels of the educational system, and also occupy upper level managerial positions in various health and other related fields.

Objectives

The objectives of the programme are to:

equip students with the requisite knowledge, techniques and skills that will enable them develop and upgrade themselves in specialised areas in Health for both teaching and non-teaching employment.

enable students acquire an appreciable level of intellectual capacity necessary for doctoral progression in Health Promotion programmes.

Programme Structure

Level 800

First Semester

EPH 802: Educational Statistics

3 Credit(s)

This course is complementary to EPH 801. It aims at equipping students with various intermediate techniques of analysing and reporting data. The course involves a practical component that interfaces students with extensive use of computer data analysis tools, such as SPSS. In EPH 802, most illustrations are selected from Health, Physical Education and Recreation.

EPH 868: Community and Environmental Health

3 Credit(s)

This course examines the health status of various communities. It also focuses on factors that affect the health of such communities. Various systems of community healthcare (PHC, CHPS) and their strengths and weaknesses will be examined. Also exposes students to issues of community mental health, community recreation and fitness, and community methods to controlling substance use and abuse and domestic violence. Furthermore, it looks at how family health influences the general community health. The relationship between community and health environment is examined to describe both positive and negative interactive effects of people and their environment. Specific environmental components such as air, water, land quality, residential and occupational issues and their effects on community health are explored. Again, it addresses approaches to empowering communities for health.

EPH 872: Administration of Health Promotion Programmes

3 Credit(s)

Issues to be examined include needs assessment, health promotion facilities management, funding of health promotion, resource management, planning, budgeting, and accountability. The course will also equip students with in-depth knowledge in the administration of health promotion programmes. The course will adopt both analytical and practical methods to cover the principles of administration and management of health programmes with emphasis on a systems approach for assessing and evaluating operations of governmental and non-governmental organisations’ programmes taking into cognizance cultural and political influences. Issues of inequality and distributive principles of health resources and their implications for quality health care, sustainability of health programmes and ethics of social justice will also be explored. The writing of grant proposal will also be covered in this course.

EPH 897: Thesis Seminar I

3 Credit(s)

Students are required to develop research proposals of acceptable standards with the assistance of their supervisors. This course is to prepare the students to complete their proposals before the end of the first semester.

SGS 801: Academic Writing for Graduate Students

3 Credit(s)

The course offers an opportunity to the student to acquire and develop rhetorical knowledge and practices for studying and writing within discipline-specific contexts. Specifically, the student identifies general features of academic writing, using mainly the genre approach, some key linguistic/rhetorical theories, and concepts underpinning academic writing. The final part of the course will focus on other practical issues in research writing and publishing.

Second Semester

EPH 896: Thesis Seminar II

3 Credit(s)

This course will enable students to make presentations on their thesis report to their supervisors before the submission of final thesis.

Level 850

First Semester

EPH 899: Thesis Writing

12 Credit(s)

This is a guided research conducted and reported by the students. Guidelines for thesis writing are found in the Graduate Studies Handbook.

M.Ed Educational Psychology

Degree Type: Master of Education

Department: Department of Education and Psychology

Programme Duration: 2 years (Standard Entry)

Modes of Study: Sandwich

Entry Requirements:

A successful applicant would be offered a probationary admission as a Postgraduate Research Student [PRS] for the first year. Students may progress to the second year after having satisfied the following conditions:

Completed all courses required at the masters level

Obtained a  CGPA of 2.5 or better

Taken a course in academic writing and passed

Successfully defended a final research proposal before a department examining panel

A non- research master’s degree candidate seeking admission to the MPhil Programme must:

Have obtained a CGPA of 2.5 or better in the masters course work

Submit an official transcript    of academic record

Submit at least two referee’s report one of which must be from a former lecturer

Submit a proposal of 2-3 pages on the intended area of study including references

Satisfy any additional requirements prescribed by the colleges/faculties /schools /institutes/departments. This may include relevant work experience and written entrance examination and / or interview.

M.Phil Clinical Health Psychology

Degree Type: Master of Philosophy

Department: Department of Education and Psychology

Programme Duration: 2 years (Standard Entry)

Modes of Study: Regular

About Programme:

The goal of this programme is to train clinical health psychologists who will have the requisite competencies that will enable them to function in the area of mental and behavioural health within the Ghana Health Service and related agencies.

Entry Requirements:

A successful applicant would be offered a probationary admission as a Postgraduate Research Student [PRS] for the first year. Students may progress to the second year after having satisfied the following conditions:

Completed all courses required at the masters level

Obtained a  CGPA of 2.5 or better

Taken a course in academic writing and passed

Successfully defended a final research proposal before a department examining panel

A non- research master’s degree candidate seeking admission to the MPhil Programme must:

Have obtained a CGPA of 2.5 or better in the masters course work

Submit an official transcript    of academic record

Submit at least two referee’s report one of which must be from a former lecturer

Submit a proposal of 2-3 pages on the intended area of study including references

Satisfy any additional requirements prescribed by the colleges/faculties /schools /institutes/departments. This may include relevant work experience and written entrance examination and / or interview.

Goal / Aim / Objectives:

The objectives of the programme are to train clinical health psychologists who can:

Assess, formulate and evaluate clinical problems based on scientific evidence.

Competently apply ethical principles in assessing and treating people who come to them for clinical interventions.

Manage mental health as well as psychological aspects of physical health problems within the Ghana Health Service by applying biopsychosocial theories and spiritual models as they relate to clinical and health psychology.

Use clinical and scientific knowledge to promote positive mental health in the Ghanaian society.

Competently apply clinical and health psychology principles, techniques and skills to rehabilitate individuals with mental and physical health problems as well as substance use disorders.

Undertake clinically-oriented research in the areas of mental and physical health.

Career Opportunities:

Ministry of Education and Ghana Education Service

College of Education (Tutors)

Security Services, NGOs

Training Units of institutions

Programme Structure

Level 800

First Semester

CHP 801: Perspectives in Clinical Health Psychology

3 Credit(s)

This course introduces trainees to the broad history of clinical psychology and its role in understanding mental health, promoting mental health and rehabilitation of the mentally ill. The course will also discuss the importance of clinical health psychology in the Ghanaian context, the scientist-practitioner role and the settings in which clinical health psychologists may work will be discussed. Policies and legislation within mental health and related health areas will be discussed. Juvenile health policies, DOVVSU policies as they affect mental health and physical well-being will also be discussed in this course. There will also be a focus on issues relating to education, disability and equal opportunity.

CHP 802: Child and Adult Psychopathology

3 Credit(s)

Trainees will be introduced to psychopathology dealing with aetiology of mental disorders using the biopsychosocial and spiritual models of functioning; psychopathology of psychotic and neurotic disorders, including stress-related and somatoform disorders; personality and behaviour disorders; psychological disorders of ageing and psychopathology of childhood and adolescence.

CHP 803: Clinical Neuropsychology

3 Credit(s)

This is an introductory course that will briefly discuss neuroanatomy, neurophysiology and clinical syndromes. It will also discuss neuropsychological assessments in the areas of Alzheimer’s dementia and Parkinson’s disease. Neuropsychological profiling of HIV/AIDS dementia will also be discussed. The course will also introduce students to neuropsychological rehabilitation especially in the areas of head injury and stroke.

CHP 804 : Special Education and Intellectual Disabilities

3 Credit(s)

The focus of this course will be on the history and aetiology of intellectual difficulties; clinical syndromes; behaviour management of intellectual difficulties; mental health problems and talking therapies; occupational concerns and social skills training as well as educational strategies for behaviour management.

CHP 805: Advanced Research Methods in Clinical and Health Psychology

3 Credit(s)

Clinical research methods and ethics in clinical psychology will be covered in this course. Trainees will be introduced to both quantitative and qualitative methods. Single case experimental designs and naturalistic case studies will be taught in this course. Psychometric theories of test designs will be taught. Professional and political implications of research outcome interpretations will be discussed. The course will also focus on the importance of informed consent in clinical research

CHP 806: Clinical Psychology and Spirituality

3 Credit(s)

In this course, we discuss the spirituality of humanity drawing on theories in humanistic and transpersonal psychology. Eastern and Western concepts of humanity on the one hand and the African and Ghanaian philosophical beliefs about humanity will be discussed. The concept of healing from the various traditional groups will be examined with the view to having an appropriate scientific understanding of the concepts. Included in this course are the Freudian, Neo-Freudian, Jungian and Ghanaian mythology as they relate to spirit and human functioning, physical health and mental health.

CHP 807: Psychodiagnostics, Clinical Interviews and Case Formulations

3 Credit(s)

Various assessment tools and their relevance in the Ghanaian context will be introduced. Assessment tools for personality, cognition, emotions and behaviours in both children and adults will be introduced. The rationale for the use of such tools will be discussed. It will also introduce trainees to principles of case formulation and treatment strategies. Application of psychological theories and models of human development across the lifespan will be the focus in case formulation. Emphasis will be placed on evidence-based formulation.

CHP 808: Substance Abuse, Neuropsychiatry and Psychopharmacology

3 Credit(s)

This is an extension of biological basis of behaviour with special reference to neurotransmitters and neuromodulators. The mechanism of action of various antipsychotic and anxiolytic drugs will be discussed with reference to their cognitive, emotional and behavioural effects. Students will be introduced to psychiatric diagnostic categories, the uses and limitations of the classificatory systems (DSM V and ICD 10). Treatment and relapse prevention strategies will also be discussed. The course presents to trainees theories of substance abuse and addiction. Psychosocial effects of illegal substances in the Ghanaian context will be addressed. Treatment approaches, rehabilitation and relapse prevention will also be discussed.

CHP 809: Health Psychology

3 Credit(s)

The focus of this course will be on the theories and models in health psychology. Mind-body interaction and positive psychology will be discussed in this course. Health promotion and prevention of illnesses will be discussed. Cardiovascular problems, sickle cell management, pain management, diabetes management and psychophysiological disorders as well as quality of life will be addressed and emphasised.

EPS 812A: Computer Application in Education

3 Credit(s)

The course is to enable students gain computer knowledge to complete their thesis and oral examination. It is also, to equip students with skills in ICT that they may need to teach in their various areas of specialization. The course is intended to equip students with computer literacy to help them improve in the presentation and teaching of Home Economics Education. Data management tools such as MS Excel and MS Access as well as Presentation tool such as Power Point would be explored.

SGS 801: Academic Writing

3 Credit(s)

The course is designed to reinforce and further develop the writing skills of students at the postgraduate level. It is centred on the notion that the future success in postgraduate work is dependent to some extent, on the individual student’s ability to demonstrate understanding and insights regarding diverse forms of academic writing. This course will further provide students, nuanced understanding with respect to linguistic/ rhetorical theoretical underpinnings, features of academic writing and the requisite skills regarding argumentation and research centred-writing.

Second Semester

CHP 811: Psychological Therapies I

3 Credit(s)

Introduction to theoretical underpinnings of core treatment/ therapies in clinical and health psychology will be discussed. These therapies include behaviour therapy, cognitive therapy, cognitive-behaviour therapy, assertiveness skills training and problem-solving approaches. Other therapies such as psychodynamics and assertiveness skills will be discussed.

CHP 812: Professional Issues and Ethics

3 Credit(s)

Trainees will be introduced to issues relating to professional practice and professionalism. Client safety and confidentiality as well as professional note recording and keeping are major aspects of this course as they relate to legal concerns in the profession. Media relations will also be addressed in this course.

CHP 813: Clinical Placement I

6 Credit(s)

All clinical placements will be based on application of theories and therapies learned. This placement will cover assessment and treatment of children and adolescents with mental health and physical health related issues. It will also include working with individuals with special educational needs. Case studies 1 & 2 will be based on this particular placement.

CHP 814: Psychological Therapies II

3 Credit(s)

Theories and treatment/therapy approaches underlying new wave psychological therapies including Eye Movement Desensitisation and Processing (EMDR) will be the focus. It will also introduce students to spiritual psychology and therapy approaches. Topics will include Mindfulness, Acceptance and Commitment Therapy (ACT), and Clinical Meditation. Their evidence-base for specific psychological issues will be discussed.

CHP 890: Clinical Placement II

6 Credit(s)

The focus of this placement will be working with adults and older adults who have mental health and physical health related issues. There will also be specialist placement in substance abuse disorders. Case studies 3 & 4 will be based on this particular placement.

CHP 899: Thesis

12 Credit(s)

The trainee will be required to research into a topic related to Clinical Health Psychology and submit a write-up between 120 and 150 pages.

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