The University of Cape Coast (UCC) has announced the cut-off points for PHD programs for the 2025/2026 academic year. If you’re interested in learning about the minimum cut-off points for all PHD courses, you’re in the right place. This guide will provide you with all the necessary information regarding UCC cut-off points for the 2025/2026 academic year.

The University of Cape Coast (UCC) PHD courses Cut Off Points 2025/2026 for Admissions. Holding a full-time bachelor’s degree is a must for candidates who wish to apply for a PhD in India. The candidate must have secured his/ her Master’s degree (MSc/ MTech/ MPhil/ MA/ MBA) by pursuing a full-time master’s course from a government-recognized university.

To check the cut-off points for various programs at UCC for the 2025/2026 academic year, you can refer to this page. Below, you’ll find detailed information on the cut-off points for all courses.

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

ph.D physics (regular)

Degree Type: Doctor of Philosophy

Department: Department of Physics

Programme Duration: 3 years (Standard Entry)

Modes of Study: Regular

Entry Requirements:

A good M.Phil or MSc. degree in Physics or Engineering  from a recognized university

Career Opportunities:

The department offers Ph.D programmes in Theoretical Physics, Meteorology and Atmospheric Physics, and Laser and Fiber Optics.

Ph.D Population and Health

Degree Type: Doctor 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 and development.

Entry Requirements:

Candidates to this programme must have obtained first class at the bachelor’s level or a Masters degree 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 produce graduates and professionals specializing in teaching and research in population and the social dimensions of health.

Programme Structure

Level 900

First Semester

POH 901: PHILOSOPHY OF SOCIAL SCIENCES

3 Credit(s)

The course deals with Western, African and Asian philosophical thoughts which have shaped and have the potential to shape social science research and practice. It traces the development of various philosophical points of view about knowledge, sources of knowledge and schools of thought, knowledge generation and research. Among the issues to be discussed are: nature of science; theory of science; the scientific enterprise; theories of knowledge, ontology (the being of things) and methodology (ways of doing things); worldviews or cosmology and sources of knowledge. Focus will be placed on selected philosophers in Western thought such as St. Augustine, Plato, John S. Mill, John Locke, Hume, Kant, Berkley; and on Wiredu, Gyekye and Confucius. Schools of thought which have influenced social science research: e.g. positivism, phenomenology, hermeneutics, existentialism, feminist epistemology, epicurean thought, Marxist thought (socialism), cosmological and ontological arguments, justice; selected Eastern (Indo-Chinese) thought; and Africa cosmology of life; and ethics in research will be discussed.  Emphasis will be on implications of these thoughts for knowledge generation and for research.

Objectives: The objectives of this course are to:

Build the capacity of students to understand philosophical thoughts which have shaped social science research and practice;

Equip students with critical thinking and analytical skills in social science research; and

Develop the reasoning skills of students towards social science research.

 Mode of Delivery: The course will be delivered through assigned readings, individual and group assignments and presentations in class.

POH 902: THEORY BUILDING IN SOCIAL SCIENCES

3 Credit(s)

The nature and objectives of social sciences are discussed in this course. Other discussions focus on the strengths and weaknesses of positivist and hermeneutics traditions, functional dependency and statistical laws, building blocks and theory formulation. Sources of new theories, measurement models and their applications in the social sciences, objectivity and the question of value free social sciences, and feminist epistemology are also addressed. Discussions will also involve systems thinking and analysis, and logical, empirical and epistemological processes in theory formulation or construction in the social sciences.

Objectives: The objectives of this course are to:

Develop the ability of students to appraise processes involved in theory building

Equip students with analytical skills in linking theoretical and empirical issues in social science research.

Mode of Delivery: The main modes of delivery are assigned readings, individual and group assignments and presentations in class.

POH 903: ADVANCED QUANTITATIVE RESEARCH TECHNIQUES  

3 Credit(s)

This course builds on POH 810 and focuses on: theoretical issues inherent in quantitative research, when to use quantitative techniques and types of quantitative techniques. It also deals with issues of validity, reliability and representativeness as well as design of research instruments, how to apply theoretical and conceptual frameworks, employ appropriate data collection and analysis techniques and writing of research reports.

Objective: The objective of the course is to:

Enhance the capacity of students to understand quantitative research processes

Strengthen the skills of students to conduct independent quantitative research.

 Mode of Delivery: The content will be delivered on through lectures, assigned data analysis, individual and group presentations.

Second Semester

POH 897 : FIELDWORK

3 Credit(s)

This course involves fieldwork and presentation of results based on a topic chosen by the students.

Mode of Delivery: The modes of delivery are data collection exercises, individual and group presentation of reports.

POH 904: ADVANCED QUALITATIVE RESEARCH TECHNIQUES

3 Credit(s)

This course builds on POH 810 and focuses on: theoretical issues inherent in qualitative research, when to use qualitative techniques and types of qualitative techniques. It will include concepts of validation (e.g. trustworthiness and reflexivity), how to develop research guides and screening forms. It also deals with how to apply theoretical and conceptual frameworks, employ appropriate data collection and analysis techniques (computer-assisted qualitative data analysis) and writing of reports.

 Objective: The objectives of the course are to:

Enhance the capacity of students to understand qualitative research processes

Strengthen the skills of students to conduct independent qualitative research.

Mode of Delivery: The course will be delivered through lectures, assigned data collection, individual and group presentations.

POH 999: THESIS

3 Credit(s)

Students present theses in their areas of research based on the conditions set out in the Academic Policies and Regulations for Graduate Studies. Thesis proposals are presented in the second year.

Ph.D Religion and Human Values

Degree Type: Doctor of Philosophy

Department: Department of Religion and Human Values

Modes of Study: Regular

Entry Requirements:

Applicant(s) for the programme must have one of the following:

         a. M.Phil in one of the above areas of specialisation.          b. MA in any of the above areas of specialisation.  Such a candidate may be required to read top-up courses at the M.Phil level, where necessary.           c. A minimum of CGPA of 3.6 (i.e. First Class) in the first degree. Such a student must pass the M.Phil course work with a minimum CGPA of 3.0.

         b. All prospective students for the PhD programme must pass an interview.

Ph.D Science Education

Degree Type: Doctor of Philosophy

Department: Department of Science Education

Programme Duration: 2 years (Standard Entry)

Modes of Study: Regular

Entry Requirements:

 Application to the postgraduate programme should either be:

holders of research-based (MPhil) in Science Education preferably second class lower in the course work from a recognized university.

Note

Applicant becomes a candidate for the PhD degree on after obtaining a minimum CGPA if 3.0 in the course work of the programme and should have obtained a minimum of Grade B in the research methods course.

Goal / Aim / Objectives:

The specific objectives of the programme are to produce master/doctoral degree holders who are capable of:

meeting high caliber manpower needs in science education for Ghana,

training personnel who will contribute significantly to national and international advancement of science education,

becoming high caliber professionals and lecturers for tertiary institutions,

conducting research into the teaching and learning of science, problems and issues related to science education curriculum at all levels of the educational system,

providing direct services as employees or consultants to the ministry of education, Ghana education service and other stakeholders,

providing leadership in the continuous improvement of the science curriculum and supervision of the delivery of the curriculum at all levels of the educational system,

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.

Ph.D Sociology

Degree Type: Doctor of Philosophy

Department: Department of Sociology and Anthropology

Modes of Study: Regular

Entry Requirements:

Candidates applying to the programme must have at least one of the following An M.Phil in Sociology/Anthropology; An M.A. in Sociology/Anthropology by research MPhil candidates qualified for accelerated Ph.D studies; M.Phil in cognate disciplines.

Career Opportunities:

The revision of the existing Ph.D programme in Sociology is long overdue. The revision is necessary to provide students with new insights and developments in Sociology and to take on board the demands of the employment market as well as the academic community. The programme is also aimed at producing more Ph.D holders to augment the teaching staff strength in the Department of Sociology and Anthropology.   The revision incorporates a one year course work which is not found in the existing programme. Six months after completion of the course work. Students would be expected to present and defend before panel their thesis proposals for approval. It is expected by the introduction of course work which students must necessarily pass before advancing to the thesis stage, Ph.D candidates will not only benefit from new insights in Sociology but will also demonstrate some commitment to the programme.

Ph.D Soil Science

Degree Type: Doctor of Philosophy

Department: Department of Soil Science

Programme Duration: 3 years (Standard Entry)

Modes of Study: Regular

About Programme:

The programme was introduced in 1994 and has graduated many students. Though the demand for the expertise of ‘pure’ Soil Scientist has dwindled in the job market, there are applicants especially those already in the field who often opt for this ‘pure’ soil science. This is because the dependence on and curiosity about soil, exploring the diversity and dynamics of this resource continues to yield fresh discoveries and insights. New avenues of soil research are compelled by a need to understand soil in the context of climate change, greenhouse gases and carbon sequestration.

Entry Requirements:

Candidates with MSc/M.Phil. degree from a recognized University in Agriculture, Biological Science, Soil Science, Environmental Science, Land Resources Management, Renewable Natural Resources and other related Earth Sciences

Goal / Aim / Objectives:

To make students appreciate the need to preserve soil and arable land in the world with the growing population, possible future water crisis, increasing per capita food consumption and land degradation.

To expose students to the scientific principles of pollution at chemical levels and soil management in order to enable them approach environmental issues in a realistic way.

Career Opportunities:

Employment Prospects of Graduates:

List of sectors of the economy that could employ graduates of the programme include:

Soil Research Institute

Ministry of Food and Agriculture

Universities

Crop Research Institute

Environmental Protection Agency

Multilateral organizations and Banks

NGOs

Programme Structure

Level 900

First Semester

ASS 899: Thesis

6 Credit(s)

The elective courses will be selected in consultation with the student’s Supervisor; bearing in mind his/her research interest. All courses are examinable at the end of the semester

The PhD. programme is by research. However, student may be required to attend or audit certain courses, depending on their academic background. The core course is ASS 999 (Thesis).

Research Areas:

Student’s research will be based on one of the following areas:

(a)    Pedology

(b)    Soil Fertility and Plant Nutrition

(c)    Soil and Land Evaluation

(d)    Soil Chemistry

(e)    Soil Ecology

(f)    Soil and Water Conservation

(g)    Management of Soil Resources

(h)    Soil Physics

Ph.D Special Education

Degree Type: Doctor of Philosophy

Department: Department of Education and Psychology

Programme Duration: 3 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.

EPS 999: Doctoral 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.

Dip. Social Behaviour and Conflict Management

Degree Type: Diploma

Department: Department of Sociology and Anthropology

Modes of Study: Sandwich

About Programme:

The Accra Sports Stadium tragedy of May 2001 brought to the fore the need to invigorate sections of the country’s protection agencies. The field of sociology has much to offer by way of insights into crowd behaviour, group dynamics, community relations, sensitivity training, conflict management, gender relations, violence, leadership and human security. 

Entry Requirements:

Candidates applying for admission into the programme should have any of the following requirements:

Minimum credits in GCE Ordinary level including English and Mathematics or its equivalent

Or

Aggregate 20 or better at SSCE with at least a pass in English and Mathematics or its equivalent

Or

Teacher’s Certificate ‘A’ or its equivalent

Or

Stenographer Grade Two Certificate

Two passes in GCE Advanced Level excluding General Paper

An undergraduate degree will be an advantage

In addition to the above requirements, prospective students should have been working in a protection agency for a minimum of three years.

Career Opportunities:

In an effort to contribute toward the growth and development of Ghana as a peaceful, democratic country, mindful of the human rights of all of its citizens, the programme is designed specifically for those in charge of the preservation of peace and security in the country who seek to continue their education and equip themselves with knowledge and analytical skills that will enhance their efficiency.

Programme Structure

Level 150

First Semester

PSB 309: SOCIAL STATISTICS

3 Credit(s)

The course covers topics such as statistical concepts, data tabulation and graphical presentation. In addition, other statistical measures

such as central tendency, dispersion are taught. Students are also taught the normal curve, the null hypothesis, the correlation coefficient, regression analysis and chi-square statistic.

PSB 310: THEORIES OF SOCIAL CONFLICT

3 Credit(s)

This course covers topics such as basic concepts and theories of social conflict, conflict resolution, management, transformation,

mapping, and containment. In addition, the course deals with the theoretical bases of various types of social conflict.

PSB 311: COUNSELLING

3 Credit(s)

The course covers topics such as the difference between counselling and advice in the context of conflict management, theories of counselling,

tools for counselling such as religion, psychiatric tools, and occupational therapy, and forms of counselling and application of counselling skills, and dispute resolution.

PSB 312: POLITICAL ECONOMY

3 Credit(s)

This course discusses issues relative to the concepts of politics, economics, orthodox political economy and heterodox political economy. It also discusses the theories of liberalism, neo-liberalism, Marxism, dependency and their relevance to national and global development trajectories. This course further exposes students to emerging political economy issues such as state-market integration, the role of civil society, social innovation and social entrepreneurship in shaping development agenda. Finally, this course highlights how subjective framings may mould political and economic decisions within national and international contexts.

Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:”Table Normal”; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:””; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:”Calibri”,”sans-serif”; mso-bidi-font-family:”Times New Roman”;}

PSB 313: INTERNATIONAL RELATIONS

3 Credit(s)

This course introduces students to basic and fundamental concepts of international relations. It examines the major theories and issues in the study of international relations such as realism, foreign policy, international behaviour, actors in the international system (nation-state, sub-state and non-state actors, such as IGOs and NGOs) human rights, and  gender.

Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:”Table Normal”; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:””; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:”Calibri”,”sans-serif”; mso-bidi-font-family:”Times New Roman”;}

PSB 314 : COMMUNITY RELATIONS 3 CREDITS

Second Semester

PSB 302: LEGAL ISSUES RELATED TO CONFLICT PREVENTION, MANAGEMENT AND RESOLUTION

3 Credit(s)

The course introduces students to the legal procedures, practices and institutions involved in conflict management. It deals with an in-depth study of the laws that regulate crowd behaviour, riot, violence and other criminal offences. Dispute resolution institutions such as the courts in Ghana are studied together with alternative dispute resolution mechanisms. Fundamental human rights and freedoms under the 1992 Constitution of Ghana are considered with emphasis on women, children and disabled person’s rights.

PSB 303: RESEARCH METHODS

3 Credit(s)

The course discusses relevant topics and areas of social research such as positivism and interpretivism, types of social research, steps in conducting social research, research design, research proposal, sampling techniques, ethical issues in research, data collection techniques, data management, report writing and presentation.

PSB 304: CONTEMPORARY ISSUES IN GHANAIAN SOCIETY

3 Credit(s)

This course discusses current issues in Ghanaian society. It examines the nature of the Ghanaian family and domestic violence, teenage pregnancy, old age, ethnicity and nepotism, conceptions of governance and corruption, the nature of HIV/AIDS and poverty, conflict prevention strategies and management in Ghana.

PSB 305: UNDERSTANDING PEACE AND PEACE BUILDING

3 Credit(s)

The course discusses the following topics: understanding the concepts of peace and peace building, negotiation of peace and the approaches to peace and peacebuilding. It also looks at the role of peace in development.

PSB 306: INFORMATION LITERACY

3 Credit(s)

The course covers the following topics: accessing, retrieving  and evaluating information both manually and electronically, academic databases, library support systems,

management and use of online journals and other electronic resources.

PSB 307: ETHNIC CONFLICTS IN AFRICA

3 Credit(s)

This course exposes students to concepts such as ethnic group, ethnicity, conflict, and peace. In addition, the ethnic composition of the African nation states from the Berlin Conference through pre-independence to the post-independence era is examined. Theories associated with ethnic prejudices and stereotypes as well as the nature and functions of conflict in Africa are discussed.

Dip. Labour Studies (DLS)

Degree Type: Diploma

Department: Department of Labour and Human Resource Studies

Programme Duration: 2 years (Diploma Entry)

Modes of Study: Regular

Programme Structure

Level 50

First Semester

DLS 101S: Research Methods

3 Credit(s)

The course provides students with the constituents of research proposal writing. The specific topics include: the nature and value of social science research, such as the approaches to knowledge and their limitations, origin of social science research, types, principles and functions of social science research. Ethics in research, selecting the research problem or topic, formulation of objectives, research questions and hypothesis and the determination of variables will also be treated. Also, to be examined are the literature review process and research proposal writing.

DLS 102S: Policy and Strategic Planning

3 Credit(s)

The course is designed to help students understand policy formulation and administration and methods of strategic planning in public and private institutions. The topics include: theory and practice of policy and administration; framework for evaluating policies; problem solving techniques and decision-making; public policy-making in developing states and improving public policy-making. A major focus will be on elements of strategic planning; strategic alternatives; designing a strategic plan and implementing, monitoring and evaluating the strategic plan.

DLS 103S: Labour Relations and Trade Unionism in Ghana

3 Credit(s)

This course introduces students to the development of trade unionism in Ghana and the role of trade unions in labour relations and national development. Specifically, the course focuses on: Origins of trade unionism; history of trade unions and other workers’ organisations in Ghana and their activities; labour relations; elements and features of labour relations in Ghana and the role of trade unions in labour relations. Also, to be examined are trends in labour relations; trade unionism and its Challenges as well as national Labour and labour relations challenges.

DLS 104S: Gender and Labour Relations

3 Credit(s)

The course develops in students, the ability to confront problems of gender and gender relations at the workplace and beyond.  It covers the gendered structure of labour markets and trade union participation in the specific context of Ghana. Characteristics of male and female employment in Ghana; gender relations at the workplace; sexual harassment in the workplace; gender relations and trade union participation; labour legislation and gender interests and framework for addressing gender needs in the workplace are the major topics to be treated.

DLS 105S: Political Economy of Ghana

3 Credit(s)

This course is intended to equip students to examine critically the interaction between Ghanaian and the global economy, politics and their impact on current living and working conditions in Ghana. The detailed topics to be treated are: The Ghanaian (pre)-colonial economy, economic reforms in Ghana and their effects on Ghanaian 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) G-8, Paris Club, African Caribbean Pacific (ACP) in influencing the labour markets.

DLS 106S: Contemporary Issues in Economic and Labour Relations

3 Credit(s)

This is a practical course in which students are exposed to contemporary global and local issues particularly in the area of politics and economics and how these impinge on labour relations in national development. The course seeks to expose students to contemporary issues, as well as equip them with the capacity to present commentary of such issues in a take home term paper. Students will be required to conduct secondary data research on the issue of interest to write their commentary.

DLS 107S: Theories of Labour and Work Organisation

3 Credit(s)

The course provides an overview of the main theoretical perspectives in the field of labour and work organisation. The following topics will be treated: Labour as a factor of production; labour market theories such as the neoliberal, institutional, Keynesian and radical theories of the labour market and their implications for labour. In addition, labour migration dynamics and internal labour market issues such as the new and emerging forms of work including invisible work, home-based work, contract work, out-sourced work, casual work and domestic work will also be treated.

DLS 108S: Language and Communicative Skills

3 Credit(s)

The course deals with the English Language as a tool for communicating ideas.  Topics to be treated include: grammar, the nature of communication, work classes, phrases, and clauses, type of sentences, concord, reading and comprehension. Writing skills (making an outline, writing the paragraph, essay, minutes, speeches, reports, and memoranda) and editing (spelling, collocation, appropriate register, cohesion and punctuation) are also to be discussed.

DLS 109S: Internship

3 Credit(s)

This requirement of the programme focuses in getting students to acquire practical experience on the job as industrial relations officers, during their long vacation. Students will thus be required to spend a maximum period of one month in an internship position and return with a confidential assessment by the section head. The criteria for assessment will be provided by the course coordinator.

DLS 110S: Term paper

Second Semester

DLS 202S: Negotiation Skills

3 Credit(s)

This course seeks to introduce students to the concepts and practice of negotiation. It will treat notions of power and how power relations are played out during negotiations. The legal instruments used in negotiation, skills required for negotiations as well as the actual processes of negotiation are all treated. Also, to be treated are Planning negotiations and conflict resolution in the negotiation.

DLS 203S: Labour Relations in the Informal Sector

3 Credit(s)

The focus of this course is to provide students with the knowledge for understanding the structure and operation of the Ghanaian informal and rural economy and trade union efforts at organising and defending labour interests within informal economy. Specific topics to be treated are: Definition of the rural and urban informal economy; approaches to conceptualising informal economy; Informal economy growth factors such as globalisation; labour relations in the informal economy; labour force needs in the Informal economy and organising labour in the rural and urban informal economy.

DLS 204S: Democracy and Workers’ Participation

3 Credit(s)

The principles of democratic participation are discussed in this course. Also, to be discussed are: the concept and principles of democracy; democratic institutions and their roles; trade union internal democracy; elements of democratic participation; democratic participation at various levels; gender relations and democratic participation; existing forms of democratic participation at the workplace; and national and international trends in democratic participation.

DLS 205S: Employment, Labour Market Situations and Working Conditions

3 Credit(s)

In this course, topics highlighted include: Concepts such as employment, unemployment and under- employment will be explained and operationalised in Ghana. Labour Migration implications for urban and rural labour markets; Jobs and skill demands in the modern economy as well as wage determination and income distribution differences will be discussed. The course will also deal with working conditions in Ghana; labour market discrimination; sources of employment growth in Ghana; government and Labour unions in and industrial relations practice in Ghana.

DLS 206S: Labour Legislation and International Labour Standards

3 Credit(s)

This course is designed to promote knowledge and understanding of labour legislation in Ghana as well as the principles and values underlying international labour standards.  It will in addition provide students with the knowledge about principles and values underlying international labour standards; core international labour standards – their main elements and features; international labour standards -mechanisms for upholding them; evolution of labour legislation in Ghana and labour laws in Ghana – their main features and elements. Labour laws and labour relations praxis in Ghana and comparative trends in labour relations and legislation will also be treated.

DLS 208S: Computing

3 Credit(s)

This course equips students with the skills in computer hardware and software to enable them to use the computer for data analysis as well as report writing. The discussions focus on information processing cycle; Microsoft word basics for word processing; data input and analysis in SPSS; data input and analysis in excel as well as the internet functions and tools for accessing the internet.

DLS 209S: Occupational Health, Safety and Environment

3 Credit(s)

This course is multidimensional as it focuses on occupational, Safety, Health and Environmental. The course begins with the conceptualisation of health and safety, hazards and risk. Also examined are the process of risk assessment; perspectives on the various types of risks such as environmental (noise, air quality, energy conservation and land degradation), occupational (e.g. working facility, working equipment, posture, height, chemical exposure) and community risks (e.g. traffic, transport, disease prevention); the health and safety situation in Ghana and the role of trade unions in ensuring safe workplaces, environment and community for labour will also be discussed.

DLS 210S: Basic Statistics

3 Credit(s)

The course is designed to introduce students to basic statistical concepts and their application in research project work as well as in the world of work. Detailed course content include: Nature and meaning of statistics, variable classification, scales of measurement, and data description and presentations (Charts, tables, graphs etc.). Topics such as relative frequency (percentages, proportions and ratios) as well as measures of central tendency (mean, mode, median) and measures of dispersion will also be treated.

DLS 299S: Project Work

3 Credit(s)

The Project paper will be presented at the end of the third year as a prerequisite for the award of a Diploma. The paper shall not be less than 10,000 or more than 20,000 words on a chosen topic within any subject area of the programme.

Cert. Early Childhood Education

Degree Type: Certificate

Department: Department of Basic Education

Modes of Study: Sandwich

Entry Requirements:

Applicants must have passes in any three (3) elective subjects.

Career Opportunities:

Our degree will position you for an active and engaging job in the child development sector of education. It also makes you suitable for working with state institutions, organisations and NGO’s that have a mandate or interest in the field. You are also able to play constructive advisory roles in policy formulation for children’s education.

Dip. Early Childhood Education

Degree Type: Diploma

Department: Department of Basic Education

Modes of Study: Sandwich

Entry Requirements:

Applicants must have passes in any three (3) elective subjects.

Career Opportunities:

Our degree will position you for an active and engaging job in the child development sector of education. It also makes you suitable for working with state institutions, organisations and NGO’s that have a mandate or interest in the field. You are also able to play constructive advisory roles in policy formulation for children’s education.

PGD Basic Education

Degree Type: Post Graduate Diploma

Department: Institute of Education

Modes of Study: Regular

Entry Requirements:

A. The minimum admission requirement into the University of Cape Coast for WASSCE applicants is aggregate 36. For SSSCE applicants, the minimum requirement is aggregate 24. Candidates must have credit passes in six (6) subjects with overall aggregate of 36/24 at the WASSCE/SSSCE respectively. Three of the six subjects must be core subjects: English Language, Mathematics, Integrated Science or Social Studies and three must be in relevant electives. For purposes of admission credit pass in: i. WASSCE means A1 – C6 ii. SSSCE means A – D B. GCE A Level Candidates must have passes in three (3) subjects (at least, one of the passes should be D or better). Also the applicants must have had credit passes (Grade 6) in five GCE Ordinary Level subjects including English Language, Mathematics and a Science subject (for non-science students) and an Arts subject (for science students) C. Applicants with General Business Certificate Examination (GBCE) results should have credit passes (A-D) in six (6) subjects comprising three (3) core subjects including English Language, Integrated Science or Social Studies and Core Mathematics plus three (3) relevant elective subjects. D. Holders of the International General Certificate of Secondary Education (IGCSE)/ International Baccalaureate (IB) must possess at least Grades A*/A-C in English, Mathematics and Biology at the Standard (SL)/’O’ Level, in addition to three Higher Level (HL – A to C)/’A’ Level (A to D)/IB 2 (A to C) grades in the relevant subjects.

Career Opportunities:

The programme trains learners in all the courses that are taught in basic schools such as Ghanaian Language, English Language, Social Sciences, Life skills and Religious education. Areas such as child psychology, child correctional methods as well as moral development of children persons are also covered. Basic education is considered the most important aspect of education for all persons, as a good educational foundation is a determining factor for the kind of future any human being would have. Learners are thus equipped with skills to be able to pass on knowledge and good attitude to children. Skills such as quick thinking, communication skills, human behaviour management, and effective learning environment administration are also passed on to learner

Ph.D Land Use And Environmental Science

Degree Type: Doctor of Philosophy

Department: Department of Soil Science

Programme Duration: 3 years (Diploma Entry)

Modes of Study: Regular

About Programme:

Since the inception of the postgraduate programme in 2001 in ‘pure’ Soil Science, the department has found it increasingly difficult to attract students, which perhaps could be partly due to the low demand for ‘pure’ Soil Scientist in the job market. This problem, coupled with the threat to the health and well-being of people and global systems posed by environmental degradation and climate change, prompted the department to review its postgraduate programme. The review indicated the need to design a programme which will train graduates to tackle problems of environmental degradation in a sound way.

Goal / Aim / Objectives:

(i)    To expose students to the scientific principles of pollution at chemical levels and soil management in order to enable them approach environmental issues in a realistic way.

(ii)    To equip students with the concepts and procedures of land evaluation and use soil/land data to substantiate suitability of soil/land for specific purposes.

Programme Structure

Level 900

First Semester

ASS 899: Thesis

6 Credit(s)

The PhD. programme is by research. However, student may be required to attend or audit certain courses, depending on their academic background. The core course is ASS 999 (Thesis).

The elective courses will be selected in consultation with the student’s Supervisor; bearing in mind his/her research interest. All courses are examinable at the end of the semester.

Research Areas: Student’s research will be based on one of the following areas:

Integrated Soil Fertility Management

Environmental Impact Assessment

Hydrological Processes in Soil

Land and Water Conservation

Environmental Soil Chemistry

Soil Colloids and Soil Pollution

Surface and Peri-urban Hydrology and Water Quality

Climate Impact on Agricultural Production

Management of wetlands

Ph.D Mathematics

Degree Type: Doctor of Philosophy

Department: Department of Mathematics

Programme Duration: 3 years (Standard Entry)

Modes of Study: Regular

Entry Requirements:

A good M.Phil or MSc. degree in Mathematics from a recognized university.

Programme Structure

Level 800

First Semester

MAT 801: General Topology

3 Credit(s)Pre-requisite: MAT 430

 This course is about the study of properties of topological spaces. Topological spaces turn up naturally in mathematical analysis, abstract algebra and geometry. A topological space is a structure that allows one to generalize concepts such as convergence, connectedness and continuity. Topics covered include: open and closed sets, neighbourhood, basis, convergence, limit point, completeness, compactness, connectedness, continuity of functions, separation axioms, subspaces, product spaces, and quotient spaces.

MAT 803: Functional Analysis I

3 Credit(s)Pre-requisite: MAT 408

This course covers major theorems in Functional Analysis that have applications in Harmonic and Fourier, Ordinary and Partial Differential Equations. Topics covered include: Hilbert space as an infinite dimensional generalization of geometric spaces; linear closed subspaces and orthogonality, linear transformations, projections, and  spectral theory.

MAT 805: Ordinary Differential Equations I

3 Credit(s)Pre-requisite: MAT 405

This course presents the student with advanced techniques for analysing the behaviour of solutions of ordinary differential equations. Topics include systems of first order linear differential equations, existence and uniqueness of solutions; adjoint systems,  linear system associated with a linear homogeneous differential equation of order n,  adjoint equation to a linear homogeneous differential equation, Lagrange Identity, linear boundary value problems on a finite interval; homogeneous boundary value problems and Green’s function; non-self-adjoint boundary value problems, self-adjoint eigenvalue problems on a finite interval, the expansion and completeness theorems, oscillation and comparison theorem for second-order linear equations and applications.

MAT 807: Modern Algebra

3 Credit(s)Pre-requisite: MAT 403

This course focuses on traditional algebra topics that have found greatest application in science and engineering as well as in mathematics.  Topics include direct product of groups, finite abelian groups, sylow theorem, finite simple groups, polynomial rings, ordered integral domain, extension fields, algebraic extensions, bilinear and quadratic forms, real and complex inner product spaces, the spectral theory and normal operators.

MAT 809: Advanced Topics in Operations Research

3 Credit(s)Pre-requisite: MAT 409

This course serves as an introduction to the field of operations research. It will quip students with scientific approaches to decision-making and mathematical modelling techniques required to design, improve and operate complex systems in the best possible way. Topics include the formulation of linear programming models:  goal programming, transportation problem, case study. Further topics are mathematical programming: project planning and control, dynamic programming, integer programming, probabilistic models: application of queuing theory, forecasting and simulation, decision analysis (making hard decisions), and multi-criteria decision making.

MAT 811: Partial Differential Equations

3 Credit(s)Pre-requisite: MAT 406

This course focuses on partial differential equation (PDE) models, which will be developed in the context of modelling heat and mass transport and, in particular, wave phenomena, such as sound and water waves. This course develops students’ skills in the formulation, solution, understanding and interpretation of PDE models. Topics include classical theory of partial differential equations together with the modern theory based on functional analysis; systems of partial differential equations, boundary value problems, stability and convergence; applications to the classical problems of mathematical physics.

MAT 813: Mathematical Epidemiology

3 Credit(s)Pre-requisite: MAT 405

This course will examine applications of mathematics in biological contexts including genetics, ecology, physiology, neuroscience and epidemiology. Topics include variants of the MSEIRS epidemic models, disease-free and endemic equilibrium points, determination of the basic reproduction number using the next-generation matrix approach, local stability and global stability analysis of equilibrium points and case studies : HIV/AIDS, TB and Vector-Host Models including Malaria. Further topics are parameter estimation for selected epidemic models, simulation and prediction. 

MAT 815: Computational Linear Algebra

3 Credit(s)Pre-requisite: MAT 407

This course is an introduction to numerical Linear Algebra. Topics include: matrix  factorizations: QR-factorization, Cholesky factorization , vector and matrix norms: properties of the ‖.‖1,  ‖.‖2||  and ‖.‖   norms of vectors  in Rn,  properties of the ‖.‖1,  ‖.‖2|| , ‖.‖  and  ‖.‖F  norms of an mxn matrix, condition number of a  matrix, ill-conditioned systems, the Hilbert matrix,  perturbation analysis of linear systems, singular value decomposition (SVD) of an mxn matrix,  Moore-Penrose inverse, rank  k approximation of  a matrix, applications of the SVD to least-squares problems, iterative  methods for large sparse linear systems: the Jacobi and Gauss-Seidel methods,  the SOR method, applications to the solution of linear systems with banded coefficient matrices,  regularization methods for ill-conditioned linear systems, regularization of orders 0, 1 and 2, and the L-curve method for choosing an optimal regularization parameter.

Second Semester

MAT 804: Functional Analysis II

3 Credit(s)Pre-requisite: MAT 803

This course covers major theorems in Functional Analysis that have applications in Harmonic and Fourier, Ordinary and Partial Differential Equations. Topics covered include: linear spaces, semi-norms, norm, locally convex spaces, linear functional, Hahn-Banach theorem, factor spaces, product spaces conjugate spaces,  linear operators, and adjoints.

MAT 806: Ordinary Differential Equations II

3 Credit(s)Pre-requisite: MAT 805

This course presents the student with advanced techniques for analysing the behaviour of solutions of ordinary differential equations. Topics include linear systems with isolated singularities, linearisation of systems of differential equations,  asymptotic behaviour of non-linear systems: stability, perturbation of systems having a periodic solution, perturbation theory of two-dimensional real autonomous systems.

MAT 808: Boundary Condition Functions

3 Credit(s)Pre-requisite: MAT 405 and MAT 406

This course introduces students to the construction of Green’s functions for boundary value problems. Topics include boundary condition functions for self-adjoint and non-self-adjoint boundary value problems, construction of Green’s functions in terms of boundary condition functions, aymptotic behaviour of boundary condition functions and Green’s functions, and  singular self-adjoint boundary value problem.

MAT 810: Complex Analysis

3 Credit(s)Pre-requisite: MAT 404

This course provides advanced topics in complex analysis  such as conformal mappings, and physical applications of conformal mapping.  Further topics include analytic continuation and Riemann surfaces, Rouches’s theorem and principle of the argument, mapping properties of analytic functions, inverse function theory, maximum modulus theory,  infinite products and gamma function, Sterling’s formula and Bessel’s functions, homotopy and homology theory, and analytic properties of holomorphic functions.

MAT 812: Image Processing

3 Credit(s)Pre-requisite: MAT 815

This course introduces the basic theories and methodologies of digital image processing. The topics include manipulating images in MATLAB/OCTAVE, images as Arrays of Numbers, digital image, compression the singular value decomposion, the image de-blurring problem:  a mathematical model of the blurring process. Further topics include de-blurring using a general linear model, obtaining the point spread function (PSF). De-bluring images using TSVD method,  total variation method, and the Tikhonov regularization method, general image reconstruction as an inverse problem.

MAT 814: Optimization

3 Credit(s)Pre-requisite: MAT 301 and MAT 305

This course introduces the principal algorithms for linear, network, discrete, nonlinear, dynamic optimization and optimal control. Emphasis is on methodology and the underlying mathematical structures. Topics include  unconstrained  optimization: optimality conditions, Newton’s method, quasi-Newton’s methods, Steepest Descent Method, Conjugate-Gradient methods, Line Search methods, Trust Region Methods,  Derivative-Free Methods, constrained Optimization: optimality conditions for (a) linear equality constraints, (b) linear inequality constraints, (c) nonlinear constraints, feasible-point methods, sequential quadratic programming (SQP), reduced-gradient method, penalty and barrier methods. 

MAT 816: Optimal Control

3 Credit(s)Pre-requisite: MAT 814

This course investigates how dynamical systems should be controlled in the best possible way. Topics include: OCP with bounded and unbounded controls. Bang-Bang controls,   Singular controls. OCPs with linear and nonlinear dynamical systems. OCPs for systems with fixed or free terminal times.  OCPs for systems with equality and inequality constraints on functions of state and control variables. Numerical Methods for OCPS: Control parametrization method, State Discretization methods, Lenhart’s Forward-Backward Sweep method. Application to the conrol of dynamical systems, including the control of infectious diseases.

MAT802: Measure and Integration

3 Credit(s)Pre-requisite: MAT 408 and MAT 801

This course covers advanced topics in abstract measure theory and Lebesgue integration. Topics covered include: measurable sets and functions, measure spaces, Lebesgue integral, monotone convergence theorem, Fatou’s lemma, Lebesgue dominated convergence theorem, Vitali’s theorem, decomposition of measures, Caratheordory and Hahn extension theorem,  spaces, Riesz representation theorem, and product measures.

Ph.D Mathematics Education

Degree Type: Doctor of Philosophy

Department: Department of Mathematics and ICT Education

Modes of Study: Regular

Entry Requirements:

Applicants to the Ph.D. (Mathematics Education) degree should be holders of a two-year researched master’s degree in mathematics education from the University of Cape Coast or an equivalent institution. An applicant must have obtained a minimum GPA of 3.0 in the coursework at the M.Phil degree level. The applicant will also have to pass a selection interview for admission into the programme.

The applicant becomes a candidate for the Ph.D degree only after obtaining a minimum GPA of 3.0 in all the course work of the Ph.D (Mathematics Education) programme.  Assessment in the coursework will normally be by assignments and semester papers only. Candidates will do a minimum coursework of 18 credits.

The second and third years of the programme are devoted to research and thesis writing by the students.  Students will be supported through research seminars and supervision to conceptualise, design and carry out empirical research on any issue relevant to mathematics education and write their theses according to regulations laid down by the School of Graduate Studies and Research of the University of Cape Coast.

Career Opportunities:

Being a mathematics teacher also opens bigger avenues in private home teaching for pupils whose parents can afford it. The training the programme offers makes it possible for learners to easily veer into accounting, costing, and banking careers, apart from the career opportunities available in the pharmaceutical and mechanised industry operations for mathematicians.

Programme Structure

Level 900

First Semester

EMA 901: Advanced study of Mathematics Learning and Teaching

3 Credit(s)

The course aims to provide a detailed study and evaluation of recent research developments within the fields of learning, perception and cognition,

and guide students to consider the implications of these recent advances on mathematics instruction.

EMA 904: Socio-cultural and Ethnological Foundations in Mathematics

3 Credit(s)

The course is designed to guide students to develop and research on cultural and ethnic specific concepts and practices in

African and other developing countries relevant to school mathematics.

EMA 911: Special Topics in Mathematics

3 Credit(s)

The course will expose students to advanced core areas in Mathematics to enable them acquire concepts and skills that will enhance their

competence in Mathematics Education research at the highest level.

Second Semester

EMA 902: Advanced study of Curriculum Theory and Practice in School Mathematics

3 Credit(s)

The course is designed to build on the knowledge of the student in curriculum development at the masters’ level.

EMA 903 : Graduate Research Seminar I

3 Credit(s)

EMA 904 : Graduate Research Seminar II

12 Credit(s)

EMA 999 : Thesis

12 Credit(s)

EMA 999: Advanced Research in Mathematics Education

3 Credit(s)

The course will build on students’ knowledge in educational research and aspects of mathematics education research.

Level 950

First Semester

EMA 905 : Graduate Research Seminar III

3 Credit(s)

EMA 999: Thesis

12 Credit(s)

Second Semester

EMA 906 : Graduate Research Seminar IV

3 Credit(s)

Ph.D Measurement and Evaluation

Degree Type: Doctor of Philosophy

Department: Department of Education and Psychology

Programme Duration: 3 years (Standard Entry)

Modes of Study: Regular

Goal / Aim / Objectives:

The overall goal of the programme is to provide individuals with adequate graduate knowledge of educational measurement, research, statistics and evaluation methodologies to be able to teach and provide measurement and evaluation (assessment) services in relevant institutions and organisations with confidence.

The objectives of the programmes are to equip the graduate to acquire:

Adequate understanding of theories and principles in educational measurement and evaluation thereby becoming more confident and innovative in integrating theory and practice to promote scientific uses of measurement within the field of education and related disciplines.

Professional competencies and skills to teach assessment, educational statistics, measurement and evaluation and research methods courses at appropriate levels

Professional skills to undertake research in the area of assessment, measurement and evaluation.

Skills to lead in educational assessment, measurement and evaluation in the regional and district education offices, colleges of

Education and other educational institutions.

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 discusses various relevant learning theories and their implications for classroom practice. It aims at exposing students to the challenges in the learning environment and how effective teaching could be enhanced using the theories as the basis. Topics such as motivation and other approaches to learning would equip students with various competencies, skills and strategies for 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.

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 854: Evaluation Methodology and Theory

3 Credit(s)

The course exposes students to a variety of approaches to planning and conducting educational evaluations. It also provides practical guidelines for general evaluation approaches in education. The role of evaluation in improving education, basic concepts and procedures for evaluating educational programmes in applied settings and alternative views of evaluation conducting and using evaluations are examined. Students will be expected to carry out a mini project on educational evaluation and present the evaluation report.

EPS 855: Educational Measurement

3 Credit(s)

The prerequisite of this course is EPS 853 Assessment in Schools. The course exposes students to the practical aspects of classroom test construction, administration in a school setting and classical item analysis to concretize their competency and skills in ability/ability test construction. The student is expected to work under guidance to review and discuss relevant assessment literature and present assignments related to item construction as well as present, at least two projects; one on multiple-choice test and the other on constructed response items.

EPS 856: Advanced Statistical Methods in Education

3 Credit(s)

Students enrolled in this course should have taken EPS 851, Intermediate Statistics and EPS 858, Inferential Statistics. This course is intended to equip students with the ability to analyse data. The course will further equip the student with the skills of choosing the right statistical test to use, how to use it and when to use it. Both parametric and nonparametric tests will be studied. Interpretation of outputs from SPSS computer analysis of the various statistical tests is highlighted. The major topics treated include factorial designs, randomized block and split-plot designs, analysis of covariance, non-parametric statistical methods and factor analysis.

EPS 857: Advanced Theory and Practice in Measurement

3 Credit(s)

This course is intended to enhance students’ knowledge and competency in constructing achievement tests and interpreting the test scores. Topics for the course include test theory, classical true score theory, reliability, validity, standard setting, classical item analysis, test equating theory and fundamentals of item response theory.

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.

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 911: Classical Test Theory

3 Credit(s)

This course examines classical test theory and the application to the practice of assessment. At a foundational level, model assumptions are explored and used to understand the development of different notions of reliability and dependability. At a practical level, statistical techniques developed from the theory are applied to develop and/or improve assessment practices. Topics treated include true score model of classical test theory and its assumptions and properties, similarities and differences between parallel, tau-equivalent, essentially tau-equivalent, and congeneric tests, methods for estimating reliability and validity. An item and reliability analysis will be conducted and results used to develop a new test or improve an existing one.

EPS 912: Theory and Practice of Educational Assessment

3 Credit(s)

This course focuses on the construction and use of measures of cognitive achievement and ability. Topics include test planning, item writing, test try-out, item analysis, reliability, validity, criterion-referencing, norm-referencing, item banking, and aptitude test design. Students write items, critique items written by others, construct tests, try out and revise tests, and develop test manuals to document the process of test development and the quality of their tests. Students will also set standards for the tests constructed. Issues on the principles and practice of school-based assessment are discussed.

EPS 913: Design of Experiments in Education

3 Credit(s)

In this course students are introduced to the design and statistical principles of the experimental approach to educational research with particular emphasis on the appropriate analysis of data arising from designed experiments. A variety of experimental designs, their advantages and disadvantages, estimation of treatment effects, and significance testing are treated. Various types of analysis of variance are introduced from the general linear models framework. Both univariate and multivariate procedures of data analysis including ANOVA, ANCOVA and MANOVA are covered for within and between subjects’ analysis as well as factorial and nested designs. Assumptions underlying the appropriate use of each of the procedures and the interpretation of the results are also covered.

EPS 914: Test Equating

3 Credit(s)

The course deals with the statistical processes of determining comparable scores on different forms of a test and adjusting for test difficulty differences so that only real differences in performance are reported. It deals with concepts of equating including equating properties, equating designs, equating methods, equating error and statistical assumptions necessary for equating. Computation of equating functions and the interpretation of results from equating analyses are covered. The importance of equating to test development and quality control measures are discussed. The use and interpretation of relevant statistical software will also be treated. Students will design a reasonable and useful equating study and conduct equating in a realistic testing situation.

EPS 915: Performance and Portfolio Assessment

3 Credit(s)

This course focuses on the design, development, and implementation of performance-based assessment. Task analysis and design, scoring scheme development and use, and assessment deployment, are covered through critique and practice. Emphasis is on a description of performance and portfolio assessment within the larger continuum of assessment methods, advantages and disadvantages of performance-based assessment versus other assessment methods, authentic and alternative assessment, and reliability and validity issues. Students will design and create a complete, packaged performance assessment.

EPS 916: Theories and Practice of Programme Evaluation

3 Credit(s)

The course is in two parts. The first part focuses on a critical examination of various scholars’ theoretical perspectives on fundamental issues in evaluation practice. The course is an advanced study of programme evaluation in education and related fields, including investigating its purposes and procedures, with attention to settings, personnel, and performance; review of principal theories; and study of models, histories, political contexts, ethics, and the nature of evidence. The second part focuses on the application of evaluation theories and models in answering questions in education and dealing with educational problems. Students will deal with clarifying an evaluation request and responsibilities, setting boundaries and analysing an evaluation context, identifying and selecting the evaluative questions and criteria, planning the information collection, analysis and interpretation. It also deals with developing a management plan for the evaluation, collecting evaluation information, analysing, interpreting, reporting and using evaluation information and conducting meta-evaluations.

EPS 917: Advanced Research in Education

3 Credit(s)

The course exposes a range of issues and practices in educational inquiry and research. Procedures and methodologies necessary to pursue research problems in measurement, evaluation, and applied statistics are investigated. There is an overview of educational research methods including validity and reliability 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. An overview of appropriate statistical tests in quantitative inquiry, including univariate and multivariate statistics, are covered.

EPS 918: Item Response Theory

3 Credit(s)

This course provides the basics of item response theory and examines the use of Item Response Theory (IRT) models for test construction and ability estimation. Concepts, models and features are discussed. The item characteristic curve and the estimation of parameters, test characteristic curves, ability estimation and item and test information functions are treated. Assessment of model fit and efficiency functions are described. Models for tests with dichotomous items are covered and discussions include advantages and disadvantages of IRT relative to Classical Test Theory. Models for tests with polytomous and mixed items are covered. Other topics include the detection of differential item functioning (or item bias), and the role of IRT in Computer Adaptive Testing (CAT). The various approaches to assessment of item fit and a discussion of their strengths and weaknesses is made. The identification and comparison of the various software packages currently available for IRT applications are made. Use is made of at least two different packages and the outputs interpreted.

EPS 919: Generalizability Theory

3 Credit(s)

This course examines generalizability theory and the application to the practice of assessment. The course covers generalizability designs (crossed, nested, random and fixed effects) and coefficients and the contributions of the theory to performance assessment and expansion of classical reliability theory. There is a demonstration of how generalizability theory is used for validation studies. A generalizability study will be conducted to determine magnitude of sources of error and results applied to improve measurement designs within an applied assessment practice context.

EPS 920: Psychological Testing 2

3 Credit(s)

This course focuses on several aspects of psychological testing. It deals with the historical evolution of psychological tests and the identification and measurement of traits. The item design, strengths and limitations, use, interpretation and adaptation to local, administration and analysis of psychological tests is covered. Aptitude tests, intelligence tests such as Stanford-Binet and Wechsler Intelligence Scales and personality tests such as the Minnesota Multiphasic Personality Inventory (MMPI), and Myers-Briggs Type Indicator (MBTI) are treated. For each of the tests, the construction, strengths and limitations, use, interpretation and adaptation to local conditions are discussed.

Level 900

Second Semester

EPS 999: Doctoral Thesis

3 Credit(s)

Individual guidance and direction in the choice of a problem area is provided by an assigned supervisor. The student is involved in reviewing literature, collecting and analysing data and presenting a final report.

Ph.D Music Education

Degree Type: Doctor of Philosophy

Department: Department of Music and Dance

Programme Duration: 3 years (Standard Entry)

Modes of Study: Regular

Ph.D Music Theory and Composition

Degree Type: Doctor of Philosophy

Department: Department of Music and Dance

Programme Duration: 3 years (Standard Entry)

Modes of Study: Regular

Ph.D Non Governmental Studies and Community Development

Degree Type: Doctor of Philosophy

Department: Department of Agricultural Economics and Extension

Modes of Study: Regular

Entry Requirements:

Generally, to qualify for Ph.D. in Non Governmental Studies and Community Development, the Department together with the School of Graduate and Research of the University of Cape Coast evaluate an applicant based on: the educational background (at least at M.Sc. level) the experience as independent researcher the scientific quality of the preliminary proposal the originality of the preliminary proposal the capacity and expertise that the Department has available the applicant’s fluency in English the available funding Candidates applying for Ph.D. in NGO Studies and Community Development must have a good researched Master’s Degree in any discipline. Those who are judged by the Department not to have satisfied requisite background courses would be required to take some M.Phil courses in the University of Cape Coast to make up.

Career Opportunities:

Primarily, the programme has a dual purpose: to train development professionals of the highest caliber, who will provide sterling leadership in, first, research and scholarship in community development and NGOs and second, effective and efficient management of their programmes. Essentially, the programme will be tailored to meet the research/academic, technical and managerial expertise required by professionals (i.e. academics, researchers, and practitioners) to effectively function in the ever-changing community development arena. This will ensure that, first, development practitioners do not lose sight of the fundamental philosophy and spirit of philanthropy and volunteerism in the cause of especially the poor, marginalized, women, and children. Second, it will create and maintain a collegial environment for research and scholarly work in NGOs and community development studies. 

 Ph.D Oceanography and Limnology

Degree Type: Doctor of Philosophy

Department: Department of Fisheries & Aquatic Sciences

Programme Duration: 3 years (Standard Entry)

                                        4 years (Standard Entry)

Modes of Study: Regular

About Programme:

The Doctor of Philosophy (PhD) programme involves a 3 –year thesis/ research work into a problem in the area of specialisation. There is no course work for PhD students but where necessary, a student may be required to take some prescribed courses at the masters’ level.  Students at this level start the thesis research from the first year and are expected to complete after 3 years before the award of a PhD Degree.

Rationale

The PhD in Oceanography and Limnology is geared towards training highly qualified professional limnologists and oceanographers who will are able to apply the principles of limnology and oceanography to solving current socio-ecological problems for sustainable development. The programme is also expected to produce highly motivated aquatic resource managers and planners with critical scientific knowledge necessary for understanding the risks and benefits of freshwater and marine ecosystems management decisions.

PhD Programme Structure

Candidates admitted with Bachelor’s degree and/or a taught Master’s degree (e.g., MSc) will pursue a 4-year PhD programme; candidates admitted with research-based Master’s degree (e.g. MPhil) will pursue a 3-year PhD programme.

PhD programmes are offered only in full-time mode. The periods of study are as follows:

Degree

Total Period of Study

*Course work

Normative Duration of Research

3-year PhD

36 months

–

24 months

4-year PhD

48 months

2 semesters

24 months

*This applies only to candidates admitted with Bachelor’s degree for 4-year PhD programme; they will be required to take courses on discipline-specific knowledge and research skills. Candidates admitted with a taught Master’s degree will undertake 4-year research.

Supervisors may recommend appropriate courses to equip students for their research work and thesis writing. Candidates for 3-year PhD programme may be recommended to audit requisite courses.

The total credit load for each PhD programme is as follows:

PhD Programme Structure

Credits

Year I

Semester I

Courses

15

Semester II

Courses

15

Sub-total

30

Years II

Semester I

Thesis [preparation and defence of research proposal (6 credits); literature review and reconnaissance/pilot (6 credits)]

12

Seminar

3

Semester II

Thesis [data collection]

12

Seminar

3

Sub-total

30

Years III

Semester I

Thesis [data collection]

12

Seminar

3

Semester II

Thesis [data collection and analyses]

12

Seminar

3

Sub-total

30

Years IV

Semester I

Thesis [data analyses and thesis write-up]

12

Seminar

3

Semester II

Thesis [thesis write-up, submission and defence]

12

Seminar

3

        Sub-Total per Year

30

*Total (Minimum Credits)

120

*Total credit for candidates admitted with MPhil (3-year PhD) will be 90.

Entry Requirements:

The minimum admission requirement for the PhD programmes is a research-based master’s degree in a relevant Science or Engineering discipline or equivalent qualification from a recognised university. In addition, the applicant must demonstrate strong interest in research, development and innovation in science and technology.

Target Group

Candidates with background in oceanography and limnology-related fields such as marine meteorology, coastal engineering and processes, geomorphology and aquatic ecology.

Expected Output

Trained high level manpower to carry out teaching, research and extension in tertiary and other research institutions.

High-level personnel with engineering capacities in the oceanographic and related fields produced.

Trained graduates capable of mentoring lower level personnel to model oceanographical and limnological processes

Progression Requirements

Students pursuing 4-year PhD must pass all required course work (grade C minimum)

All students should present their research proposals successfully in a seminar 

All students must make good progress on the research activities and submit biannual progress report to the Department and UCC School of Graduate Studies (SGS)

All students must participate in at least 75% of the regular seminars organized by Department and SGS.

Graduation Requirements

A candidate will be considered successful if his/her PhD thesis:

Passes both internal and external assessment (60% minimum score)

Is successfully defended in a viva voce (60% minimum score).

In addition, candidates must satisfy all SGS and UCC requirements for graduation.

Goal / Aim / Objectives:

At the end of the programme, graduates will be able to:

apply acquired scientific knowledge and research methods to analyse and address socio-ecological problems, culminating in the creation of new knowledge and advancement in the fields of Oceanography and Limnology

work independently to evaluate and analyse problems related to aquatic ecosystems.

Career Opportunities:

You can find jobs in the following areas:

Government agencies like Fisheries Ministry

NGOs engaged in aquatic environmental campaign

Industries in fish processing and canning

Firms engaged in commercial fishing.

Ph.D Physical Education

Degree Type: Doctor of Philosophy

Department: Department of Health, Physical Education and Recreation

Programme Duration: 3 years (Standard Entry)

Modes of Study: Regular

About Programme:

The PhD Physical Education programme has been running since 2014. Presently the Department is the only one in Ghana running the PhD in Physical Education considering the fact that since the inception of the Department in 1986, the Department has turned out a lot of graduate and post-graduate students who need avenues to rise to the top of the academic ladder, the need for this re-accreditation cannot be overemphasised.

Also with the upgrading of the Colleges of Education into first degree awarding institutions, the lecturers who have the capacity to further their studies, will need this programme. Furthermore, with the policy of employing only personnel with PhD to lecture at the University of Cape Coast, the re-accreditation of the programme is very necessary for the continuous production of human resource and the sustenance of the Department. A challenge of the Department has been attracting teaching staff, therefore coupled with the already expressed concerned, the importance of this programme in bringing out these high quality staff who will effectively handle the students under their tutelage cannot be overemphasised.

Target Groups

The programme is designed for the following categories of persons:

staff of tertiary institutions;

technical and management staff of the Ministry of Youth and Sports;

persons aspiring for teaching jobs in tertiary institutions;

persons aspiring for top management positions in Physical Education and Sports related research institutions;

staff of security services.

Entry Requirements:

Candidates seeking admission into the PhD degree programme must:

have an MPhil degree in Physical Education from a recognised university;

have MA/Med/MSc/ degree in an appropriate field, with CGPA of 3.5 or better with not more than one grade C+. Also, have scored B+ or better in Research Methods course;

submit an official transcript of academic record;

submit at least three reference reports, one of which must be from a former lecturer.

submit a proposal of 3-5 pages of intended area of study including a working bibliography.

applicants will also have to pass a selection interview.

Goal / Aim / Objectives:

Goal

To produce academicians and technocrats in Physical Education and Sports to assume teaching, research and management positions in academic institutions and other organisations.

Objectives

The objectives are to produce personnel who can:

apply knowledge on the role of physical activity in health and development.

conduct research in Physical Education, sports science and sports management.

design, implement, and evaluate sports programmes in school and community settings.

manage sports at local, national and international level.

plan, supervise and evaluate physical activity based learning activities.

translate theory and research knowledge in exercise and sports science into enhanced health and sports performance.

Career Opportunities:

Not published

Programme Structure

Level 900

First Semester

EPH 909: Strategic Planning for Sports Organisations

3 Credit(s)

This course focuses on the application of strategic planning to management of sports. An understanding of the policies and mechanics of strategic planning will be applied to sports. Students will be taken through the basic phases involved in strategic planning such as: analysis or assessment, strategy formulation, strategy execution, and evaluation or sustainment/management phase. The use of environmental scans, gap analysis, action planning and benchmarking will be discussed within broad philosophical contexts.

EPH 901: Advanced Research Paradigms

3 Credit(s)

This course examines the philosophical (axiological, ontological, epistemological and aesthetic) bases of research. Approaches, methodologies and designs to research resulting from the different philosophical thoughts are examined in relation to various disciplines. Students are expected to design research projects and justify the philosophical underpinnings of the proposed methodologies

EPH 904: Advanced Cardiovascular System in Exercise and Training

3 Credit(s)

In this course students will examine the cardiovascular system and its components; blood pressure response to exercise; regulation of heart rate; distribution of blood; integrated exercise responses to cardiac output, distribution and oxygen transport; and cardiovascular adjustments to upper body exercise.

EPH 906: Advanced Nutrition and Human Performance

3 Credit(s)

In this course, students will examine the kinds and services of carbohydrates, lipids and proteins and their dynamics in exercise. Vitamins, minerals and water needs are examined in relation to exercise performance. Other content areas include pre-competition meal, glucose feedings, electrolytes and water uptake in exercise.

EPH 908: Structure and Function of Sports Organisations

3 Credit(s)

The course provides an analysis of professional and amateur sports organisations from philosophical, historical and operational perspectives. It takes in-depth look at the structure and functional capacities at management and business practices of industry. The course is designed to equip students with organisational knowledge and skills required for high level management of sports.

EPH 910: Health and Exercise Psychology

3 Credit(s)

The course is a critical analysis of various aspects of health and exercise psychology. It considers psychological benefits of exercise (e. g., increased wellbeing) as well as the psychological pitfalls of too much exercise (e. g., exercise addiction, overeating, anorexia nervosa).

EPH 911: Theoretical Perspectives in Sports and Exercise Psychology

3 Credit(s)

This course examines various theories, models and principles applied in sports and exercise psychology. The course involves the following: various psychological factors and how they influence sports performance, participation in physical activity, and overall health and well-being. Other areas to cover are methods used by athletes and exercisers of various skill levels to achieve peak performance, scientific and theoretical background of sports and exercise participation, application of psychological skills to sports and exercise environments to enhance peak performance and quality of life, and ethical principles of applying these psychological skills.

EPH 913: Advanced Curriculum Theory in Health and Physical Education

3 Credit(s)

This course provides opportunity for students to examine the philosophical, historical, sociological and scientific basis of inclusion of Health and Physical Education in the school curriculum. It also reviews various curriculum models in Physical Education and their suitability within a contemporary context. Special attention is paid to the implications of both the sports and health focus approach to curriculum development. The prospects and challenges in running a hybrid curriculum are examined.

Second Semester

EPH 907: Advanced Respiratory System in Exercise and Training

3 Credit(s)

The students will examine the pulmonary structure and function, surface area and gas exchange, mechanics of ventilation, pulmonary ventilation, and variations from normal breathing patterns other areas are the respiratory tract during cold weather exercise, regulation of ventilation during exercise, ventilation and energy demands, acid-base regulation, buffers and the effects of intense exercise.

EPH 902: Advanced Qualitative Data Analysis and Reporting

3 Credit(s)

The course examines qualitative research design from the perspectives of phenomenology, ethnography, grounded theory, ethnomethodology through practical approaches to data collection, analysis and reporting. It also considers practical computer applications as well as ethical issues in qualitative research.

EPH 903: Advanced Quantitative Data Analysis and Reporting

3 Credit(s)

The course examines quantitative data analysis considerations applicable to different research designs (survey, ex post facto, experimental, community trials, etc.). Advanced statistical procedures to be considered include multiple regression, multi variance, and path analysis. Ethical issues in quantitative data analysis and reporting are also considered.

EPH 905: Advanced Muscular System in Exercise and Training

3 Credit(s)

The students will examine training principles, anaerobic and aerobic system changes, factors affecting the aerobic training response, maintenance of aerobic fitness gains, methods of training, strength measurement and resistance, structural and functional adaptation to resistance training, and factors that modify the expression of human strength, detraining, circuit resistance training, and muscle soreness and stiffness.

EPH 912: Advanced Leadership Theory and Practice in Sports Management

3 Credit(s)

This course will provide students with a critical overview of theory and research in leadership within the field of sports administration. The course will examine leadership as a process, focusing on the leader, the followers, and the situation. It will involve the analysis of the sports industry with special emphasis on the sports administrators’ role and functions as well as in-depth analysis of planning, organizing, leading, and controlling as they apply to the sports administrator. Students will have the opportunity to explore several leadership theories and their application in managing sports at different contextual levels, such as amateur, professional, club, national and international sports. This will include examination of different leadership approaches, skills, and dynamics as they affect the management process, and of the evolution of professional sports management practice. Key concepts of organizational theory will be applied to various structural components that address the management specifics of how to plan, organize, control, and direct a sports enterprise as well as decision-making and communication skills necessary to be an effective leader.

EPH 914: Advanced Sports Marketing

3 Credit(s)

This course is designed to equip students with advanced principles and applications of sport marketing. The course explores marketing theory in a sports context. It covers marketing strategies as they relate to businesses, such as the sporting goods industry, branding, advertising, broadcasting and sponsorship. The course presents a comprehensive examination of basic marketing functions and concepts as applied to sports-related enterprise, including school/college sports programmes, fitness centres, etc. It involves the analysis of sports business problems that involve the creation, distribution, and sale of sporting goods and services. The course content includes areas such as marketing information systems, pricing strategies, media relations, promotional methods and endorsements, resolution of sport marketing problems, demand analysis, consumer analysis and market analysis.

EPH 915: Contemporary Pedagogical Theory and Practice in Physical Education

3 Credit(s)

This course reviews pedagogical trends in Physical Education in the emerging technologies and contemporary ways of doing things. This course examines contemporary pedagogical theories and their application in Physical Education. It examines the prospects and challenges of implementing practical Physical Education curricula in the era of Information Technology, distance learning and e-learning.

EPH 916: High Level Performance in Sports

3 Credit(s)

This course is an intensive examination of the critical components of successful and ethical professional practice and career building in sports performance. It examines the psychosocial determinants of high level performance and factors that affect maintenance of advance level performance. Issues to be discussed will include motivation, professional sports development practices, role of corporate bodies and management of social and psychological pressure.

EPH 917: Practicum in Sports Psychology

3 Credit(s)

An intensive field or laboratory experience in training, exercise physiology, exercise leadership, sports management, biomechanics, or sports and exercise psychology would be undertaken. Emphasis would be on independent fieldwork in which the student is attached to a sports team or fitness club in order to receive, practical experience in management, coaching or research. This will be done under the direction and supervision of expert practitioners as well as academics.

EPH 918: Advanced Measurement and Evaluation in Physical Education

3 Credit(s)

This course focuses on theories and models, and their application in measurement and evaluation in Physical Education. Issues in learner assessment in Physical Education at different levels of education are examined with the view to developing appropriate models for each level. The course also discusses educational programme evaluation models that can be applied in evaluating the Physical Education programme. Examples of models that will be applied are Stufflebeam’s CIPP, Kirkpatrick’s Four Levels and Eisner’s Educational Connoisseurship.

EPH 919: Curriculum Leadership in Physical Education

3 Credit(s)

The role of leadership in planning, implementing and evaluating the Physical Education curriculum is the focus of this course. Students will examine general leadership theories and models and apply them to curricular functions such as strategic planning, resource mobilisation and management, quality assurance, curriculum alignment, ethical practice and accountability.

Level 950

First Semester

EPH 999: Thesis

12 Credit(s)

Thesis Proposal Seminars

Two seminars are required in year 2. The first seminar is essentially a report of an initial literature review in the student’s chosen specific area of research. It affords students the opportunity to explore the theoretical foundations of the research problem and justify its viability. Students produce a concept paper of their research and an annotated bibliography of potential literature for the study. The second seminar is the presentation and defence of the thesis proposal.

Second Semester

EPH 999: Thesis

3 Credit(s)

Thesis Report Seminars

Two seminars are required in year 3. In the first seminar, the student is given the opportunity to present the analysis of data, preliminary results and reflections from the field. The second seminar is an oral defence of the entire thesis report (viva voce) after the thesis has passed.

Ph.D Animal Science (Meat Science and Technology)

Degree Type: Doctor of Philosophy

Department: Department of Animal Science

Modes of Study: Regular

Entry Requirements:

Have an MPhil degree in Animal Science or related field from a recognized University.

Candidates with M.Sc. degree (by taught course) in an Animal Science related field wishing to enroll onto the MPhil programme will be required to take additional courses and present a thesis.

Submit an official transcript of academic record.

Submit at least three reference reports, one of which must be from a former lecturer.

Submit a proposal of 3-5 pages of intended area of study including a working bibliography.

Pass a selection interview

Satisfy any additional requirements prescribed by the department.

Ph.D Integrated Coastal Zone Management

Degree Type: Doctor of Philosophy

Department: Department of Fisheries & Aquatic Sciences

Programme Duration: 3 years (Standard Entry)

                                         4 years (Standard Entry)

Modes of Study: Regular

About Programme:

The Doctor of Philosophy (PhD) programme involves a 3 –year thesis /research work into a problem in the  area of specialisation. There is no course work for PhD students but where necessary, a student may be required to take some prescribed courses at the masters’ level.  Students at this level start the thesis/ research work from the first year and are expected to complete after 3 years before the award of a PhD Degree.

Rationale

Unsustainable land use in coastal areas in Ghana driven by rapid infrastructure development, e.g. port expansion, oil and gas development are impacting the productivity of coastal areas.  In addition, poor management and overexploitation of coastal natural habitats and ecosystems threaten coastal life-supporting systems. Climate change–related events such as sea-level rise, land subsidence, storm surge, and increased coastal flooding contribute to the vulnerability of coastal areas. The PhD programme in ICZM is therefore designed to build the needed human resource capacity to respond to these challenges.

PhD Programme Structure

Candidates admitted with Bachelor’s degree and/or a taught Master’s degree (e.g., MSc) will pursue a 4-year PhD programme; candidates admitted with research-based Master’s degree (e.g. MPhil) will pursue a 3-year PhD programme.

PhD programmes are offered only in full-time mode. The periods of study are as follows:

Degree

Total Period of Study

*Course work

Normative Duration of Research

3-year PhD

36 months

–

24 months

4-year PhD

48 months

2 semesters

24 months

*This applies only to candidates admitted with Bachelor’s degree for 4-year PhD programme; they will be required to take courses on discipline-specific knowledge and research skills. Candidates admitted with a taught Master’s degree will undertake 4-year research.

Supervisors may recommend appropriate courses to equip students for their research work and thesis writing. Candidates for 3-year PhD programme may be recommended to audit requisite courses.

The total credit load for each PhD programme is as follows:

PhD Programme Structure

Credits

Year I

Semester I

Courses

15

Semester II

Courses

15

Sub-total

30

Years II

Semester I

Thesis [preparation and defence of research proposal (6 credits); literature review and reconnaissance/pilot (6 credits)]

12

Seminar

3

Semester II

Thesis [data collection]

12

Seminar

3

Sub-total

30

Years III

Semester I

Thesis [data collection]

12

Seminar

3

Semester II

Thesis [data collection and analyses]

12

Seminar

3

Sub-total

30

Years IV

Semester I

Thesis [data analyses and thesis write-up]

12

Seminar

3

Semester II

Thesis [thesis write-up, submission and defence]

12

Seminar

3

        Sub-Total per Year

30

*Total (Minimum Credits)

120

*Total credit for candidates admitted with MPhil (3-year PhD) will be 90.

Entry Requirements:

Candidates applying for admission into the PhD programme in Integrated Coastal Zone Management must hold a good research-based Master’s degree in a relevant natural/social science discipline, from a recognised university.

Target Group

Master’s degree holders in relevant Biological and Social Science fields.

Professionals with relevant background in the coastal and marine industry- government, private and NGO sector.

Expected Output

Trained high-level manpower for teaching, research and extension in the areas of Integrated Coastal Zone Management in tertiary institutions.

High-level personnel with managerial capacities in the coastal zone management and related fields produced.

Graduates capable of training lower level personnel in coastal zone management  produced.

Progression Requirements

Students pursuing 4-year PhD must pass all required course work (grade C minimum)

All students should present their research proposals successfully in a seminar 

All students must make good progress on the research activities and submit biannual progress report to the Department and UCC School of Graduate Studies (SGS)

All students must participate in at least 75% of the regular seminars organized by Department and SGS.

Graduation Requirements

A candidate will be considered successful if his/her PhD thesis:

Passes both internal and external assessment (60% minimum score)

Is successfully defended in a viva voce (60% minimum score).

In addition, candidates must satisfy all SGS and UCC requirements for graduation.

Goal / Aim / Objectives:

The goal of the PhD Programme in Integrated Coastal Zone Management is to train high-level professionals with the needed technical and scientific competencies to engage in research, extension and training in marine and coastal resources management.

At the end of the programme, graduates will be equipped to:

suggest technical policy advice to government and coastal-related industries

lead enforcement of regulatory efforts at all levels of coastal management

provide solutions to help sustain the social and economic assets of coastal areas

engage in teaching and research in coastal resources management in academia.

Career Opportunities:

You can find jobs in the following areas:

Government agencies like Fisheries Ministry

NGOs engaged in aquatic environmental campaign

Industries in fish processing and canning

Firms engaged in commercial fishing.

Ph.D Agricultural Economics

Degree Type: Doctor of Philosophy

Department: Department of Agricultural Economics and Extension

Modes of Study: Regular

Entry Requirements:

To be admitted to the programme for the degree of Doctor of Philosophy in Agricultural Economics, a candidate must have a researched M.Phil in Agricultural Economics or a related field from an accredited University.

Career Opportunities:

The PhD programme in Agricultural Economics has the main aim to equip candidates with the necessary tools of analysis and professional competence in Agricultural Economics to be able to function independently in the competitive global environment.

Ph.D Animal Science (Animal Breeding and Genetics)

Degree Type: Doctor of Philosophy

Department: Department of Animal Science

Modes of Study: Regular

Entry Requirements:

Have an MPhil degree in Animal Science or related field from a recognized University. Candidates with M.Sc. degree (by taught course) in an Animal Science related field wishing to enroll onto the MPhil programme will be required to take additional courses and present a thesis. Submit an official transcript of academic record. Submit at least three reference reports, one of which must be from a former lecturer. Submit a proposal of 3-5 pages of intended area of study including a working bibliography. Pass a selection interview Satisfy any additional requirements prescribed by the depart.

Ph.D Animal Science (Animal Nutrition)

Degree Type: Doctor of Philosophy

Department: Department of Animal Science

Modes of Study: Regular

Entry Requirements:

Have an MPhil degree in Animal Science or related field from a recognized University.

Candidates with M.Sc. degree (by taught course) in an Animal Science related field wishing to enroll onto the MPhil programme will be required to take additional courses and present a thesis.

Submit an official transcript of academic record.

Submit at least three reference reports, one of which must be from a former lecturer.

Submit a proposal of 3-5 pages of intended area of study including a working bibliography.

Pass a selection interview.

Ph.D Animal Science (Management of Livestock Enterprises)

Degree Type: Doctor of Philosophy

Department: Department of Animal Science

Modes of Study: Regular

Entry Requirements:

A candidate seeking admission into the PhD programme must:

Have an MPhil degree in Animal Science or related field from a recognized University.

Candidates with M.Sc. degree (by taught course) in an Animal Science related field wishing to enroll onto the MPhil programme will be required to take additional courses and present a thesis.

Submit an official transcript of academic record.

Submit at least three reference reports, one of which must be from a former lecturer.

Submit a proposal of 3-5 pages of intended area of study including a working bibliography.

Pass a selection interview

Ph.D Animal Science (Pasture and Range Management)

Degree Type: Doctor of Philosophy

Department: Department of Animal Science

Modes of Study: Regular

Entry Requirements:

Have an MPhil degree in Animal Science or related field from a recognized University.

Candidates with M.Sc. degree (by taught course) in an Animal Science related field wishing to enroll onto the MPhil programme will be required to take additional courses and present a thesis.

Submit an official transcript of academic record.

Submit at least three reference reports, one of which must be from a former lecturer.

Submit a proposal of 3-5 pages of intended area of study including a working bibliography.

Pass a selection interview

Ph.D AWBC—Academics Without Borders Canada

Degree Type: Doctor of Philosophy

Department: Department of Computer Science and Information Technology

Modes of Study: Regular

Entry Requirements:

M.Phil/M.Sc. in Computer Science and Information Technology / Mathematics and other related courses.

Career Opportunities:

AWBC—Academics Without Borders Canada — actively works to promote development in developing countries by assisting them in improving and  expanding higher education. AWBC volunteers work on projects that foster the skills and expertise needed for health care, education, agriculture, infrastructure, business, and more. AWBC work in all disciplines and areas of instruction. AWBC are a bilingual Canadian NGO based in Montreal, with volunteers working around the world.AWBC is in partnership with the University of Cape Coast (UCC) Ghana to address the need for Computer Scientist and Information technologist in the Department of Computer Science and Information (DCSIT).  In August 2010, Geňa Hahn of the Université de Montréal (Canada) and Dominique Sotteau, from INRIA (Institut  National de Recherche en Informatique et en Automatique,France) came to University of Cape Coast for 2 weeks to conduct a feasibility study looking at institutional support for the program, potential areas of specialization and the research interests of faculty members in DCSIT. They recommended that a process for creating a graduate program proceed in 3 stages.

This project will help to establish a doctoral level education for the faculty members in Department for Computer Science and Information Technology, which has eight (8) full time faculty members with none of whom has a PhD. This program will also provide training to teaching assistances to the master’s degree level. In addition, the program will help build the research skills of faculty members to enable them publish research papers in reputable journals.

AWBC Volunteers

Geňa Hahn, PhD (McMaster, Canada), Doctorat d’état (Université Paris-Sud, France) is a professor at the University of Montreal (Canada) in the Department of Computer Science and Operations Research/Département d’informatique et de rechercheopérationnelle (DIRO).

Dominique Sotteau, Doctorat d’état (Université Paris-Sud, France), a former Directeur de recherche of the Laboratory for Computer Science at the National Centre for Scientific Research/Centre National de la Recherche Scientifique (CNRS) was Director of International Relations at the French Institut National de Recherche en Informatique et en Automatique (INRIA) from 2008-2010.

Xavier Goaoc, PhD (Université Nancy 2, France), has been a researcher at the French Institut National de Recherche en Informatiqueet en Automatique (INRIA) since 2005.

Yannick Toussaint, PhD (University of Toulouse) is researcher at Institut National de Recherche en Informatique (INRIA) on the Orpailleur team in Nancy, France. He is interested in using symbolic data mining methods such as formal concept analysis and itemset mining to build ontologies or semantically annotate texts.

Dr. Laure Berti-Équille, Director of Research, IRD, Institut de Recherché pour le Développement affiliated to UMR ESPACE DEV IRD U228 and an associated researcher of LIF (Laboratoire d’Informatique Fondamentale) of Aix-Marseille University and CNRS.

Dr. Andrew U. Frank is Professor of Geoinformation at the Technical University of Vienna since 1991. He teaches courses in spatial information systems, representation of geometric data, design of Geographic Information Systems for administration and business, selection of GIS software, and economic and administrative strategies for the introduction of GIS. In 1999 he became head of the newly founded Institute for Geoinformation and Land Surveying. In 2004 this Institute was merged with the Institute for Cartography and Geo-Media-Techniques and he is now the head of the Institute for Geoinformation and Cartography.

Professor. Jorg Liebeherr is a Professor in the Department of Electrical and Computer Engineering at the University of Toronto and hold the Nortel Chair in Network Architecture and Services. His research area is computer networks. Most of his current research is on stochastic network calculus and overlay networks.

Professor Laurent Lemarchand is an Associate Professor at the Department of Computer Science, Université de Bretagne Occidentale (UBO), France. His areas of specialization are Combinatorial Optimization, Parallelism, Circuit Synthesis.

Prof. Simone Santini from Universidad Autonoma de Madrid, Spain.

Jean-Charles Lamirel from LORIA/INRIA – Université de Strasbourg, France. Research Interests include artificial intelligence, machine learning, clustering and neural networks complex networks and similarity measures.

Dr. Elizabeth Quaglia from the Royal Holloway, University of London is a post-doctoral researcher in the CryptoTeam at École Normale Supérieure (ENS), Paris,  working  with Prof. David Pointcheval in the BEST (Broadcast Encryption for Secure Telecommunications) project.

Professor Eric Tanter (PhD in Computer Science), Associate Professor at the Department of Computer Science(DCC), University of Chile, He is the head of graduate commitee, PhD program. His interests lies in Programming Languages and Software engineering.

Professor Dr. Artur Lugmayr, Department of Business Information Management and Logistics, Tampere University of Technology(TUT). Entertainment and Media Lab(EMMi). His scientific work is situated between art and science. Research Interests are Semantic Ambient Media, Media Business Information Management, Media Business Information Systems, Financial and Investment Management, Financial and Investment Systems, Stock Exchange Trading.

Ph.D Chemistry

Degree Type: Doctor of Philosophy

Department: Department of Chemistry

Modes of Study: Regular

Entry Requirements:

 A good M.Phil or MSc. degree in Chemistry from a recognized university

Ph.D Crop Science

Degree Type: Doctor of Philosophy

Department: Department of Crop Science

Modes of Study: Regular

Entry Requirements:

The PhD programme is offered to candidates with MPhil/MSc in Agricultural Science or related fields from a recognized University..

Career Opportunities:

The programme is designed to help address a wide range of commodity and thematic problems in Crop Science requiring long-term basic and applied research efforts. It is by research,  however, where a candidate has a 1 year MSc, then relevant courses would have to be taken/audited at the MPhil level. A candidate may major in either agronomy or in plant protection and specialize in any of the following disciplines: Agronomy Plant Breeding Crop Physiology Entomology Plant Pathology Weed Management Biotechnology Crop production.

Ph.D Economics

Degree Type: Doctor of Philosophy

Department: Department of Economics Studies

Modes of Study: Regular

About Programme:

The Ph.D. Economics programme at the University of Cape Coast is designed for students who wish to undertake advanced study and conducting original research in Economics. It is a three-year programme. During the first two semesters, students are required to take a Faculty compulsory course (Philosophical foundations of Social Sciences), Research Methods and some other courses that may be recommended by the supervisor of the student in consultation with Departmental Board. Students after successfully passing the above stated courses then proceed to write their thesis which must be based on original research and represent a major contribution to the body of Economic knowledge.=

Also click on this link to know more about KNUST Courses cut off points BSc. Nursing Cut Off Points at KNUST.