Centre for Education Research, Evaluation & Development (CERED)

College of Education Studies [CES]


The Centre for Educational Research, Evaluation and Development (CERED) is the main research centre of the Faculty of Education of the University of Cape Coast. It was established in 1992 with the mandate to carry out school/classroom-based research for the purpose of improving the quality of education at the primary school level, as well as demonstrate the process by which research findings could be integrated into the education system. The Association for the Development of Education in Africa (ADEA), in carrying out its mission of promoting the sharing of experiences and successful strategies in the provision of quality basic education, commissioned the centre to undertake a case-study of Ghana’s experience.

The centre is headed by a coordinator and two permanent research assistants. It also draws on the expertise of Senior Members in the Faculty of Education to conduct its research activities.

Research Activities

Since its inception, CERED has undertaken a number of research activities in collaboration with other organisations. It has also organised seminars for graduate students and lecturers of the University of Cape Coast and disseminated research findings through conferences and publications. Some of its activities include the following:

a) Improving Educational Quality Project 1 (IEQ 1, 1993)

This project researched the availability, sources and use of instructional materials in the teaching and learning of Science, Mathematics and English Language, as well as English Language acquisition of primary school pupils, due to its importance as the official language and medium of instruction in Ghanaian schools. These studies in selected primary schools aimed at improving the quality of education and the achievement of the goals of the education reform.

b) Baseline and Achievement Gains Studies conducted for Quality Improvement in Primary Schools (QUIPS) Project

Between 1998 and 2000, CERED conducted baseline and achievement gains studies for the Quality Improvement in Primary Schools (QUIPS) Program which was initiated by the USAID/Ghana and implemented by a consortium of three American consulting organisations: the Academy for Educational Development (AED), the Mitchell Group, and Educational Development. The objective of the QUIPS Program was to assist the Ministry of Education and the Ghana Education Service with its education reform program to improve the quality of basic education at the school/classroom level and was implemented in three selected schools in each of the then 110 districts in Ghana. In this project, CERED provided technical assistance by developing assessment instruments in English and Mathematics for grades 1-6, and by developing classroom observation protocols and profile instruments that were used to measure/describe teacher instructional behaviour.

c) Baseline study of Catholic Relief Services assisted primary schools in the three Northern Regions of Ghana

The CRS/Ghana initiative, also known as the Quality Education Improvement Programme (QEIP) sought to continue QUIPS-like activities on a smaller scale from 2004/2005 academic year in selected primary schools in the Northern Regions where feeding intervention was implemented. The services of CERED were sought by CRS/Ghana to conduct both the baseline and post-intervention studies of the project.

d) Researching access to basic education in Mfantseman and Savelugu-Nanton Districts of Ghana with the Consortium for Research on Education Access, Transition and Equity (CREATE) (2006-2010)

The Consortium for Research on Education Access, Transition and Equity (CREATE) was funded by the Department for International Development (DfID) of the United Kingdom. It was concerned with the application of knowledge and insights into improving access to basic education in equitable and pro-poor ways, and developing novel conceptual frameworks. CREATE research activities with CRIQPEG were coordinated by the University of Sussex in the UK.

e) Literature review of Teacher Education in Africa with emphasis on Ghana.

This was a United Nations University Project on Innovating to Revitalize Education in Sub-Saharan Africa in 2007.

Impact of CERED

The results of CERED’s research activities have not only influenced government policy on basic education, but have also contributed to change in attitudes and teachers’ and pupils’ classroom practice.

  • The publication of the findings emerging from CERED’s study on the language policy, led to the government of Ghana’s policy that the child’s first language should be used as the medium of instruction in the first three years of the child’s education. However, in places where this was found impossible, the English language should be the medium of instruction right from the first year of basic education.
  • The success of the IEQ/CERED research on the effect of textbook use led to the Government’s formulation of modalities for providing every school child with textbooks in all the major subjects.


Research Interests

  • Teaching and learning resources
  • School language culture vis policy and practice
  • Equality and equity
  • Access, participation and retention
  • Quality: teaching and learning, pupils’ performance
  • Teachers’ knowledge and practice
  • Teachers’ professional development
  • Teacher retention and deployment

Research Reports

  • Ampiah, J.G., Fletcher, J.A., Davis, E.K. & Abreh, M. (2012). Evaluation of the quality and effectiveness of ace methodological and pedagogical approaches to basic education in northern Ghana. IBIS/ACE Report.
  • Akyeampong A.K., Wilmot, E.M., & Boamah, J.L., (1993). Baseline School Reports: Bibiani-Ahwiaso-Bekwai District. Improving Learning through Partnership Program (USAID/CRIQPEG Project).
  • CRIQPEG, (1993). Research report on availability and utilisation of materials in the Central Region of Ghana – Phase 1 Study.
  • CRIQPEG (1993). Executive summary of research on the availability, source, and utilisation of materials in six primary schools in Ghana. Improving Educational Quality Project.
  • CRIQPEG (1996). The English language proficiency of selected Ghanaian primary school pupils: Phase Two Research Report. Improving Education Quality Report.
  • CRIQPEG, (2000). Implementation of the school language policy in Ghana 1 – Executive Summary. Improving Educational Quality Project.
  • CRIQPEG (2005). Baseline study of Catholic Relief Services assisted primary schools in the three northern regions of Ghana. Quality Education Improvement Programme (QUEIP) of Catholic Relief Services.
  • CRIQPEG (2006). Baseline study of Catholic Relief Services assisted primary schools in the three northern regions of Ghana – An Annex to May 2005 Report. Quality Education Improvement Programme (QUEIP) Catholic Relief Services.
  • CRIQPEG (2006). Baseline study of Catholic Relief Services assisted primary schools in the three northern regions of Ghana – Cohort II Report. Quality Education Improvement Programme (QUEIP) Catholic Relief Services.
  • Cobbold, C., Ampiah J.G., Mensah, F. & Ocansey, F. (2009). Revitalizing Higher Education in Sub-Saharan Africa: Research on education in Africa with specific reference to Ghana. A United Nations University Project Report.
  • Dzinyela, J.M., Kugbey, G.K.H., Ghartey-Ampiah, J. (1997). Report on 1996 performance assessment of primary six pupils. Improving Quality of Primary Education in Ghana Project. A joint project by CRIQPEG, Ghana and IIR, USA.
  • Dzinyela, J.M. (2001). Transforming language policy through dialogue and school – based research. Improving Educational Quality Project.
  • Essuman, A., & Akyeampong, K., (2011) Decentralisation policy in practice in Ghana: the promise and reality of community participation in education in two rural communities. Journal of Education Policy.
  • Frimpong, J.A., Gyamera, E.A., Eminah, J.K., & Kugbey, H.G.K. (1993). Research report on availability and utilisation of materials at Swedru primary school. Improving Educational Quality Project.
  • Haris, A.M., Dzinyela, J.M. (2001). Fostering English language learning in Ghana. Improving Educational Quality (IEQ) Project.
  • Nishimura, M., Ogawa, K., Ghartey-Ampiah, J., Yamada, S., Sifuna, D.N., Sawamura, N., Chimombo, J., Kunje, D., & Byamugisha, A. (2009). Universal primary education policy in sub-saharan africa: a comparative analysis of Ghana, Kenya, Malawi, and Uganda and policy recommendations. Final Report for the MEXT International Cooperation Initiative.

Policy Briefs


  • Ampiah, J.G. & Adu-Yeboah, C. (2009). Mapping the incidence of school dropouts: a case study of communities in Northern Ghana Comparative Education, Vol. 45, no.2. CREATE Project.
  • Akyeampong, K., Rolleston, C., Ampiah, J.G. & Lewin, K. M. (2012). Access, transitions and equity in education in Ghana: researching practice, problems and policy. CREATE Pathways to Access Research Monograph No 72, Brighton and Cape Coast: University of Sussex and University of Cape Coast.
  • Rolleston, C., Akyeampong, K., Ampiah, J.G. & Lewin, K. M. (2010). Educational access in Ghana: country research summary. CREATE Policy Brief, Brighton and Cape Coast: University of Sussex and University of Cape Coast.

Pathways to Access Series (PTAs)

Child Development Research and Referral Unit

College of Education Studies [CES]

Counselling services Centre

College of Education Studies [CES]
The Counselling Centre is a vital part of the College of Education Studies, offering educational and confidential services to all students and staff of the University of Cape Coast.
Our professional Counsellors are trained and experienced in dealing with issues specific to university students. We encourage students and staff to schedule appointments to discuss personal concerns and develop new ways of resolving issues. No concern is too small. We also provide crisis intervention services, referrals and supports.The Centre provides assessment, treatment, education, and consultation to support the well being and functioning of students and staff of University of Cape Coast.
 Vision Statement
The Counselling Centre is to be recognized for excellence in resolving problems of students and staff of the University of Cape Coast.
To provide high quality services by undertaking activities including individual and group counselling, organizing workshops and seminars to promote emotional and psychological well-being of our clients.
 Confidentiality Statement
All information shared with the Counselling Centre will not be released without your written consent. Exceptions to confidentiality would occur only as required by law. For more information, please contact the Counselling Centre.
Counselling Services
Many personal decisions are made and problems solved through discussions with friends or family, a Hall or Course Tutor, a Nurse, Pastor or a colleague. However, at times it is right to seek help away from one’s familiar daily environment. The University Counselling Centre exists to meet such a need.
Who is the Counsellor?
The Centre is staffed by a team of trained and professional Counsellors. The Counsellors are all experienced in helping people from many different backgrounds and cultures, and with a wide range of personal and academic issues. Seeking counselling is about making a positive choice to get help by talking confidentially with a professionally trained listener who has no other role in your life. Luckily, there is a professional and experienced Counsellor right there in your hall or hostel.
What happens in counselling!
Counselling is a process that seeks to help you focus on and understand more clearly the issues that concern or trouble you. The Counsellor's role is to offer support and understanding, and to listen and respond in a non-judgmental way. S/he will respect your values, choices and lifestyle. Counselling can help you explore your feelings and discover what lies behind whatever seems troubling or confusing. Counselling can also help with making decisions, choices or changes that are right for you.
What sort of problems that can be helped through counselling?
Most personal, relationship or academic problems can be helped through counselling. This includes anxiety, stress and depression, family difficulties or sexual problems. Counselling can also help with other issues such as: adjusting to a new environment, dealing with dilemmas, making difficult decisions or choices, as well as more specific problems such as bereavement and difficulties affecting career and academic work.
For an appointment please call:
The Counselling Centre at 0332134614
Our services are available year round:
                              (Monday to Friday) 
8:30 a.m. to 7:00 p.m.
You may also contact our professional counsellors at the following halls and hostels:
 Oguaa Hall 
 Atlantic Hall
 Adehye Hall
 Casely Hayford Hall
 Valco Hall
 Kwame Nkrumah Hall
 SRC Hostel
The Counselling Team
 All the Counsellors and Administrative staff at the Counselling Centre are professionally qualified and highly experienced. The Centre is staffed by:
  • A Director
  • A Clinical Psychologist
  • Fourteen Professional Counsellors
  • Three Principal Research Assistants
  • A Senior Administrative Assistant
  • Two Clerks
  • One Messenger/Cleaner
  • One Driver

Professional Counsellors

  • Dr. Godwin Awabil, Senior Lecturer/Counsellor/Director 
  • Rev. Prof. Joseph Kwesi Essuman, Associate Professor/Counsellor
  • Prof. Frederick Ocansey, Professor/Counsellor
  • Dr. Mrs. Linda Dzama Forde, Senior Lecturer/Counsellor
  • Dr. Eric Nyarko-Sampson, Senior Lecturer/Counsellor
  • Rev. Kwasi Otopa Antiri, Senior Lecturer/Counsellor
  • Mrs. Anita Baaba Turkson, Senior Lecturer/Counsellor
  • Rev. Fr. Dr. Anthony Nkyi, Lecturer/Counsellor
  • Dr. John O. Attram, Lecturer/Counsellor
  • Ms Evelyn E. Brenya, Assistant Lecturer/Counsellor
  • Mrs. Rita Holm-Adzovie, Assistant Lecturer/Counsellor
  • Mr. Eugene Nantwi-Kwarteng, Principal Research Assistant/Counsellor
  • Mrs. Jane Edjah, Principal Research Assistant/Counsellor
  • Mrs. Justina Akoto, Principal Research Assistant/Counsellor 

Administrative Staff

  •  Ms Justina Ansah, Senior Administrative Assistant
  •  Ms. Jane Dadzie, Clerk Grade I
  •  Ms Ayishetu Mohammed, Clerk Grade II
  •  Ms Theresa Konadu Twumasi, Messenger/Cleaner
  •  Mr.Maxwell Ahiakpor, Driver
The Counselling Centre team has extensive experience in delivering student-focused personal and academic support.  Counsellors provide services on an individual basis and in group settings including regular Study Clinic, Young and Wise and Growing Up programmes throughout the school year. Counsellors collaborate with other professionals within the Offices of the Dean of Students and the Registrar in developing career and educational plans for students and assist faculty and staff in supporting students’ academic success.
We take pride in celebrating and supporting college life by participating in campus events such as First-Year Orientation. A wide variety of resource materials, counselling tools, academic and career planning information have been developed by Counsellors and are readily available to the university community.
  • Provide counselling services to students and staff of the university to enable them to resolve problems.
  • Organise relevant Guidance and Counselling–oriented seminars, workshops, conferences, orientation courses for the university community and beyond
  • Collect and disseminate educational, vocational and personal social information to students and staff
  • Conduct relevant research on pertinent counselling and guidance issues
  • Provide psychological testing services
  • Write relevant counselling/guidance materials for use by students, university staff etc.
  • Organise outreach programmes within the Cape Coast Metropolis (especially in schools) and beyond
  • Work in collaboration with the offices of the Dean of Students and the Registrar in providing counselling/guidance services to students
  • Provide a source for post-graduate counselling practicum
  • Take on any other counselling services which pertain to the goals and objectives of the university
  • Organise post-graduate sandwich courses in Guidance and Counselling
  • Provide tuition in Guidance and Counselling for regular students in the College of Education Studies and other colleges.
The Centre renders counselling services in four areas (As found in Student’s Handbook, 2014):

1. Academic/Career Counselling 

  • Students should seek help from the Centre when they have difficulties in the way they study (inadequate study habits).
  • Confusion in the choice of academic programmes, combination of courses, which courses are required and which ones are not in a programme. University requirements for graduation etc.
  • Concerns with regard to the career implications of the programmes they are pursuing (job prospects, further education in the area etc.)
  • The need to seek information about postgraduate programmes available in the university, other universities in Ghana or outside Ghana.
  • The need to consult the Centre’s library for pertinent academic information.

 2.   Personal-Social Counselling

Counselling services are available for students on personal and social issues like:

  • Inability to cope with the demands and the general life at the university (experiencing intolerable stress).
  • Phobia (fears) of any type (e.g. fear of examination, fear to interact with people, fear to speak in class).
  • Depression and the feeling of committing suicide.
  • Addiction to alcohol and to other drugs.
  • Undesirable personal habits (stammering, shyness, extravagant behavior, overeating etc).
  • Emotional difficulties (the tendency to overreact emotionally – e.g. temper tantrums).
  • Loneliness and feelings of inadequacy.
  • Interpersonal matters (making friends, conflicts between room-mates, friends etc.).
  • Marriage and family matters (among married students, single students with concerns on marriage, etc.).
  • Sexual matters (harassment, rape, etc.)
  • Religious and spiritual matters.
  • Any other personal-social issues students may have.

3.   Marriage and Family

  • Students who have concerns on getting married and require help in choice of partners and preparation towards marriage.
  • Married couples experiencing difficulties in their marriage.
  • Students with interpersonal conflicts in their families (seminars will be organized on topics in marriage and family issues).

4.   Group Counselling

The Centre offers group counseling for:

  • Personality improvement
  • Overcoming alcohol and drug abuse
  • Overcoming marriage conflicts
  • Improving study habits, etc. 
 Other Services                                                                                                 
Organisation of Workshops, Seminars and Conferences
  • The centre organises workshops and seminars on various guidance/counselling topics for students and staff.
  • Career and educational conferences are organized for students to enable them have more insight into the careers they are preparing for.
  • The staff of the centre assists the office of the Dean of Students in mounting orientation activities for fresh students.
  • Special workshops and seminars on marriage and family issues as well as on career and academic issues are organized.
  •  The Centre organises national and international conferences on counseling.
Regular Academic Programmes
Professional counsellors also teach regular academic programmes in guidance and counselling at undergraduate and graduate levels at the Department of Educational Foundations in this University.
Sandwich Programme and Post-Graduate Students’ Practicum
The Centre in collaboration with the Department of Educational Foundations runs two sandwich Post-graduate programmes namely M.A and M. Ed in Guidance and Counselling. The Centre also organizes counselling practicum for 2nd year M.A/M. Ed/M. Phil students. Graduate students assist in organising talks, seminars and career conferences and other counselling activities appropriate for their practicum.
Study Clinic
The centre through the Teaching and Learning Innovation Fund (TALIF) project has established a Study Clinic. A schedule of professional counsellors and Senior Research  Assistants keeps the clinic active.
HIV/AIDS Resource Unit and Voluntary Counselling and Testing Facility
The Centre through the TALIF Project has established an HIV/AIDS resource unit at the Counselling Centre and a Voluntary Counselling and Testing Unit at the University Hospital. In collaboration with the hospital staff, counselling services are offered at the VCT Unit. A schedule of professional counsellors and senior research assistants run the clinic.
Life Planning Skills Programme (Young and Wise)
The Centre in collaboration with the Planned Parenthood Association of Ghana (PPAG) runs a Life Planning Skills (LPS) programme dubbed “Young and Wise” for students. Students who participate in the programme are awarded certificates by the Counselling Centre and PPAG. The training is offered to the youth to equip them to:
  • recognize the importance of adhering to high moral values
  • deal with sexual and reproductive issues
  • think about and plan for their future
 Growing Up
In collaboration with the University community radio station (ATL FM), the centre provides weekly educational presentations on various topics including:
  • Depression
  • Stress
  • Anxiety
  • Anger Management
  • Study Skills
 Psychological Testing
The Centre provides psychological testing services for students, staff and their families, to aid their career, academic pursuit and personality improvement.
Frequently Asked Questions 

·      How can Counselling help me?
Students meet with the counsellors of the centre for a wide variety of concerns, including, stress, anxiety, depression, mood swings, cultural adjustment, difficulties with focus and concentration, traumatic experience, loneliness and isolation, grief, sexuality, relationship problems, managing a chronic health condition, addictive behaviors, academic and career planning concerns, etc. Some students may worry that seeking help at the centre means they are "crazy," “weak,” or “incompetent.” Many people seek counselling for personal growth and/or because they need help managing the challenges of life present all of us with at one time or another.  

·      How do I make an appointment?
Call 0332134614 to schedule an initial telephone consultation. If this is your first visit at Counselling Centre or it has been at least 12 months since your last visit, you will be offered a 5-minute telephone consultation with one of our professional counsellors who will help you access the right services  

·        How many counselling sessions will I have at the Centre?
The number and frequency of sessions is determined by your particular situation, in the context of our short-term model of care. Some students feel benefits after one to six sessions, others need more time.  

·     Can I request weekly counselling sessions?
As mentioned above, the frequency of sessions is determined by your particular situation. Periodic weekly counseling may be indicated depending on your treatment needs and goals; however typically students are seen on a daily, weekly, bi-weekly or even monthly basis until treatment goals have been met. Additional supports such as a group will enhance and compliment your care at the Counselling Centre.  

·      How much does counselling services cost?
Counselling services at the University of Cape Coast Counselling Centre is free for students and staff.  

·       Do you provide counselling via phone or Skype?
We do not provide counselling over the phone or via Skype. 

·      Are my counselling records confidential? 
Your records are kept in safe cabinets are covered by special confidentiality laws. Your counselling records are not a part of your academic record. Counsellors may have access to your record, but only as necessary. We cannot share information about your mental health to anyone outside of the Centre, including your family members, parents, friends, hall tutors, Deans, or employers without your permission. 
There are exceptions to confidentiality, which your counselor will discuss with you; these exceptions involve situations of addressing imminent safety concerns. We will always try to speak with you first and get your permission to share any information.
Contact us if you have any questions about confidentiality.




Department Of Arts & Social Sciences Education (DASSE)

College of Education Studies [CES]

The Department of Arts and Social Sciences Education, under the Faculty of Education continued to provide leadership in the Arts and Social Sciences through teaching, research and curriculum development.

Department Of Basic Education

College of Education Studies [CES]


The Department of Basic Education, previously known as the Department of Primary Education, was established in October, 1993 as a unique department, to fulfil the long-standing and cherished function of the university to train personnel who are skilled and knowledgeable in all aspects of Basic Education. The programmes of the department are structured such that the energetic and high calibre professionals produced will serve as Teachers, Headteachers, Supervisors, and Training Officers etc in the decentralized Education Offices that have been created as part of the policies aimed at improving Basic Education in Ghana.

Mission of the Department
Our mission is to pursue and promote quality teaching and learning. It is aimed at the preparation of professionally oriented teacher-trainers, headteachers, administrators and supervisors for the Basic Schools in Ghana.
The department will continue to serve as a catalyst that influences teaching and learning in teacher education institutions by producing high calibre graduate professionals with solid background in childhood education, management and administration, to improve basic school work as well as serving teachers in the classroom.
Vision of the Department
Our vision is that the graduates of our programmes will strive to create the environment and experiences that enable a child to learn and develop his/her full unique potential and to see the school as an enjoyable place for learning.
The department mounts both sandwich and regular programmes, which lead to Certificate, Diploma, Bachelor of Education Degree and a Post Graduate Degree.
A. 4-year Bachelor of Education programmes
The department runs B.Ed (Basic Education) and B.Ed (Early Childhood Education). Both are 4-year pre-service professional development programmes which are prepared for:
ii. GCE ‘A’ Level Holders
iii. Matured Candidates
B. A 3-year B.Ed (Post Diploma) in Basic Education
The 3-year programme upgrades teachers with relevant qualifications to degree level.
C. 2-year M.Phil in Basic Education
This programme is for graduates who possess first degree with education background. The objective is to produce qualified personnel with proper orientation and understanding of the Basic school system to teach colleges of education, and to manage and supervise schools.
D. 2-year Certificate and 3-year Diploma Sandwich programme
These two programmes are run during the long vacation period (June-July). They are designed to provide a pre-service/in-service professional development training in Early Childhood Education. The programmes are prepared for:
ii. GCE ‘O’ Level Holders
iii. Teachers Cert ‘A’ Holders
iv. Matured Candidates

Mr. Francis Raymond Ackah* - Principal Research Assistant
Mr. John Appiah - Principal Research Assistant
Mr. Kweku Kissiedu - Principal Research Assistant
Mrs. Gertrude Torto- Principal Research Assistant
Ms. Gifty Andoh-Appiah - Senior Administrative Assistant
Mr. George Benneh Mensah - Senior Research Assistant
Ms. Mary Ampenebea Mickson - Senior Research Assistant
*On study leave


Department of Educational Foundation

College of Education Studies [CES]

Over the last ten years the Department of Educational Foundations (now Psychology in Education) has been producing graduates with the Bachelor of Education in Psychology (B.Ed [Psychology]) degree. The focus of this programme was to train teachers with specialisation in educational psychology who will teach their content subjects in the senior secondary schools or teach educational psychology in the teacher training colleges and take the additional responsibility of providing psychological services in the schools including counseling. In recent years an increasing number of clients for this programme have come from the security services, health service and banks among others. In addition to this, most of our regular graduates have served successfully in the other service sectors, companies and institutions. This makes it necessary to provide a programme that will service the needs of other sectors of the economy including the educational sector. In line with this rationale, the B.Sc (Psychology) programme offers a good opportunity to aspire to work in service institutions such as the banks, services and health service institutions.

OBJECTIVES The objectives of the programmed are to: 1. Prepare psychologists who can provide services to schools and learners at various levels of the educational system. 2. Prepare graduates with the capacity to function as psychologists for the health and mental rehabilitation institutions. 3. Prepare individuals interested in careers in family, occupational, religious, health and other forms of counseling. 4. Train graduates with the necessary human interaction skills for service in the police, prisons, customs, immigration, military and other institutions that require such skills. 5. Provide graduates who want to serve in community development sectors of the economy with the necessary understanding of individual and community psychological issues. 6. Prepare graduates with the knowledge and skills needed to function in personnel development and management sectors of industry. 7. Train personnel for sectors of the economy that require skills in personnel selection and evaluation including psychological testing, job and skill evaluation.

RESOURCE IMPLICATIONS The Department of Educational Foundations has Eight (8) full time lecturers in the various fields of psychology. The services of some lecturers from the biological sciences department can be solicited for some courses that relate to this area. However, there are other areas of specialisation, especially at the elective level, that require additional staff such as Clinical Psychology and Industrial Psychology. The central library has acquired a large stock of books in the various fields of Psychology and the two main bookstores on the Campus of the University also have a good array of books. These, coupled with the expansion in Internet access will enable a smooth take-off of this programme. The practical orientation that is planned for the programme will require movement to several sites of relevance to the practicum activities expected. This necessitates the acquisition of a vehicle early in the programme to facilitate arrangements and movement of students.

ADMISSION REQUIREMENTS 1. Entry by means of SSSCE (at 100 Level) – 6 subjects with aggregate 24 or better in Science, Social Science, Business or Arts. This should include passes in three (3) core and three (3) elective subjects. 2. Entry by means of Matured Students Entrance Examination (at 100 Level). Also, a special entrance examination will be organized for matured students without passes in English and Mathematics. Target Groups 1. SSSCE graduates 2. Teachers and Training officers in institutions 3. Officials of Security Services 4. Officials of testing institutions 5. Ghana Health Service personnel 6. Persons engaged in Community work such as those working with Non-Governmental Organizations. 7. Officers dealing with personnel issues in industry

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Bornstein, (Ed.), Cultural approaches to parenting. Hillsade, NJ: Erlbaum. * Ellis, A. and Becker, I.M. (1982). A guide to personal happiness. North Hollywood, CA: Wilshire Book Co. * Giles, D.E. Dahl, R.E., and Coble, P.A. (1994). Childbearing, developmental, and familial aspects of sleep. In J.M. Oldham & M.B. Riba (Eds.). Review of psychiatry (Vol.13). Washington, D.C. American Psychiatric Press. Gladne, B.A. (1990). Hormones and neuroendocrine factors in atypical human sexual behaviour. In J.R. Feierwan (Ed.), Pedophilia: Biosocial dimenstion. New York: Springer-Verlag. * Goodman, G.S. Rudy, L. Bottoms, and Aman, C. (1990). Childrens concerns and memory: Issues of ecological validity in the study of children’s eye witness testimony. In R. Fivush and J.A. Hudson (Eds.) Knowing and remembering in young children. New York: Cambridge University Press. * Gotlib. I.H., and Hammen, C.L. (1992). Psychological aspects of depression: Toward a cognitive – interpersonal integration. New York :Wiley. * Gottesman I.I. (1993). The origins of schizophrenia: Past as prologue. In R. Plomin and G.E. McClean (Eds.). Nature nurture, and psychology, Washington D.C. American Psychological Association. * Gottman, J. (with N. Silver) (1994). Why marriage succeed or fails. New York: Simon and Schuster. * Greenwood, M.R.C. (1989). Sexual dimorphism and obesity. In A.J. Stunkard and A. Baum (Eds.). * Perspectives in behavioural medicine: Eating, sleeping and sex. Hillsdale, NJ: Erlbaum.(.) * Haier, R.J. (1993). Cerebral glucose metabolism and intelligence. In P.A. Vernon (Ed.), Biologic approaches to the study or human intelligence. Norwood, NJ: Ablex. * Hall, C.S., and Lindzey, G. (1978). Theories of personality (2nd ed.) New York: Wiley. * Atkinson, et al. (1990). Introduction to psychology. Harcourt : Brace Jovanch Inc. * Cohen, L.G. & Spenciner, L.J. (1994). Assessment of young children. New York.Longman. * Craig, G. J. & Baucum, D. (1992). Human Development. (9th Edition). 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Department of Health, Physical Education & Recreation (HPER)

College of Education Studies [CES]

The Department of Health, Physical Education and Recreation continues to offer excellent and customer sensitive academic programmes and services. The department continues to offer an undergraduate programme in core Physical Education and electives in Coaching and Health Education. Our master’s programmes in Physical Education and Health Education continue to attract professionals in tertiary institutions, Ghana Education Service and Ghana Health Service, especially from the training institutions. Our new PhD programmes in Physical Education and Health Promotion have been approved and the first batch of students enrols in the 2014/2015 academic year. These PhD programmes are the first of their kind in Ghana and it is expected that they will serve a crucial national need.
To have a department that is well positioned for global recognition.
To realise this vision, the department offers market driven programmes and services that respond to critical needs of society in the areas of health, physical activity, recreation and sports. The department offers academic programmes, research activities and outreach services that produce well grounded (cognitive, affective and psychomotor) graduates at all levels of expertise with inclusion and equal opportunity.

Department Of Science & Mathematics Education (DSME)

College of Education Studies [CES]

Department of Vocational & Technical Education (VOTEC)

College of Education Studies [CES]

Vision and Objectives

The vision and objectives of the Department is to prepare professional vocational and technical educators:

  • for teaching, supervisory, and leadership positions in educational and training settings
  • to generate and synthesize knowledge related to the world of work; and
  • to provide professional and extension services to individuals, businesses, public and private institutes.

Institute for Educational Planning & Administration(I.E.P.A)

College of Education Studies [CES]


The Institute for Educational Planning & Administration (IEPA) is one of the two institutes of the Faculty of Education. IEPA was established in 1975 through a joint agreement between the Government of Ghana and the United Nations, Educational, Scientific and Cultural Organization (UNESCO)/United Nations Development Programme (UNDP). The Institute continues to contribute to the training of officials and other personnel of the Ministry of Education and the Ghana Education service. The IEPA has been operating under three major units. They are:

·         University Teaching Unit.

·         Research and Documentation Unit.

·         In-service Education and Training (INSET) Unit.


The Institute for Educational Planning & Administration (IEPA) was charged with the responsibility of training experts and non-experts of the Ministry of Education and the Ghana Education Service in educational planning and administration, and producing a data bank through research and documentation to inform policy formulation and implementation in Ghana. Another mission of the IEPA is for teaching.



The main objectives of the Institute for Educational Planning and Administration (IEPA) are as follows:

·         To generate relevant knowledge through research.

·         To design and deliver training and development programmes through linkage for development in improving leadership capabilities and operational efficiency of the Ghana Education Service (GES) personnel.


The IEPA has been mandated by the Ghana Education Service to strengthen the leadership for learning capacity of primary school headteachers in Ghana.

The Ghana Commission for UNESCO tasked the IEPA to review the 2010 Global Monitoring Report with regards to its implication for Ghana.

The IEPA was involved in the DFID Cross-cutting Disability Research Programme held in Accra in June, 2010.

The IEPA has been tasked to offer consulting services to the Ghana Education Service in the review of the Headteachers’ Handbook.

Leadership for Learning (LfL) Ghana Newsletters

Article Description
Leadership for Learning (LfL) Ghana Newsletter Volume 1, issue 1 Issued in January 2011
Leadership for Learning (LfL) Ghana Newsletter Volume 1, issue 2 Issued in September 2011
Leadership for Learning (LfL) Ghana Newsletter Volume 2, issue 1 Issued in January 2012
Leadership for Learning (LfL) Ghana Newsletter Volume 2, issue 2 Issued in July 2012
Leadership for Learning (LfL) Ghana Newsletter Volume 3, issue 1 Issued in January 2013


Institute Of Education

College of Education Studies [CES]

The Institute of Education continued to play a major role in teacher education and training in the country during the year. The Institute’s traditional responsibilities for both pre- and post-university teacher education are summarized under four areas, namely: Examinations and Assessment, Curriculum Development, Research/Publications and Outreach. These are all subsumed under the following:

  • Examinations and Assessment Unit.
  • Research and Publications Unit.
  • Outreach Unit

With regard to the Examinations and Assessment Unit, the Institute functions as an examination body for all the thirty-eight (38) public and two (2) private Diploma Awarding colleges of education well as about twenty-four thousand (24,000) untrained teachers in the basic education system. In the 2009/2010 academic year the Institute in collaboration with the Teacher Education Division (TED) managed the activities of the 2nd cohort of DBE Sandwich students. Sandwich programme leads to the Diploma in Basic Education given an additional responsibility: it started a sandwich programme leading to the Diploma in Basic Education for practicing Certificate ‘A’ teachers in the basic schools. The Research and Publications Unit conducts research into issues in education that inform policy and curriculum development. Currently, two (2) research projects are underway. The Institute also has linkages with other universities for purposes of research. The Outreach Unit runs a 4-Semester Post Diploma B. Ed Degree programme for teachers who possess Diploma in Basic Education. The Institute is also running the M.Ed Teacher Education programme on Sandwich basis for tutors in Colleges of Education and Senior High Schools. The Institute is aware of the structural changes taking place in the colleges of education. To this end, the Institute keeps reviewing its new strategic plan put in place a couple of years ago to help shepherd the training colleges into the status of Colleges of Education.

Teaching Practice Unit

College of Education Studies [CES]

The Teaching Practice Unit of the Faculty of Education, University of Cape Coast provides Pre-service teachers with Professional Experience opportunities in placement schools to ensure in-school learning components for Pre-service teachers within each course. The internship serves as a bridge between the ending of pre-service professional preparation and the first year of teaching.

Professional Experience is undoubtedly a significant aspect of teacher education because it provides the major opportunity for pre-service teachers to draw together the theoretical aspects of their learning with those aspects that are more explicitly orientated towards the professional practice of the teacher.

Pre-service teachers’ Professional Experience is therefore designed to integrate with and augment University coursework as well as provide Pre-Service Teachers with opportunities to develop their personal teaching skills, broaden their understandings and appreciation of the realities of schooling.

The Teaching Practice Unit also runs a Postgraduate Diploma in Education (PGDE) sandwich programme, an intensive course of teacher education and training for non professional graduate teachers and other graduates who seek professional teaching qualification.



The Teaching Practice Unit is run by a Coordinator (an academic staff) and five (5) administrative support staff.

Off-Campus Teaching Practice Form


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Programmes Offered :

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