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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:
i. SSSCE/WASSCE Holders
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:
i. SSSCE/WASSCE Holders
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
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.
The Institute of Education continued to play a major role in teacher education and training in the country during the year.
The Instituteâ€™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:
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 â€˜Aâ€™ 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.
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.
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.
Pathways to Access Series (PTAs)
The idea of having counselling services in the University of Cape Coast dates back from the 1970s. In 1976, the Hall Counselling System was instituted, after a recommendation by the Committee of Halls. Some fellows of each Hall were appointed by the Vice-Chancellor as “Hall Counsellors” while some academic staff were appointed as “Academic Counsellors” to help students with their personal and academic difficulties respectively.
A 1991 study by Duku revealed that the Hall Counselling System was not effective. According to the study the students were not satisfied with the services rendered by their hall counsellors. Besides, the counsellors were not available when they were most needed. Another study by Irvin, Essuman and Montford (1996) also revealed that 94% of the respondents never met their counsellors or met them either casually or for entertainment purposes only. Only 6% actually met their counsellors. This study confirmed Duku’s study that the Counselling System had not been effective for counselling purposes. The 1996 study also indicated the desire of the students to have a counselling centre run on professional basis.
Subsequently, a proposal for the establishment of a counselling centre was submitted to the university authorities in February 1996. Approval was soon given for the setting up of a Counselling Centre. From August 1996 up to May 1997 six workshops were run on Career Services for counsellors in three tertiary institutions, namely University of Cape Coast, Kwame Nkrumah University of Science and Technology, and University of Ghana, Legon. These career workshops stimulated the establishment of the UCC Centre. By April 1997 a place had been allocated for the Centre and in November 1997, an Acting Director was appointed to administer the centre.
The Counselling Centre was established to:
The centre has:
The centre runs the following services:
The centre renders counselling services in the following areas.
The centre provides psychological testing services for students, staff and their families, to aid their career, academic pursuit and personality improvement.
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 counseling practicum for 2nd year MA/ MED/M.Phil students. Graduate students assist in organising talks, seminars and career conferences and other counselling activities appropriate for their practicum.
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 keep the clinic active.
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.
The Centre in collaboration with 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:
Vision and Objectives
The vision and objectives of the Department is to prepare professional vocational and technical educators:
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.
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
SUGGESTED READING LIST * Aldous, J. (1996). Family careers: Rethinking the development perspective.Thousand Oaks, CA: Sage * Apter, T.E. (1995). Secret paths: Women in the new midlife. New York: Norton. * Asher, S.R. (1990). Recent advances in the study of peer rejection. In S. R. Asher & J.D. Coie (Eds), Peer rejection in childhood. New York: Cambridge University Press. * Aslin, R. (1987). Visual and auditory development in infancy. In J.D. Osofsky (Ed.), Handbook of infant development (2nd ed.) New York: Wiley. * Atchley, R.C. (1989). A continuity theory of normal aging. The Gerontolgist, 29, 183-190. * Atwater, E. (1992). Adolescence (3rd ed.). Englewood Cliffs, NJ: Prentice Hall. * Avis, N.E. (1999). Women’s health at midlife. In S.L. Willis & J.D. Reid (Eds.), Life in the middle: Psychological and social development in middle age. San Diego: Academic Press. * Aniabile, T.M. and Hennessey, B.A. (1992). The motivation for creativity in Children. In A.K. Boggiano and T.S. Pittman (Eds.), Achievement And motivation: A social-development perspective. New York: Cambridge University Press. * Averill, J.R. (1983) William James’ other theory of emotion. In M.E. Donnelly (Ed.). Reinterpreting the legacy of William James Washington. D.C. American Psychological Association. * Baillargeon, R. (1993). The object concept revisited: New directions in the Investigation of infants’ physical knowledge. In C.E. Granrud (Ed.), Visual perception and Cognition in infancy. Hillsdale, NS: Erlbaum. * Baltes, P.B. (1993). The aging mind: Potential and limits. The Gerontologist, 33, 580 – 594. * Barer, B.M. (1994). Men and Women aging differently. International Journal of Aging and Human Development, 38, 29 – 40. * Barnett, D. (1997). The effects of early intervention on maltreating parents and their children. In M.J. Guralnick (Ed.). The effectiveness of early intervention. Baltimore: Brooks. * Bartoshuk, L.M., & Weiffenbach, J.M. (1990). Chemical senses and aging. In E.L. Schneider & J.W. Rowe (Eds.), Handbook of the biology of aging (3rd. ed.). San Diego: Academic press. * Beller, F., & Zlatnik, G. (1994). Medical aspects of the beginning of individual lives. In F.K. Beller & R.F. Weir (Eds.), The Beginning of human life. Dordrect, The Netherlands: Kluwer. * Belsky, J. (1984). The psychology of aging: Theory, research and Practice. Monterey, CA: Brooks Cole * Bender, W.N. (1995). Learning disabilities (2nd ed.) Boston: Allyn and Bacon * Berdine, W.H. & Meyer, S.A. (1987). Assessment in special education. Boston: Little Brown & Co. * Berger, K.S. and Thompson, R.A. (1998). The Developing Person. Through the Life Span. Worth Pubs. * Best, J.W. & Kahn. J.V. (1993). Research in Education (7th ed.). Boston: allyn &Bacon. * Blocher, D.H. (1966). Developmental Counselling. New York: Roland Press. * Bloomers, P.J. & Forsyth, R.A. (1977). Elementary Statistical methods in psychology and education. Lanham. MD: Universities Press of America, Inc. * Blunt. P. & Popoola. O. (1990). Personnel Managemnt in Africa. Singapore: Longman Publishers Ltd. * Brophy, J. (1998). Motivating students to learn. Mc Graw hill Inc. * Despelder, L.A., & Strickland, A.L. (1995). The last dance: Encountering death and dying (5th ed.). Mountain view, CA: Mayfield. * Diener, E., & Suh, M.E. (1997). Subjective wellbeing and age: An international analysis. In K.W. Schaie & M.P. Lawton (Eds.), Annual review of gerontology and geriatrics: vol. 17. Focus on Emotion and adult development, New York: Springer – verlag. * Dieon, R.A. (1992). Contextual approaches to adult intellectural development In R.J. Sternbeg & C.A. Berg (Eds.), Intellectual development, New York: Cambridge Universuty Press. * Dunn, J. (1993). Young children’s close relationships: Beyond attachment. New berry park, CA: Sage. * Dunn, J., & Brown, J. (1991). Becoming American or English? Talking About the social world in England and the United States. * In M.H. 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). Pearson Edn. Inc. * Cunningham, G.K. (1998). Assessment in the classroom. Bristol, P.A.: Falmer Press * David W. Johnson & Franck P. Johnson (1991). Joining together: Group Theory and Group Skills. Englewood Cliffs: Prentice Hall * Davis and Paladino (2000). Psychology. 3rd Edition Prentice-Hall. * Davis, G.A. & Rimm. S.B. (1989). Eduction of the gifted and talented (2nd ed.)Englewood Cliffs: Prentice Hall. * Decker, C.A. and Decker, J.R. (2001). Planning and Administering Early Childhood Programs. 7th Edition. Prentice-Hall. * Ebel, R.L.& Fricsbie, D.A. (1991). Essential of education measurement Englewood Cliff,Prentice Hall * Finkelhor, D. 1990). Child Sexual Abuse: New Theory and Research Hills Sage Pub. * Freidberg. K. L (1990) Educating Exceptional Children. (19th ed) Connecticut: Dushkin McGraw-Hill. * Gay, R.L. (1992). Educational research: Competencies for analysis and application (4th Ed. N.Y. Merrill/Macmillan. * Gordor, B.K. Howard, N..K. (2000). 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The University of Cape Coast established the Centre for Continuing Education in 1997. The Centre is an affiliated member of the West African Distance Education Association (WADEA). The Centre, apart from being a sub vented sector of the Ministry of Education, maintains active collegial relationship with the sister universities in Ghana and Simon Fraser University of Canada.
The Centre has been established, primarily, to:
The main focus of the Centre, currently, is directed at:
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.
MISSION OF IEPA
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.
MAIN OBJECTIVES OF THE IEPA
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
|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|
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.