UNIVERSITY OF EDUCATION,
WINNEBA
CENTRE FOR EDUCATIONAL POLICY
STUDIES
MASTER OF EDUCATION IN
EDUCATIONAL ADMINISTRATION &
MANAGEMENT SANDWICH
CENTRE FOR EDUCATIONAL POLICY STUDIES
INTRODUCTION
The Centre for Educational Policy Studies (CEPS) is one of the research departments estab
-lished by the University of Education Winneba, in 2000 to facilitate her mission of promoting quality education in the country.
VISION
For its vision, the Centre shall become a Centre of excellence in research to influence educa
-tional policy in Ghana. CEPS further seeks to build a vibrant academic department by promot
-ing research and teach-ing in education in Ghana and Africa. MISSION
The Centre for Educational Policy Studies (CEPS) is to serve as a research and teaching centre for policy, administration and management issues in education.
CEPS thus undertakes comparative analyses of educational policies across countries. The Cen
-tre then makes its research findings available to policy initiators and interested stakeholders. OBJECTIVES
The objectives of the Centre are to:
1. conduct relevant research into educational policies of Ghana
2. establish mutually beneficial links with other relevant institutions and research centres that work in the field of education
3. improve management practices of educational administrators in pre-university institutions 4. teach courses on crucial issues in educational administration and management
5. improve capacity of staff OPERATIONS
The Centre in the performance of its duties,
1. Conducts research in educational issues for the Government and other interested bodies 2. Organizes periodic seminars and workshops for identifiable groups within the education sector
3. Publishes its research findings in a quarterly bulletin known as Ghana Journal of Education and Teaching (GHAJET).
4. Teaches Courses at the Master of Education (MED) level to various personnel in the educa
-tional system.
RESEARCH ACTIVITIES UNDERTAKEN OVER THE PERIOD
1. Making Circuit Supervision Functional: A Case Study of selected Districts in the Central Region of Ghana.
2. An Impact Assessment of the Capitation Grant on Public Basic Education Delivery in Ghana. 3. An Investigation into the linkage between School Performance Improvement Plan (SPIP) and the Capitation Grant in Basic Schools in Ghana.
4. An Assessment of the Ghana Education Service Training Programme for Untrained Teachers.
5. Quality of Basic Education: Multi-site Case study of Basic Schools in Central Region of Ghana.
6. Pending Public Lecture: The Issue of Quality Education at the Basic Level: The Teacher Fac -tor
OLD/ EXISTING PROGRAMMES
1. Programme Title: Master of Education in Educational Administration & Management Sand
-wich Programme
2. Type of Accreditation required: Re-accreditation 3.Historical Background:
The programme initially started as a Postgraduate Diploma in Educational Administration and Management in July 2003. Through evaluation reports and the need to make the programme more marketable, it was upgraded to a Master’s degree level in June 2005. A copy of the bro
-chure of Programme/ Courses is attached.
4. Unit of the Institution offering Programme of study i) Name: Centre for Educational Policy Studies (CEPS) ii) Date of Establishment: 1999-2000
* On-going Programme of study
Rationale, goals and objectives of the Programme of study:
(a) Rationale
The main aim of the programme is to promote professional expertise to those charged with the responsibility of running pre-tertiary and tertiary institutions.
(b) Goals and objectives
The goal is to produce specialists well-versed in the art and science of running educational institutions, offices and departments. Graduate students on the programme are expected to be exposed to and acquainted with basic procedures in efficient and effective leadership in educational institutions.
Employment prospects of Graduands
Graduands are readily employed and absorbed in the Ghana Education Service as teachers, heads, circuit supervisors and managers of schools and colleges. Many other positions such as Assistant Registrars in the Universities, polytechnics, and administrative posts in Non Gov
-ernmental Organizations, Public Boards and Co-operations are potential prospects of employ
-ment.
Entry requirements for admission of students
Admission of applicants to the M.Ed. programme is in accordance with the general regula
-tions governing graduate admissions and registra-tions in the University.
Applicants must have a good first degree with minimum of 2nd Class Lower (3rd Class in some cases) in a relevant field from a recognized university or college.
In addition, applicants are required to have worked in an educational setting for a minimum of two years.
SHORT DESCRIPTION OF COURSES IN THE PROGRAMME:
MED 503: Curriculum Development and Assessment
This course introduces students to the issue of curriculum as a major concern in education. The philosophical basis of developing a curriculum for the society underlies the course.
MED 504: Modern Approaches to Research in
Administration-This course introduces students to approaches to Identifying burning problems in administra
-tion of educa-tional institu-tions and the use of research to investigate such problems with a view to addressing them towards improvement in education
MED. 515: Educational Policy Analysis
This course approaches policy through theoretical and behavioural analyses. Methods of pol
-icy analysis including structuring pol-icy problems forecasting, recommending and monitoring policy outcomes are examined. Discussing and evaluation of major educational policies in Ghana will be undertaken. The study of the future and the impact of these studies on policy making are emphasized.
MED 512: School Mapping and Plant Planning-
This course aims at equipping students with the knowledge of school mapping and plant planning. The course exposes students to the conditions governing different levels of de
-mands for school planting and assesses the degrees of cost and cost-sharing measures. Spe
-cial disparities in educational planning and their implications for educational development in Ghana are emphasized.
MED 513: Economics of Education and Educational Finance
This course enables students to understand the implications of different levels of educational demand for educational planning. Financial implications of different approaches to educa
-tional planning and implementation will be considered. The course also provides background information concepts on the means and factors which influence educational finance.
MED 514: Human Resource Development in Education –
This course aims at exposing students to effective mechanisms of personnel administration. Emphasis is laid on issues of job design, job enlargement, and job enrolment as means of job selection and retention. A major aspect of the course is the importance of staff development programmes in creating effective personnel.
MED 517: Management of Higher
Education-This course surveys the development of higher education and current trends in tertiary education in Ghana. The course examines issue emanating from the processes of managing universities, polytechnics, colleges, factors affecting their development, challenges and the future of higher education in Ghana.
MED 518: Management of Pre-Tertiary Education
This course introduces students to some of the main issues which affect the day-to-day run
-ning of pre-tertiary institutions – primary, junior and senior high schools. Factors to examine include structure of the system, governance roles of the main stakeholders and funding of the sector.
MED 519: Project
This course on research project provides opportunities for students to investigate specific administrative problems under the supervision of individual staff members. Each student is expected to identify a research topic which must be approved by the department. The research report must be written in accordance with a format that has been approved by the department.
Requirements for graduation Subject Requirements: 9 Subjects
Credits Requirements: 24 Credits in addition to a Pass in Computer Application in Education which is non-scoring
Other equivalent Requirements; All students are expected to pass Research Project based on external assessor’s report.
Any additional requirements for graduation e.g. attendance: A student absenting for 20 % of the contact hours required for a course is not eligible for examination.
Regulations governing assessment of students: Continuous Assessment 40%
Examination Score 60%
Academic: academic –support, administrative, accounting and other staff requirements: Fees are to be fully settled as directed by the Division of Academic Affairs
