Degree Type: 

Master of Philosophy


Department of Education and Psychology

Programme Duration: 

2 years (Standard Entry)

Modes of Study: 


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:

  1. Completed all courses required at the masters level
  2. Obtained a  CGPA of 2.5 or better 
  3. Taken a course in academic writing and passed 
  4. 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: 

  1. Have obtained a CGPA of 2.5 or better in the masters course work
  2. Submit an official transcript    of academic record 
  3. Submit at least two referee’s report one of which must be from a former lecturer 
  4. Submit a proposal of 2-3 pages on the intended area of study including references
  5. 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 goal of the programme is to produce world class scholars capable of teaching in higher educational institutions, as well as contributing expert ideas that will inform educational policy, curricular content, and school classroom practice. That is, educational policy such as policy on equalization of educational opportunity across the gender, socio-economic background and rural-urban dichotomies. Other task will include monitoring the curriculum to check on relevance, currency and adequacy of content of teaching will be enriched with the expert ideas of the products of the programme.

Specifically the programme will produce graduates who will acquire knowledge and competency to:

  1. Teach in tertiary educational institutions in general and faculties, departments, as well as colleges of education in particular.
  2. Conduct educational research to inform policy.
  3. Identify, plan, execute and evaluate programmes in education.
  4. Participate actively in informed discourses on educational issues that are of social origin and character.

Career Opportunities: 

  1. Ministry of Education and Ghana Education Service 
  2. College of Education (Tutors)
  3. Security Services, NGOs 
  4. Training Units of institutions

Programme Structure

Level 800

First Semester

EDF 811: Classical and Contemporary Sociological Thought
3 Credit(s)

This course is concerned with advanced classical and contemporary ideas of the masters of sociological thought. The ideas of Comte, Spencer, Durkheim, Marx, Weber, Parsons, Merton and emerging theories shall be examined.

EDF 813: School and Society
3 Credit(s)

The focus of this course is on the long-term effects of schooling on the individual, family, community and society at large. It is concerned with the cultural, economic, political, selection and change consequences of education on society and vice versa. It is also concerned with how these consequences impact on formal, non-formal and informal education.

EDF 815: Gender and Education
3 Credit(s)

The course focuses on an interdisciplinary approach to, and current research on gender and gender-related issues. Further, gender-based theories are examined and compared with explanations for other forms of social stratification, implications for education and social mobility, family dynamics, the labour force and the economy in general, are also given attention.

EDF 822: Varieties of Social Theory
3 Credit(s)

In this course we examine the nature of sociological theory, the major varieties of sociological theories, the theorists who developed them, and the social and historical contexts of theory development and construction. Linkages between theory and research are examined. Types of theory, such as factionalism, conflict, social exchange theory and phenomenology are examined.

EDF 824: Developing World Educational Alternatives
3 Credit(s)

In this course students study, analyse, compare, and evaluate the views of scholars who look at education from radical perspectives such as deschooling of society, Africanisation of education and others. The writings of iconoclasts such as Freire, Illich, Reimer, Nyerere, Ghandi, Althusser, Collins and others shall be examined.

EDF 826: Contemporary Issues in Sociology in/of Education
3 Credit(s)

The course is an overview of several themes in sociology in/of education, such as education as a social institution, the social and private benefits of schooling as well as the latent and manifest functions of schooling on the individual, the family and society at large. The course also concerns itself with the reciprocal influences of schooling and social stratification, social mobility and social reproduction. Social interventions adopted in contemporary times are also examined.

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.

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

EDF 828: Organisational Behaviour in Educational Institutions
3 Credit(s)

This course is designed to acquaint students with the theories of behaviour of people in social organisations and educational institutions in particular. Specifically, it aims at analysing human behaviour in organisations and how this knowledge can be used to promote organisational commitment and performance.

EPS 852: Quantitative Research Methods
3 Credit(s)

This course exposes students to the positivists approach and/or philosophy of conducting research in education. It is aimed at helping students to acquire knowledge and skills in educational enquiry including designing and conducting relevant educational research and writing the report. The course takes students through the research process; from problem formulation, literature review and the various research designs in educational research to the research report writing. Validity and reliability issues in instrumentation and data collection are dealt with. Research proposal writing is also discussed and students are expected to demonstrate their knowledge by presenting a draft proposal for their thesis at the end of the course.

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 858: Inferential Statistics
3 Credit(s)

The prerequisite for this course is EPS 851, Intermediate Statistics.  The aim of the course is to extend and deepen understanding of statistical approaches to data analysis through problem solving and hands-on experience. This course is an application of the topics in intermediate statistics to solve educational problems. It involves testing hypothesis, making point and interval estimates using sample data and inferring properties of distributions.  The course provides tools of inferential statistics for critically analysing data in order to improve decision making. Appropriate use and interpretation of statistical tests, drawing conclusions from data, validity of conclusions, reporting results and discussion of results will be focused on

EPS 875: Qualitative Research Methods
3 Credit(s)

This course presents the students with qualitative approaches to research and addresses phenomenological, grounded theory, ethnographic and historical research in education. It discusses how to design appropriate qualitative research, the strategies, tools and techniques used in data collection and analysis. Validity and reliability issues in qualitative research are examined. Techniques/procedures of writing qualitative research reports are presented and discussed.