University of Cape Coast Academic Programmes
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Sample Courses at the University of Cape Coast African Studies
Sample Courses at the University of Cape Coast African Studies: ASP 115A - PHILOSOPHY OF EDUCATION: TRADITIONAL AFRICAN EDUCATION PERSPECTIVE (1 CREDIT) The course is intended to help students appreciate the philosophy behind African traditional education as they compare it with that of the western system of education. Emphasis will be placed on the characteristics of African traditional education as a pragmatic way of training the individual to live a useful life as well as on specific social values imparted by this unique model of education. ASP 109 - IMAGES OF AFRICAN LIFE IN AFRICAN LITERATURE (1 CREDIT) This is a liberal course designed to assist students identify the varying images both positive and negative of Africa as portrayed in African literature Students are expected to conduct informed and critical analyses of these images in order to determine the bases on which these images are portrayed. Students would be encouraged to cite specific examples from any primary- texts they have read. ASP 12 - GOVERNANCE AND DEMOCRACY IN TRADITIONAL AFRICAN SOCIETIES (1 CREDIT) The course is a study of indigenous political systems that existed in Africa before the creation of modern nation-states. It examines also the link between the social life of the people and their political structures. This course examines further the practice of democracy in emergent traditional African societies. ASP 106 - SEXUAL AND DOMESTIC VIOLENCE (1 CREDIT) This course will examine the dynamics of sexual assault, abuse and other forms of violations within sexual and familial relationships. Discussion will centre on news reports of such assaults and abuses. Attention will be given to resources for theological and sociological reflection. -
Bachelor of Commerce (Major: Finance) School of Business, Fremantle Campus
Bachelor of Commerce (Major: Finance) School of Business, Fremantle Campus More than just dollars and cents, finance is the study of resource allocation, including the processes, markets, institutions and instruments that facilitate the transfer of money and wealth. When you study a Bachelor of Commerce with a Major in Finance from The University of Notre Dame Australia, you will develop strong analytical skills in the planning, management, and control of financial resources. Why study this degree? Here at The University of Notre Dame Australia, we are deeply committed to delivering a high-quality, ethical, and practical business education that will help you thrive in the constantly-evolving business environment. This means that all of our students are supported and mentored by industry leaders, with small class sizes also ensuring you receive the personal attention you deserve. Initially, you will build a strong foundation of business knowledge, with eight courses covering Accounting, Business Communication, Business IT, Business Law, Economics, Quantitative Methods, and the Principles of Management and Marketing. You will then build on this knowledge with six finance-specific subjects such as Corporate Finance, International Finance and more. Designed to equip you with the technical and conceptual skills expected in this field, a Bachelor of Commerce with a Major in Finance is designed to prepare you for a variety of roles and career opportunities. Whether you want to become a financial analyst or a fund manager, a Commerce degree from -
Bachelor of Commerce School of Business, Fremantle Campus
Bachelor of Commerce School of Business, Fremantle Campus If you want a greater understanding of today’s business environment, then a Bachelor of Commerce degree from The University of Notre Dame Australia is the perfect launching pad. Taught by a combination of market leaders, each with strong commercial and industry experience, and experienced academics in their discipline, you will be guided to develop the conceptual understanding, practical experience and analytical skills to prepare you for the modern business landscape. Why study this degree? Whether you’re considering a career in economics, human resource management, accounting, finance, marketing, or management, a Bachelor of Commerce from The University of Notre Dame Australia will put you ahead of the pack. With a focus on small class sizes and approachable teaching staff, complemented by client-based projects and guest speakers, this degree combines both practical and theoretical components so that students gain a holistic appreciation and understanding of the business environment. You will have the opportunity to Major in a variety of disciplines such as Accounting, Economics, Finance, Human Resource Management, Management, Marketing, Public Relations and Sport & Recreation Management. The wide choice of disciplines on offer allows you to customise your degree to suit your personal and professional interests and academic strengths. Upon finishing the Bachelor of Commerce program, you will have the ability to apply commerce disciplines to real-world situations, be equipped with critical thinking skills and be relevant to the role of commerce in a broader social and political context. As part of your degree, you will be required to undertake 150 hours of practical workplace experience. -
About the Contributors
Journal of Global Initiatives: Policy, Pedagogy, Perspective Volume 11 | Number 2 Article 9 April 2017 About the Contributors Follow this and additional works at: https://digitalcommons.kennesaw.edu/jgi Part of the Social and Behavioral Sciences Commons This work is licensed under a Creative Commons Attribution 4.0 License. Recommended Citation (2017) "About the Contributors," Journal of Global Initiatives: Policy, Pedagogy, Perspective: Vol. 11 : No. 2 , Article 9. Available at: https://digitalcommons.kennesaw.edu/jgi/vol11/iss2/9 This Article is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Journal of Global Initiatives: Policy, Pedagogy, Perspective by an authorized editor of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. About the Contributors Journal of Global Initiatives Vol. 11, No. 2, 2017, pp. 131-133 About the Contributors Akosua Boatemaa Ameyaw-Akumfi is an MPhil student with the Department of Geography and Regional Planning, University of Cape Coast. She has interest in urban/rural green spaces and rural transportation. Email: [email protected]. Amidu Owolabi Ayeni teaches at the Department of Geography, University of Lagos, Nigeria. His research focus is on water resources and climate change adaptation. He completed his post-doctoral research at CSIR, Pretoria, South Africa and completed various short training programs and workshops on water resource management in various institutions, including the ITC Enschede Netherland (on Environmental Hydrology for water Security, 2015); and ICTP, Trieste, Italy (on Water Resources in Developing Countries: Planning and Management in a Climate Change Scenarios, 2009). In addition, he has completed various environmental impacts assessment (EIA) projects across Nigeria as a socio-economic and environmental hydrology consultant. -
Home | Business School
Bachelor of Commerce/ Arts 3573 Progression Plan for 2016 Commencing Students Terminology Definition Program compulsory Courses which students must complete under their enrolled degree e.g. Bachelor of Commerce/ Arts 3573 core & flexible core courses Commerce Major A sequence of approved courses (48UOC) in an approved discipline stream offered by the UNSW Business School (See Appendix A.), containing at least 18UOC at level 3. (Note that the 48 UOC includes the first disciplinary course(s) in the Core (Compulsory or Flexible). This means that, for the majority of majors, students will complete 42 UOC in specified disciplinary courses outside the core, except for the Real Estate Studies major.) UNSW Business 0-12 UOC in UNSW Business School courses to ensure a student completes a minimum of 96 UOC of Business courses School Elective within the Bachelor of Commerce. The exact number of courses to complete will depend on the major chosen. GEN courses cannot count as Business School Electives. business.unsw.edu.au Last Updated October 2015 CRICOS Code 00098G Bachelor of Commerce/ Arts 3573 Student ID: Progression Plan for 2016 Commencing Students Student name: Table A. Commerce major: ______________________ Compulsory core courses Flexible core courses Commerce Major- Refer to UNSW Business School elective (choose 4 from the following) Appendix A. (depends on the chosen major) (choose the correct flexible core course) (24UOC) Sem (24UOC) Sem (42-48UOC) Sem (0-12UOC) Sem ACCT1501 ACCT1511 1. 1. ECON1101 COMM1000 2. ECON1203 ECON1102 3. MGMT1001 FINS1613 4. INFS1602 5. MARK1012 6. MGMT1101 7. TABL1710 Total number of completed UOC: Program Checklist: □ I have completed a minimum of 96UOC (16 courses) from the Business school □ I have completed a minimum of 48UOC (8 courses) and met the requirements for one Commerce major □ I have completed no more than 60UOC of level one course for the Bachelor of Commerce component. -
Food and Nutritional Security WG
Impact of COVID-19 on Africa’s Food and Nutritional Security “Actions and Intervention” ASRIC Working Group on Food and Nutrition ii This report was developed by the members of the six different taskforces / work packages within the ASRIC Working Group on Food and Nutrition. Below is the membership of the taskforces TASKFORCE 1 “WORK PACKAGE 1”: Food and nutrition security in light of Covid- 19 pandemic and Beyond “Situational analysis on the food and nutritional security in Africa”. Abdullahi Balarabe Sallau (Ahmadu Bello University Zaria); Abdulrazak Ibrahim (FARA) ; Alice Mutiti Mweetwa (RUFORUM) ; Anthony Egeru (RUFORUM); Chewe Nkonde (University of Zambia); Luiza Munyua (IAPSC) ; Nkechi Eneobong (Nigerian Academy of Science); Oyebiodun Grace Longe (University of Ibadan); and Paul Mwambu (NPPO Uganda) NA TASKFORCE 2 “WORK PACKAGE 2”: Identification and review of guidelines for in- country and trans-boundary movements of food and Agro-products. Brenda Kisingiri (NPPO, Uganda); Isaac Nyateng (NPPO, Kenya); Faith Ndunge (NPPO, Kenya); Luiza Munyua (AU-IAPSC) ; and Abdel Fatah Amer (Cairo University, Egypt) NA TASKFORCE 3 “WORK PACKAGE 3”: Mitigating the Impact of COVID-19 Pandemic on Components of Africa’s food Systems “Examining the consequences of Covid-19 Africa’s Food systems”. Abdel Fatah (Cairo University), Egypt; Abdulrazak Ibrahim (FARA); Alice Mutiti Mweetwa (RUFORUM); Anthony Egeru (RUFORUM); Luiza Munyua (AU-IAPSC); Olusegun Adedayo Yerokun (Zambia); Oyebiodun Grace Longe (University of Ibadan, Nigeria). TASK FORCE 4 “WORK PACKAGE 4”: Promotion and Domestication of Agribusiness and Product Development Opportunities in the realm of STI. Munoko K.M. Nguru (FARA) ; Jane Ambuko (University of Nairobi, Kenya); Moses Nyangito (University of Nairobi, Kenya); Abdulrazak Ibrahim (FARA); Nicholas Ozor (ATPS); George Ooko Abong' (University of Nairobi, Kenya); Willis Owino (Jomo Kenyatta University of Agric. -
NORDIC CENTRE (SANORD) CONFERENCE 2018 PROGRAMME DATE: 15 -17 August, 2018 VENUE: Agora Building, University of Jyväskylä, Finland
SOUTHERN AFRICAN – NORDIC CENTRE (SANORD) CONFERENCE 2018 PROGRAMME DATE: 15 -17 August, 2018 VENUE: Agora Building, University of Jyväskylä, Finland WEDNESDAY 15 AUGUST 8:00 – Registration opens Lobby 8:30 - 9:00 Presentation on Finnish Education System Ag Auditorio 1 9:00 - 10:30 School visits – buses leave outside Agora Building at 9:00 am 9:00 - 12:00 SANORD BOARD meeting Ag D121 10:30 - 12:00 Presentations by University of Eastern Finland, University of Tampere and University of Turku Ag D211 10:30 - 12:00 SIG meetings and Panels PANEL - Academic Citizenship and Academic Freedom Ag C231 John Higgins, University of Cape Town, South Africa Jens Sörensen, University of Gothenburg, Sweden Tor Halvorsen, University of Bergen, Norway Peter Vale, University of Johannesburg, South Africa SIG South-North partnership for sustainable tourism management and Education Ag C233 Berendien Lubbe, University of Pretoria, South Africa Jarkko Saarinen, University of Oulu, Finland SIG SANORD Teacher Education Partners (STEP) and Multicultural Ag C234 Practicum Groups and Internationalisation of Teacher Education (MUPIT) Gerd Wikan, Inland Norway University of Applied Sciences, Norway Elina Lehtomäki, University of Oulu, Finland Shepherd Urenje, University of Uppsala, Sweden Per Assmo, University West, Sweden 1 WEDNESDAY 15 AUGUST 12:00 - 13:00 Lunch Piato 13:00 - 14:00 Opening Ceremony and welcoming remarks Ag Auditorio 1 Professor Keijo Hämäläinen, Rector, University of Jyväskylä, Finland Eva Åkesson, SANORD board, Chairperson, Uppsala University, Sweden -
Rethinking Higher Education Governance in Ghana This Is a Research Report of the CODESRIA
Rethinking Higher Education Governance in Ghana This is a research report of the CODESRIA: Higher Education Leadership Programme (HELP) Launched in 2011, with funding support from the Carnegie Corporation of New York (CCNY), the HELP program sought to support research networks, policy forums and publications to document and provide an understanding of transformations underway with regard to the governance and leadership of higher education institutions in Africa. In initiating the program, CODESRIA was motivated by the desire to contribute to the knowledge base and initiate policy debates that would deepen the reforms, as leadership and governance are central to ensuring the quality and relevance of higher education in the continent. CODESRIA Working Paper Series The CODESRIA Working Paper Series disseminates outputs from CODESRIA’s research activities. Working papers constitute work in progress. They provide insights into the breadth and depth of work undertaken by the Council’s various programmes and research networks. These are published to stimulate discussion and contribute to the advancement of knowledge. Rethinking Higher Education Governance in Ghana Reflections of a Professional Administrator Paul Effah Council for the Development of Social Science Research in Africa DAKAR © CODESRIA 2018 Council for the Development of Social Science Research in Africa Avenue Cheikh Anta Diop, Angle Canal IV BP 3304 Dakar, 18524, Senegal Website: www.codesria.org ISBN: 978-2-86978-786-5 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage or retrieval system without prior permission from CODESRIA. -
Challenges of Distance Education Students in Ghana Received May 5, 2020; Accepted July 12, 2020
Open Education Studies, 2020; 2: 149–158 Research Article Jamilatu Sumaila, Vera Rosemary Ankoma-Sey, Daniel Asamoah, Frank Quansah* Conducting Research Work as a Requirement for University Undergraduate Studies: Challenges of Distance Education Students in Ghana https://doi.org/10.1515/edu-2020-0112 received May 5, 2020; accepted July 12, 2020. & Mishra, 2015). This implies that whenever there is an issue of concern in education, there is the need to Abstract: As a partial condition for the successful conduct a study to investigate the existence of the problem completion of school, and for certification reasons, and come out with solutions to the problem where undergraduate distance education students in Ghanaian necessary (Amedahe, 2002; Rajasekar, Philominathan, & universities are required to conduct research work. Chinnathambi, 2013). Educational research and research Due to the mode of teaching and learning activities, it in general, promote national development (Baafi- appears such students are at a disadvantage. In this Frimpong, Yarquah, & Milledzi, 2016). Take for example, study, we examined the challenges distance education when students are able to identify educational problems students encounter in conducting their research work and research into it, they are more likely to come out in two universities in Ghana. A cross-sectional survey with solutions which could bring about improvement was conducted using 866 distance education students in practice and developmental changes in educational sampled from the study centres across the country. policies. For this reason, Mafenya (2014) stresses that Results from a confirmatory factor analysis, using 5,000 a country cannot develop meaningfully without the bootstrap samples, revealed challenges from the students, application of scientific research findings. -
Contributors • 121 •
Contributors • 121 • Contributors Dede-Esi Amanor-Wilks is ActionAid’s International Director for West & Central Africa. Before joining ActionAid in 2007, Amanor-Wilks spent several years at the London School of Economics, where she wrote a thesis on the peasant-settler dichotomy in Africa and taught the foundation course in economic history. She was formerly the Africa Director of IPS news agency, based in Harare, and before that East Africa and later Francophone Africa editor of Africa Economic Digest magazine in London. She began her professional life at Third World Communications, moving on to African Concord and West Africa magazines. She currently resides in Kenya. A. Atia Apusigah is a Cultural Analyst with special interests in educational reforms, gender justice, political economy of development and indigenous knowledge systems. She is a senior lecturer at the Department of African and General Studies and Department of Education Studies in the University for Development Studies, Ghana. Her most recent publications include Endogenous Development in Africa: Toward a Systemization of Experiences, which she co-edited with David Millar and Claire Boonzaaijier. She is also the editor of the Ghana Journal of Development Studies (GJDS) and Studies in Gender and Development in Africa (SIGADA). Akua Opokua Britwum is a Senior Research Fellow at the Institute for Development Studies, University of Cape Coast, in Ghana where she is engaged in teaching and research in the areas of gender and labour studies. Her publications cover gender-based violence, gender and economic participation as well as trade union democracy and informal economy labour force organisation. Patricia Kameri-Mbote is a Professor of Law at Strathmore University Nairobi. -
University of Cape Coast Cape Coast, Ghana Students’ Representative Council
UNIVERSITY OF CAPE COAST CAPE COAST, GHANA STUDENTS’ REPRESENTATIVE COUNCIL Telephone: 03321 – 30907 UNIVERSITY OF CAPE COAST SRC Mobile Phone: 0500551534/0579293548 GHANA Facebook: UCC SRC E-mail: [email protected] Our Ref: UCC/SRC/19-20/0013 11th July, 2019 Dear Prospective Student, The Students’ Representative Council (SRC) of the University of Cape Coast wishes to congratulate you on your admission into the only University of Competitive Choice in Ghana. Following past experiences of exploitations (i.e. taxi drivers taking huge sums of monies from students when they (drivers) bring students from Cape Coast town to campus. In fact most drivers could charge as high as GHS50), stress (especially conveying luggage from one vehicle station to another), thievery, and inconveniencies that have been associated with fresh students reporting to campus, the SRC wishes to introduce to you the ”SRC HASSLE-FREE TRANSPORT PROJECT” which aims at transporting fresh students from and around the underlisted locations straight to campus. This is a comprehensively planned project that assures convenience, comfort, reliability and quality service. Our bus will convey you directly from the underlisted locations (and surrounding towns inclusive) to the doorsteps of your hall of affiliation in the University of Cape Coast. We therefore encourage you to patronise this package we have carefully organised for you. The list of towns, their respective fares and times of departure are stated overleaf. The departure times are scheduled such that you can join the bus at the respective locations or any other surrounding town (depending on your arrangement with your coordinator) from any part of your region. -
The Faculty of Economic and Management Sciences
CALENDAR 2011 FACULTY OF COMMERCE AND ADMINISTRATION UNDERGRADUATE & POSTGRADUATE PROGRAMMES Mafikeng Campus i This calendar is applicable to students registered for the first time at the University in 2011. Students registered prior to 2011 should refer to the respective calendars applicable in their years of registration. ii ADDRESS ALL CORRESPONDENCE TO: The Registrar North-West University Mafikeng Campus Private Bag X2046 Mmabatho 2735 Tel: (018) 389 2111 Fax: (018) 392 5775 Internet: http://www.nwu.ac.za PLEASE MENTION YOUR UNIVERSITY NUMBER IN ALL CORRESPONDENCE. The General Academic Rules of the University, to which all students have to subject themselves and which apply to all the qualifications offered by the University, appear in a separate publication and are available on the web page at: http://www.nwu.ac.za PLEASE NOTE: 1. Although the information in this Calendar has been compiled with the utmost care and accuracy, the Council and the Senate of the University accept no responsibility whatsoever for errors that may occur. 2. Before students finally decide on the selection of modules, they must consult the class timetable. If a clash occurs in the planned selection by a student, the relevant module combination is not permitted. iii Table of Contents 1. ACADEMIC AND ADMINISTRATIVE STAFF........................................................................................................ 1 1.1 Office of the Dean .....................................................................................................................................