About Us


The Institute for Educational Planning and Administration (IEPA) was established in 1975 through UNESCO/UNDP collaboration. IEPA has the mandate to train experts and non-experts in Ministries of Education (MoE) and other educational entities both public and private. This is done with the relevant research based evidence on educational planning and administration for policy development.
The mission of the Institute is to generate and disseminate reliable information through research to inform educational policy and implementation. As an equal opportunity institute, it invests in people by providing professional training, research and consultancy services for practitioners in Ministries of Education and other educational entities in both the public and private sectors.  Through seminars, workshops, conferences, public lectures as well as university courses, the IEPA is expected to bring together all stakeholders in education to facilitate constant communication between leaders, planners and administrators, as well as experts and generalists in the field of education.


The University of Cape Coast Act of 1971 (Act 390) was promulgated for granting full university status to the College with effect from October 1, 1971.  This was later re-enforced with the University of Cape Coast Law, 1992 (PNDC Law 278).  The Institute for Educational Planning and Administration (IEPA) was established at the University of Cape Coast, in August 1975, on the basis of a joint agreement between the Government of Ghana and UNESCO/UNDP as contained in the original project Number GHA/72/018/E/01/13.


In particular, the IEPA primarily aims to:

  1. undertake research in educational leadership  and management.
  2. provide training and facilitation  to improve the leadership and managerial capabilities of educational administrators and planners
  3. provide technical assistance and policy advice on issues related to educational planning and administration 
  4. promote the professional standards of educational managers and planners through the establishment of a professional body/association and engaging in collaborations with other International bodies

The institute has a Governing Board chaired by the Vice –Chancellor of the University of Cape Coast.


         The Institute has a Governing Board comprising the following: 

  • Vice-Chancellor – Chairman
  • Chief Director, Ministry of Education
  • Provost, College of Education Studies
  • Dean of School Graduate Studies
  • Director, Institute for Educational Planning and Administration
  • Director General the Ghana Education Service or his/her representative
  • One Representative of National Council for Tertiary Education
  • Director, Manpower Division (Ministry of Finance)
  • Secretary General, Ghana National Commission for UNESCO
  • General Secretary, Ghana National Association of Teachers
  • Assistant Registrar, IEPA – Secretary.

The Board has the following functions:

  1. Formulate policies for the Institute.
  2. Provide general strategic direction and supervision of the Institute’s activities to ensure the achievement of its objectives.

The Board is expected to hold two regular meetings each academic year, and when need be, the Chairman may convene an emergency meeting of the Board. Half the number of members present at any meeting shall form a quorum.

The Institute has a Departmental Board   made up of all senior members in the Institute. The functions include the following;

  1. Periodically review the various programmes of the Institute  
  2. Consider issues relating to quality assurance and the maintenance of ethical standards in the delivery of teaching and research activities
  3. Consider the general organisation and regulation of courses and research in the Institute
  4. Consider the Institute’s budget.
  5. Consider matters referred to it by the Academic Board or the School Board and any other matter relating to the Institute
  6. Plan and evaluate the work of the Institute.

It also has an Appointment and Promotions Committee that considers applications for appointments and promotions of senior members before they are sent to the Human Resource Directorate of the university through the School and the College.


The operations of the Institute are carried out under four units, all of which are overseen by the Director.  The units are:

            Outreach Programmes/In-Service Training
            Research and External Projects
            Documentation and Resource Centre
            University Teaching

Outreach Programmes /In-Service Training Unit
This unit organises short-term in-service training programmes for personnel of the G.E.S., MoE and other governmental and non-governmental agencies to raise their operational efficiency.  Despite severe resource constraints faced by the Institute, over 70 courses, seminars and workshop have been organised all over the country for various categories of GES personnel and other personnel involved in education under other ministries (e.g. MoFA & MoH) in the last few years.

The in-service training/outreach programmes are professionally based. The programmes are purposed to train specialists and trainers of in-service education, to provide the requisite competencies of GES staff working in the administrative offices at the national, regional, metropolitan, municipal, and district levels and to equip heads of educational institutions and their auxiliary personnel with the skills of effective educational management techniques.  Inspectors of schools/circuit supervisors, curriculum designers, counsellors and other education specialist also access these programmes to update their knowledge and skills in their various fields of operation.

The field of training undertaken by the Institute in the past and to date includes the following:
     (a)   Guidance and Counselling courses for Tutors and Administrators from Second Cycle Institutions and District, Municipal, Metropolitan and Regional Directors of Education.
     (b)   Seminars on Educational Leadership, Planning and Administration for Directors of  Education.
     (c)    Seminars on School Management and Financial Administration for Heads of Public and    Private First and Second Cycle Educational Institutions.
     (d)    Courses on Educational/School Management and Supervision for Basic School Heads.
     (e)    Courses on School Mapping for Basic School Heads.
     (f)     Courses on Curriculum Development and Evaluation for Heads of Senior High Schools.
     (g)    Teaching Methodology Courses for Tutors of Farm Institutes and Agricultural Colleges.
     (h)    Seminars/Workshops on Capacity Improvement for Principals of Colleges of Education.
     (i)     Leadership for Learning (LfL) Workshops for Heads of Basic Schools and District Education Directorate Training Officers.
     (j)     Capacity Development Projects in collaboration with IIEP on Distant programme in Educational Planning.
     (k)    Capacity Strengthening Programme in collaboration with:

         -T.E.D. of GES
        - British Council
        - Plan Ghana (TAP PROJECT)

Research and External Projects Unit

The research activities of IEPA are undertaken at the various levels of education.The outcomes of these researches culminate in the production of case study materials to inform teaching, further research and policy formulation.

The research activities of the IEPA are designed to:

(i)         identify and elaborate problems which are faced by educational leaders in Ghana and  propose solutions to these problems.

(ii)        develop curricula and methodology to inform the Institute’s short-term in-service training programmes and the development of the national curriculum as well.

(iii)       review courses and programmes to make them relevant to the needs of society.

(iv)       conduct research and provide research support for educational policy formulation and implementation.

(v)        undertake action research involving GES and MoE staff.

(vi)       conduct needs assessment of various agencies as well as write proposals for funding.

Under the Research and External Projects Unit, IEPA has been involved in the following International Research Collaborations (External Projects):

Nuffic: (A Dutch government funded project) Leadership and Management Capacity Building for Ghanaian Polytechnics.
             (2005-2010):  Partner - Vrije University, Amsterdam
EdQual: Implementing Education Quality in Low Income Countries.
               (2006-2011): Partners - University of Bristol and University of Dar-es-Salam
LfL (Leadership for Learning): Improving Leadership and Learning in Basic Schools. 
               (2009-2012): Partner - Cambridge University

Documentation and Resource Centre Unit
This unit handles the processing, storage and retrieval of information gathered through research and training programmes of IEPA.  It operates a resource centre and a reference library and disseminates information through fliers and brochures. It also produces and distributes the Institute’s journal entitled “Journal of Educational Management” (JEM).  The unit also receives feedback from end-users and stakeholders, and makes available documents/journals/reports/publications, and creates awareness of new programmes.

University Teaching Programmes Unit
This unit primarily handles the university teaching and learning activities of IEPA.  The unit creates awareness of new programmes and places its M.Phil students on internship/attachment with link agencies.

University teaching has been an important function of the Institute since its establishment.  Lecturers of the Institute were attached to other departments of the then Faculty of Education before the establishment of the Institute and they trailed their teaching responsibilities to the Institute.  Others who were later appointed to the Institute were assigned teaching roles within the Faculty. In 1985, the Institute began to run its own Masters degree programmes in the following areas:

M.Ed. in Educational Administration
M.Ed. in Educational Planning
M.Ed./M.A. in Administration in Higher Education

The redesignation of the then researched M.Ed./M.A./M.Sc. programmes as M.Phil programmes in the 1992/93 academic year by the University of Cape Coast resulted in some modification in the Institute’s Masters programmes.  From the 1992/93 academic year onwards, enrolment in the regular Masters programmes leads to certification for the M.Phil degree in the three areas.  There is also a sandwich programme in Educational Administration.

The IEPA introduced a Qualitative Research Methods-Based PhD in the year 2010 with six (6) students.Currently, the IEPA runs the following teaching programmes:

  1. PhD (Qualitative Research Methods-Based)  (Full-Time/Part-Time)
  2. M.Phil (Educational Planning) (Full-Time/Part-Time)
  3. M.Phil  (Educational Administration) (Full-Time/Part-Time)
  4. M.Phil (Administration in Higher Education) (Full-Time/Part-Time)
  5. M.Ed Top-Up leading to M.Phil (Administration in Higher Education) (Sandwich)
  6. M.Ed (Educational Administration) (Sandwich)

Target Groups/Admission Requirements for the University Teaching Programmes

(i) PhD (Qualitative Research Methods-Based):

Holders of M.Phil degree in an appropriate field of study from a recognised University; those with education have an advantage

(ii) M.Phil (Educational Planning)
     M.Phil (Educational Administration)
     M.Phil (Administration in Higher Education)

Holders of a good first degree (at least a Second Class) in B.Ed, or  any area with Diploma in Education, Postgraduate Diploma in
Education (PGDE) or Postgraduate Certificate in Education (PGCE).

(iii) M.Ed Top-Up leading to M.Phil (Administration in Higher Education):
Holders of M.Ed degree

(iv) M.Ed (Educational Administration) (Sandwich):
Holders of a good first degree in B.Ed, or a good first degree in any area with Diploma in Education, Postgraduate Diploma in
Education (PGDE) or Postgraduate Certificate in Education (PGCE).

For the M.Phil (Administration in Higher Education) candidates, having some working experience as administrators in higher educational institution will be an advantage, while knowledge
of Economics at the first degree level will be an advantage for candidates for M.Phil in Educational Planning programme.
Selection of candidates for admission to any of the programmes may be by interview. The possibility of the Institute asking candidates to undertake a written paper may also not be ruled out.

Rationale of the Programmes
The IEPA programmes provide broad-based professional training in educational management and administration and equip students with requisite skills for meeting the leadership
challenges facing educational institutions in Ghana and elsewhere. It explores the intellectual and practical problems facing educational management in contemporary times, with a
view to increasing students’ understanding of and skills in management of resources and decision-making within the context of education. The Educational Planning and Educational
Administration programmes are designed primarily for practitioners in Educational Management and Administration in the GES and Ministry of Education including Directors of Education,
District, Municipal and Metropolitan Directors, Assistant Directors, Principals, Headmasters/Headmistresses and aspiring Heads of both private and public educational institutions.

Duration of the Programmes
The duration for the PhD programme is three years and four years for full-time and part-time students respectively. The M.Phil programmes cover two years for full-time and three years
for part-time students, while the M.Ed programme extends over two sandwich semesters.  The duration for the M.Ed Top-Up Programme is one year.

Course Offering
Full-time M.Phil students are required to offer a minimum of five 3-credit courses per semester, that is, ten 3-credit courses per academic year, making a total of 30 credit points for the
course work.  Part-time M.Phil students will be required to offer two or three 3-credit courses per semester but not less than five 3-credit courses per academic year.

Scheme of Evaluation
There are at least two assignments and one in-class test besides a final examination.
Assignment 1              10% of grade
Assignment 2              10% of grade
In-class test                 20% of grade
Final examination        60% of grade

 Teaching/Learning Strategy
   Lectures and hand-outs
   Group discussions
   Case Studies

Self instruction through the reading of recommended books and articles