The Faculty of Education at Adventist University of Central Africa offers a Master of Education degree in Educational Administration, and Curriculum Development and Instruction to applicants holding a Bachelor degree or its equivalent from recognized institutions of higher learning.
SPECIFIC OBJECTIVES OF MATER OF EDUCATION PROGRAMME
The Master of Education degree seeks:
- Equip students with necessary skills and methods of administering and improving an academic institution or a system of education in either public or private sector.
- To prepare personnel for administrative and supervisory positions in educational institutions, religious organizations, religious institutions in East and Central Africa and beyond, by equipping them with relevant skills, knowledge and attitudes necessary for effective leadership and appraisal of the teaching-learning process.
- To develop educators who will improve and update the curriculum of educational institutions to fit the changing needs of society in the third millennium.
- To prepare personnel for national and regional development in the education sector.
Admission Requirements
To be admitted into the Master of Education degree programme, the applicant must hold a Bachelor degree(example bachelor of education, bachelor of Arts with education or a Bachelor’s degree with a post graduate Diploma in Education, etc.) or its equivalent from a recognized institution of higher learning.
There are two types of admission into the Master of Education degree programme
Regular Admission:
To be admitted as a regular student one must have graduated from undergraduate (from a Bachelor degree) with a GPA of 3.00 or equivalent depending on the grading system of each country or school. Applications for admission are given to students. To join UEAB Master program can be done any time in the year. Applications can received from AUCA through the office of the Coordinator of the Master of Education program at AUCA.
Provisional Admission:
A candidate with a GPA or final grade from the Bachelor’s degree of 2.67 or equivalent, is admitted on provisional basis subject to passing the courses in which the candidate is enrolled with a GPA of 3.00 or with B grade within the first two semesters of the program.
Schedule for Instruction
Master of Education students may join this program any time in the following months of every year:
August/September;
January/February
April/May
Applications can be taken from UEAB website at http://www.ueab.ac.uk or the applicant can contact the Adventist University of Central Africa via the office of the Coordinator of the Master program.
Duration of the Master of Education:
The Master of Education degree program takes a minimum period of two years for a student who regularly attends classes within the specified scheduling that UEAB has set up. This program is a part time one. Students come to school while working at the same time. Classes are generally conducted in evenings (from 6:00 pm up to 9:00 pm). Once in a while, students can study on Sundays during the day. This is done with some arrangements with their teachers.
Graduation Requirements
To graduate with a Master of Education degree candidate:
- Must have a cumulative GPA of 3.00 on a 4 points scale.
- Must have completed the required minimum of 48 credits.
- Must pass the comprehensive examination.
- Must apply for graduation.
- Must submit 8 bound copies of the thesis duly signed by the supervisors and the panel of oral examiners and accepted by the Chairman of the Department of Educational Administration, Curriculum and Teaching, the Dean of School of Education and the Director of Graduate Studies.
- Must be cleared by the Department Chair and the School Dean.
- Must clear financial obligations.
- Must be cleared by the Boards of Examiners.
COURSE DESCRIPTION FOR MASTER OF EDUCATION
EDUCATIONAL ADMINISTRATION
EDAD 720 Principles of Educational Management 3 credits
This course provides a basic orientation to the purpose, organization, planning, leading, controlling, communicating, coordination, evaluating and administering educational programmes and institutions; the structure and control of school systems; the nature of administration; and the conceptual foundations of educational management. Discussion also includes management theories and their application. Abroad outlook on the management of material, people and money in the school system is highly emphasized.
EDAD 724 Material and Human Resources Management 3 credits
This course discusses the planning process of educational facilities and human resource services; human resources planning, recruitment, selection, induction, orientation, training, development, appraisal, promotions, transfers, demotions and separations in educational institutions, Planning and administration of wage, salary, and bonus. Intrinsic and extrinsic motivation in a school society. Policy on the certification and ranking of employees; Conflict resolution and the grievance procedures. The role of the organizational structure and the interpersonal process in the educational organizations, communications, and group dynamics for educational administrators. The nature and problem of inbreeding, cross cultural diversity in personnel recruitment and hiring for academic institutions.
EDAD 731 Theories of Educational Administration 3 credits
This course deals with the conceptual framework of educational administration in a school organization; Leadership approaches and perspectives in School administration. The legal basis for Education. The theory and research relating to educational administration. Educational leadership and school climate. Power and authority in school administration. Theoretical concepts of decision making. Educational theories X, Y and Z. Theoretical aspects of educational planning. Public intervention in school leadership.
EDAD 745 Educational Finance and Marketing 3 credits
This course discusses financial and economic issues effecting educational institutions, including school
support, costs of education, sources of school revenue, budgeting, and the organizing and maintaining of the fiscal and physical resources of schools systems; elements of making an educational institution including mission statement, target market, image, position, the market mix (product, price, place and promotions), fund-raising, and alumni relations.
EDAD 762 Leadership in Educational Institutions 3 credits
The meaning and scope of leading in educational institutions, such as primary and secondary schools, district and provincial sections and tertiary intuitions of learning such colleges and polytechnic institutes. Topics discussed include the school as an organization. Significance of school organization for leadership. The school community. Organizing efficient and effective school programs, parents and teachers association, community relations, planning and managing a school curriculum, time table scheduling, conducting seminars and conferences in a secondary school. Filing and record keeping. The supervisory role of a headmaster/mistress. Conducting faculty meetings. Managing a school library, the school buildings, instructional trips, student and teacher’s participation in decision making, intramural programmes, opining and closing of the school, orientations to parents an pupils, office administrators, working with the district Education Officers, the inspector of schools, school vehicle, improving attendance and minimizing dropouts. Discipline and student moral behaviors. The school guidance and counseling programmes.
EDAD 765 Technology for Educational Leaders 3 credits
This course discusses the philosophical basis for technology usage in various leadership settings to enhance organizational effectiveness, survey of contemporary technologies appropriate to most organizational settings and cost-benefit analysis of various systems; development of a technology plan for leadership. Ethics of technology usage. A practical approach to the use and management of technological utilization in educational institutions will he emphasized.
EDAD 775 Education, National and Global Development 3 credits
The role of Education in balancing national and global needs and variability in knowledge, economy, culture, values, scientific and indigenous technology. The effect of Internet in disseminating knowledge with its effect on the environment, social and food security.
EDAD 780 Supervisory Management 3 Credits
The course deals with supervisory aspects of school management that are aimed at improving the quality of the programmes offered in the school and the people running those programmes. The major aspects to dealt with are inspection. Research, training, guidance and evaluation. The theories explaining the managerial functions of a supervisor as explained by H. Fayol, Douglas McGragor, R. Likert, F Herzberg, Argys, Victor Vroom, Edward Lawler and others. The supervisor as a supporting staff to the manager in creating, planning and organizing programmes. Workforce planning, efficiency and effectiveness. Major strategies used in supervision as a school function include classroom visitation, inter-visitations, supervisory conferences, work conferences, workshops, teachers’ meetings, demonstration teaching, team teaching, supervisory bulletin, exchange supervision and directed professional readings.
EDAD 788 Educational Admin., Leadership and Current Issues 3 credits
The Course discusses the concepts of educational leadership exhibited by educational administrators and current issues the leadership of educational intuitions. Educational leadership centres around three factors namely being a leader, leading others and leading effectively. School as an organized social system. Functions and skills of educational leadership. Leadership styles including autocratic, democratic, participatory, charismatic, laissez-faire and any other. It also looks at the leader as a model, the leader as servant, the leader as a shepherd, the leader as a steward. Characteristics of an effective leaders. The leader in the Johari window. Leadership winning attitudes and strategies. Leadership challenges, such as social change, enforcing change, planned change, reward system and motivation, employee stress and burnout, time management, delegating and responsibility are also highlighted. Contemporary issues include teacher demonstration, student discipline administration of distance learning centres equity of universal primary and secondary education. Justification of the ban of corporal punishment. Teacher training facilities and student learning. The ethics of student and teacher demonstration in institutions of learning. The moral, professional, competitive and accountability imperatives in education. Global demands, education and national development. The enigma of brain drain and brain circulation.
EDUCATIONAL PSYCHOLOGY
EDPS 713 Learning and Theories of Learning 3 credits
This course examines the major theories of learning. Discussion includes individual differences, the nature and types of learning, the nature and relationship of theory and practice, the connectionist’s theory of learning and its implications on educational practice, the behaviouristic theory of learning and its implications to educational practice, gestalt theory of learning and its implications for educational practiced, the progressivist theory and its implications to teaching and learning, theories of transfer, theories of individual differences and the implications to teaching, theory of intelligence and its implication to learning, theory of personality and its effect on teaching, modeling theories and their impact on the teaching and learning process. General learning principles and their implications in teaching and learning process.
EDPS 730 Theories of Personality Development 3 credits
This course discusses the meaning of personality, basic assumptions about human nature, factors associated with personality development, Sigmund Freud’s psychoanalytic theory of personality, Alfred Adler’s individual psychology theory, Erik Erickson’s psycho-social theory of personality, Albert Bandura’s social- learning theory of personality, Gordon Allport’s trait theory of personality, George Kelly’s cognitive theory of personality, Abraham Maslow’s humanistic theory of personality, Carl Rogers’ phenomenological theory of personality, and the new direction in the discipline of personality psychology.
EDUCATIONAL FOUNDATIONS
EDFO 610 Philosophy of Education 2 credits
A comprehensive study of philosophy of education as explained by great world philosopher and philosophies. Emphasis is put on aspects of the teaching and learning process as given by the philosophers and philosophies being discussed. The aspects include metaphysics, epistemology, axiology, philosophy, education, aims of education, school, man teacher, learner, curriculum, methods of teaching, discipline and work. Some of the philosophers discussed are Socrates, Plato, Aristotle, Jean J. Rousseau, Herbert Spancer, St. Augustine of Hippo, John Amos Comenius, John Locke, Pestallozzi, Ignatius Loyola, Rene Descartes, William James, John Dewey, Soren Keirkegaard, Julius Nyerere, Kwame Nkhurumah, Jomo Kenyatta, Milton Obote and Robert Mugabe. The course also discusses major world philosophies such as idealism, realism, naturalism, pragmatism, essentialism and Marxism. The impact of each philosophy on the development of the countries practicing it will be emphasized.
EDFO 615 Philosophy of Christian Education 2 credits
The study of the historical development of Christian Education. The meaning and concepts of education. The source of knowledge. The meaning and concepts of education. The source of knowledge. The aspects of teaching and learning process as explained by the Bible, the Spirit of Prophecy and World philosophers who contributed to Christian Education including Socrates, Plato, St. Augustine of Hippo, Thomas Aquinas, St. Ignatius Loyola, Ellen G. White and other educators who the Christian Philosophical thought and practice. The course centres around the explanations of the aspects of the teaching-learning process as given by the philosophers who influenced Christian Education, the Biblical and Spirit of Prophecy explanations of the same. Such aspects include the metaphysics, epistemology, axiology, philosophy, education, aims of education, school, teacher, human kind, earner, curriculum, methods of teaching, discipline and work. Prerequisite: EDFO 610
EDFO 785 Comparative Education 3 credits
The Study of World systems of education currently practiced in various countries, their implications on the economic, social and political growth and stability. The Kenyan system, the British system, the United States system, the Scandinavian system, the French system, the Indian system, the Dutche (German) system, the Japanese system, the Iranian system, the Chinese system, the Russian system, the Mexican and Brazilian systems, the Uganda and Tanzanian systems, the Nigerian systems, the South African system, the Philippine system, the Australian system, the Israeli system and others.
EDFO 790 Sociology of Education 3 credits
This course gives general definitions of education, society, sociology and sociology of education. It explains in details the interplay between education and society, the social functions of education, the school community, socialization roles of the school, the teacher in a contemporary society, teaching and professional ethics. School organization and school culture. Deviant behaviours in a school society, the changing society and educational process. Positive and negative aspects of education. Education as an agent of colonization. Fereire’s “banking’ concept of education. The ‘banking” concept and the teacher-student contradictions. The essence of education as the practice of freedom. The programme content of education as the practice of freedom. The programme of education as the practice of freedom.
EDFO 795 Politics of Education 3 credits
This course discusses the political dimensions of both formal and non-formal educational systems in national perspectives. Political aim of education, bureaucratization of the educational institutions and systems. The politics of centralized and decentralized systems of education. Academic examinations and the politics of economics and social functioning. Politics of teaching and administration in a school system. Student governance and social politics in a school. The politics of funding schools in public and private sectors. The politics of elite versus the common man in urban and rural settings. The politics of national unity versus ethnic unification. Ethical values in educational institutions and systems.
CURRICULUM DEVELOPMENT AND INSTRUCTION
EDTE 615 Instructional Technology 3 credits
teaching learning process. Topics to be covered are the selection of teachers. Their qualifications, preparations, personality development, professional ethics, commitment to service, voice and movements. The textbooks, the library, reference materials, preparation of visual aids, importance of training aids, the use of over- head projectors, the computer, power point, charts and posters, printed materials, photographs, models, mock ups, flannel board, chalkboard, magnetic board, lettering, tape recorders, and microphone. Computer hardware, software, and related technology and their uses in and impact on society and education, hands- on experience with applications of software, instructional software and classroom management tools. CAI, CMI, programming, legal and ethical issues regarding computer used in education.
EDTE 700 Supervision of Instruction 2 credits
This course is designed for educators concerned with the improvement of teaching and learning process. The role, aims and principles o instructional supervision and the supervisory techniques in educational institutions are discussed. The following topics are covered definitions of administration, management and supervision. Similarities and differences between administration and supervision. Areas of supervision learning, learning systems, teachers, teaching process, teaching and learning facilities, curriculum, classroom, training of teachers (in-service and pre-service training), induction and orientation of new teachers inspection, guidance services and evaluation. Supervisory techniques for individual teachers classroom visitation. Recording of notes and observed teaching and learning activities, teacher evaluation by students, and peer evaluation. Supervisory techniques for group of teachers’ meetings, demonstration teaching, inter-visitation, directed professional readings, professionalism and professional ethics. Qualifications of an instructional supervisor. The characteristics og a failing supervisor, a merely successful supervisor and an effective supervisor.
EDTE 701 Social and Educational Research Methods 3 credits
This course examines a study of educational and social research methods. Discussion includes the nature and functions of research. Selecting a research problem. Identifying variables. Selecting and stating a research topic with dependent and independent variables. Formulation of a theoretical and conceptual framework. Stating the research objectives, research questions, hypotheses, and the assumptions of research writing. Reviewing related literature. Styles of writing the reviewed literature using Kate Turabian styles, American Psychological Association (APA) style, or the Modern Language Association (MLA) style and the corresponding formats of Bibliography. Beginning writing a research proposal. Types and functions of research designs including a true experimental design, quasi experimental design, historical research design, descriptive research design, exposit facto research design and others. Sampling and sampling procedures. Data collection and data processing. The presentation, tabulation and analysis of research findings based on the research questions hypotheses, theoretical and conceptual framework. Summary and conclusion. Writing a research report. Complete writing a research proposal. Prerequisite: EDTE 701
EDTE 712 Curriculum Theory, Design and Development 3 credits
This course discusses the principles and theories of developing a curriculum for both a new and an old school. It emphasizes the role of stating clear vision, philosophy, mission, goals, and objectives of the school/educational systems. Determining the subject content, implementation and evaluation of the
curriculum. The theories upon, which governments and schools base the rationale for curriculum design and development. The formative and summative modes of evaluating the curriculum. The advantages of a well planned curriculum.
EDTE 703 Statistics Applied to Education and Psychology 3 credits
This course centres around a study of statistical procedures and techniques with particular emphasis on treatment and analysis of educational and psychological data. The following topics are discussed need for statistics, statistical methods, frequency distribution and their graphic representations, statistical notations, mean, mode, median, standard deviation, measures of variations, skewdness and kurtorsis, scales and measurements, probability and binomial distribution, the normal curve. Inferential statistics, simple correlation, regression analysis, prediction and the interpretation of correlation, sampling and estimation, test of significance, the analysis of variance using chi-square, analysis of covariance, statistics of ranks, non- parametric tests of significance, test construction statistics, errors of measurement, selected multi-variate analysis, multiple regression, and factor analysis. The use of the Statistical Package for Social Studies (SPSS) in the computation of data and their interpretations are emphasized.
EDTE 718 Educational Measurements and Evaluation 3 credits
This course is designed to acquaint students with educational tests, measurements and evaluation. Advantages of tests to parents, students and the school administration. The course covers the meaning of measurement, evaluation, teaching-learning process, classroom instruction, tests standardized tests, and teacher made tests. The use of tests, type of tests, characteristics of tests, principles of evaluation. Planning the test, determining test objectives, preparing a table of specifications, selecting the appropriate item format, preparing the test. Rules of constructing test matching test, true and false test, multiple choice, filling in. essay test short essay and long essay test construction. Advantages and disadvantages of each type of test. Trying out a test, establishing the test validity and reliability. Interpreting test results. Describing educational data the use of mean, median, mode, range, standard deviation. Grading students using absolute norms, normal curve, percentile ranks, stannine (standard nine), and Z-test. The differences and similarities of 5-point and 9-point scale in grading students. Advantages and disadvantages of using different types of grading students. Reporting grades.
EDTE 749 Education Planning 3 credits
This course examines the rationale, techniques, models and problems related to educational planning. It identifies the need for planning, planning for national development and community outreach. It emphasized the need for data and data collection, preparation and analysis procedures, which are necessary elements in effective planning. The topics discussed included definitions of planning in general and educational programmes and activities, the concepts and characteristics of planning in general and educational planning in particular, aims and objectives for planning educational programmes and activities, the concepts and characteristics of planning, people involved in planning and its limitations. Planning for quality. Community involvement in planning or educational programmes. Educational planning as an avenue for national development.
EDTE 788 Current Issues and Trends in Curriculum and Instruction 3 credits
This course surveys issues involved in curriculum development. Topics discussed include curriculum planning and development as a response to economic, social, political needs of a society. The meaning and focus of the vision, mission philosophy, goals, objectives, strategies, threats and opportunities of school curriculum. National oriented and community oriented curriculum. Curriculum design and distance learning. Curriculum design and on-line learning.
EDTE 797 Seminar in Research Writing 1 credit
Guidance given to senior student in the development of a research proposal leading to thesis writing until the proposal is defended and accepted.
EDTE 798 Thesis Writing 4 Credits
The actual process of writing thesis after the defense of the proposal. The exercise is done under the supervision of senior research experts in the subject areas following the guidelines laid down by the Graduate Studies council, the School of Education and the Department concerned.
RELIGIOUS PHILOSOPHY
EDRE 705 Christian Ethics 2 credits
A broad discussion of the Biblical and philosophical bases for Christian ethics and their significance on moral and social decision-making. Discussion includes the general and specific understanding of ethics and Christian ethics, the ethical world view, ethical alternatives such as antinomianism, situationism, generalism, unqualified absolutism, conflicting-absolutism and the graded absolutism. Ethical issues include a Christian and war, abortion, self-love birth control, euthanasia (mercy-dying and mercy killing), suicide, capital punishment, economic growth and ecological destruction, biomedicine, civil disobedience, homosexuality, marriage and divorce, and teaching using robots.
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