General Pages - University of Ghana

General Pages - University of Ghana

General Pages - University of Ghana


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Content<br />

3 Welcome<br />

4 Leadership and Governance<br />

5 The <strong>University</strong> and its Host City<br />

11 Overview<br />

12 Timeline<br />

19 Measures <strong>of</strong> Excellence<br />

29 Campus Experience & Facilities<br />

51 Sports for Academic Credit<br />

52 <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> Required Courses<br />

57 Degrees on <strong>of</strong>fer by Colleges & Faculties<br />

58 Business School<br />

67 College <strong>of</strong> Agric. & Consumer Sciences<br />

79 College <strong>of</strong> Health Sciences<br />

97 Faculty <strong>of</strong> Arts<br />

110 Faculty <strong>of</strong> Engineering Sciences<br />

116 Faculty <strong>of</strong> Law<br />

122 Faculty <strong>of</strong> Science<br />

136 Faculty <strong>of</strong> Social Sciences<br />

146 School <strong>of</strong> Graduate Studies<br />

158 <strong>General</strong> Admission Requirements &<br />

Procedures<br />

166 Regulations for Junior members<br />

175 Terms and Conditions<br />

176 <strong>University</strong> Anthem<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 1

2 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Welcome<br />

Welcome<br />

This year marks the 65th anniversary <strong>of</strong> the<br />

<strong>University</strong> <strong>of</strong> <strong>Ghana</strong> and the ideals behind<br />

its formation are very relevant today.<br />

In the 1940s, the Gold Coast agitated for an<br />

African System <strong>of</strong> higher education. They wanted<br />

an education that centred on an “Africanised<br />

Curricula” – an education that would not only<br />

make Africans compete with their foreign<br />

counterparts; but one which would equip them<br />

to confront the challenges facing the continent.<br />

Through protests and movements, the agitation<br />

paid <strong>of</strong>f and the <strong>University</strong> was founded in 1948.<br />

From a modest beginning as an affiliate <strong>of</strong><br />

the <strong>University</strong> <strong>of</strong> London, the <strong>University</strong> has<br />

now become one <strong>of</strong> the principal agents for<br />

development in <strong>Ghana</strong> and continental Africa.<br />

Our faculty and alumni have become synonymous<br />

with progress; influencing social, economic,<br />

political and technological innovation.<br />

Despite our achievements however, concerns<br />

such as clean drinking water, food security,<br />

accessible healthcare, quality education and<br />

good governance remain basic challenges in<br />

our part <strong>of</strong> the world. Is the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong><br />

up to the task Can it <strong>of</strong>fer newer paradigms,<br />

workable alternatives and better approaches to<br />

the unique challenges <strong>of</strong> our society And can<br />

a UG student internalise this principle to make<br />

a difference The answer rests squarely in your<br />

hands.<br />

We for our part will <strong>of</strong>fer you an education that<br />

is up-to-date and relevant. You will learn from<br />

faculty members who have extensive academic<br />

and real world experience. But beyond that,<br />

we will prepare you to think intelligently and<br />

be responsible, so you can excel in any field <strong>of</strong><br />

endeavour in any part <strong>of</strong> the world. If this appeals<br />

to you, I invite you to explore this multimedia<br />

content to see for yourself how beneficial a<br />

<strong>University</strong> <strong>of</strong> <strong>Ghana</strong> education can be.<br />

Pr<strong>of</strong>essor Ernest Aryeetey<br />

BA (<strong>Ghana</strong>), M.Sc (Kumasi), PhD (Dortmund).<br />

Vice-Chancellor<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 3

Leadership and Governance<br />

Principal Officers<br />

Other Officers<br />

Pro Vice-Chancellor<br />

(Academic & Student Affairs)<br />

Pr<strong>of</strong>essor E. K. Osam<br />

BA, MPhil(<strong>Ghana</strong>), PhD (Oregon)<br />

Chancellor<br />

His Excellency, Mr. K<strong>of</strong>i Annan<br />

(Kumasi) DEA (UHEI) MSc (Massachusetts)<br />

Pro Vice-Chancellor<br />

(Research, Innovation & Development)<br />

Pr<strong>of</strong>essor John Gyapong<br />

BSc (Kumasi), MSc, PhD (London)<br />

Chairman, <strong>University</strong> Council<br />

Justice Samuel K<strong>of</strong>i Date-Baah<br />

LLB (<strong>Ghana</strong>) BL LLM (Yale), PhD (London)<br />

Registrar<br />

Mr. Joseph Maafo Budu<br />

BA (<strong>Ghana</strong>) Dip Ed MA (London)<br />

Vice-Chancellor<br />

Pr<strong>of</strong>essor Ernest Aryeetey<br />

BA (Econ) MSc (Kumasi) PhD (Dortmund)<br />

<strong>University</strong> Librarian<br />

Pr<strong>of</strong>essor Ellis Badu<br />

BSc (KNUST), Grad. Dip (Lib Stud.) (<strong>Ghana</strong>)<br />

MIFSc (Ibadan), PhD (Sheffield)<br />

4 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

The <strong>University</strong> and its Host City<br />

The <strong>University</strong> and its Host City<br />


The <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> is a centre <strong>of</strong> academic<br />

excellence recognised worldwide for the<br />

academic excellence <strong>of</strong> its faculty and student<br />

body and for the pr<strong>of</strong>essional success <strong>of</strong> its alumni.<br />

The <strong>University</strong>’s distinctive specialised teaching and<br />

impactful research is carried across three campus<br />

communities – Legon Campus, Accra City Campus<br />

and Korle Bu Campus.<br />


Located 13 kilometeres northeast <strong>of</strong> Accra, Legon<br />

Campus is recognised as the nerve-centre <strong>of</strong><br />

<strong>Ghana</strong>’s premier academic resource. It houses the<br />

central administration and the five traditional Halls<br />

<strong>of</strong> the <strong>University</strong> - Legon, Volta, Commonwealth,<br />

Akuafo and Mensah Sarbah. Many <strong>of</strong> the academic,<br />

residence and support service facilities which<br />

were commissioned in the 1960s and 1970s have<br />

undergone renovation and expansion. Recent<br />

projects include VALCO Trust Hostel (1997) Jubilee<br />

Hall (1998), International Students Hostels (1999)<br />

and Hilla Limann, Alexander Adum Kwapong, Jean<br />

Nelson Aka (2010) and Elizabeth Frances B. Sey Halls<br />

(2012).<br />

What’s in a Word<br />

LEGON<br />

Legon comes from two indigenous Ga words:<br />

“ni-le” which is translated “knowledge”<br />

and “gon” which is translated as “hill”; thus<br />

Legon is the rendering <strong>of</strong> “nile-gon” - “hill <strong>of</strong><br />

knowledge”; aptly describing the 121 metre<br />

altitude <strong>of</strong> the Legon Campus.<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 5

The <strong>University</strong> and its Host City<br />


The Korle Bu Campus is located 3 kilometres from<br />

Accra’s Central Business District. It houses the<br />

College <strong>of</strong> Health Sciences comprising the Medical<br />

School, Dental School, School <strong>of</strong> Public Health,<br />

Noguchi Memorial Institute for Medical Research,<br />

the School <strong>of</strong> Allied Health Sciences, the School<br />

<strong>of</strong> Nursing and the School <strong>of</strong> Pharmacy. Affiliated<br />

with the College <strong>of</strong> Health Sciences is the Korle Bu<br />

Teaching Hospital, the largest teaching hospital in<br />

<strong>Ghana</strong>. The stimulating academic experience at<br />

the Korle Bu Campus is further enriched by three<br />

centres <strong>of</strong> excellence: National Cardiothoracic<br />

Centre, National Plastic and Reconstructive Surgery<br />

Centre and Radiotherapy Centre.<br />


The Accra City Campus was originally established<br />

during the 1963/1964 Academic Session as the<br />

External Degree Centre. Until it was restructured<br />

into the Accra City Campus in 2002, it was known<br />

as the Accra Workers College. The City Campus<br />

<strong>of</strong>fers mature persons and persons who prefer not<br />

to study full time with access to many <strong>of</strong> the degree<br />

programmes available on the main Legon Campus.<br />

It is located within the Central Business District <strong>of</strong><br />

Accra.<br />

6 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

The City <strong>of</strong> Accra<br />


Accra is the capital <strong>of</strong> <strong>Ghana</strong> and it is<br />

located at 5°30’ North and 0°10’ West.<br />

Its architectural landscape is a delicate<br />

balance <strong>of</strong> ancient with modernity and African with<br />

European. Originally settled by the Ga people in the<br />

15th century, Accra became a strategic trade post,<br />

first in gold and later in slave trade. For some 250<br />

years, the Portuguese, Dutch, British, Danish and<br />

Germans competed in the slave trade exporting<br />

about 10,000 slaves annually.<br />


Accra is the indigenous home <strong>of</strong> the Ga and<br />

Adangbe people. Traditionally, Accra is ruled by<br />

a succession <strong>of</strong> kings known as Ga Mantse since<br />

the founding <strong>of</strong> the Ga State in 1510. As national<br />

capital, it is a melting pot <strong>of</strong> diverse cultures drawn<br />

from other ethnic groups in <strong>Ghana</strong> and the rest<br />

<strong>of</strong> Africa. The city hosts various multicultural and<br />

religious festivities throughout the year. Accredited<br />

as one <strong>of</strong> the world’s safest cities, Accra is home<br />

to over 4 million people making it the economic,<br />

administrative and communications centre <strong>of</strong> <strong>Ghana</strong>.<br />

In 1877, Accra became the capital <strong>of</strong> the then British<br />

colony <strong>of</strong> Gold Coast and has served as <strong>Ghana</strong>’s<br />

capital after independence in 1957. Accra’s influence<br />

in Pan-Africanism, African Politics, Education and<br />

the Arts contributes to <strong>Ghana</strong>’s status as a bastion <strong>of</strong><br />

good governance and democracy in Africa.<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 7

Much <strong>of</strong> the attractions <strong>of</strong> the city are<br />

based on its historical and cultural legacy.<br />

Each corner <strong>of</strong> the old part <strong>of</strong> the city is<br />

a distinguished element <strong>of</strong> the European presence<br />

and the struggle towards political independence.<br />

However, it has many cultural, commercial and<br />

ecological attractions worth exploring.<br />

• Independence Square<br />

The Independence Square is built on the original<br />

site where three service men were shot during the<br />

colonial times, while they were trying to present their<br />

grievances to the Governor. The Square is home<br />

to two monuments; the Independence Arch and<br />

the Independence Monument – the memorial to<br />

the Unknown Soldier. The square has the capacity<br />

to admit 30,000 people and it is a major venue for<br />

national events.<br />

• The National Museum<br />

The National Museum houses a fascinating<br />

collection <strong>of</strong> historical treasures <strong>of</strong> <strong>Ghana</strong> and<br />

neighbouring West African countries. Its collection<br />

includes objects <strong>of</strong> archeology, ethnography and fine<br />

art. The ethnography collection includes traditional<br />

chiefs regalia, indigenous <strong>Ghana</strong>ian musical<br />

instruments, gold-weights, beads, traditional textiles,<br />

stools and pottery. The archeological section houses<br />

objects dating from the Stone Age to recent times.<br />

• Kwame Nkrumah Memorial Park (KNMP)<br />

The Kwame Nkrumah Memorial Park houses the<br />

mausoleum <strong>of</strong> Osagyefo Dr. Kwame Nkrumah, the<br />

first President <strong>of</strong> <strong>Ghana</strong> and a famous Pan-Africanist.<br />

The Park which used to be called Polo Grounds also<br />

has a statue and a museum <strong>of</strong> the life and work <strong>of</strong> Dr.<br />

Kwame Nkrumah. It was on this spot that Dr. Kwame<br />

Nkrumah declared independence for <strong>Ghana</strong> on 6th<br />

March 1957.<br />

• National Theatre<br />

Inaugurated in 1992, the architecture <strong>of</strong> the National<br />

Theatre is akin to a grandiose ship with open<br />

sails. It houses the National Symphony Orchestra,<br />

National Dance and National Drama Companies.<br />

The contemporary design <strong>of</strong> the theatre includes<br />

a Chinese-style garden, open air theatre and<br />

exhibition hall where important corporate and social<br />

events are <strong>of</strong>ten held.<br />

8 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

• Accra Central<br />

Accra Central is the busiest section <strong>of</strong> Accra where<br />

many national monuments, headquarters <strong>of</strong> public<br />

and corporate organisations are located. The<br />

famous Makola Market is located here. One can<br />

bargain for local and foreign merchandise at lower<br />

prices at this market. Close to Makola is the effigy<br />

<strong>of</strong> Tackie Tawiah I, the twentieth King <strong>of</strong> the Ga<br />

State which gives a panoramic view <strong>of</strong> Rawlings<br />

Park. The Accra High Street, which connects the<br />

Independence Arch through the Supreme High<br />

Court, Kwame Nkrumah Memorial Park and the Bank<br />

<strong>of</strong> <strong>Ghana</strong> to Ga Mashie and older parts <strong>of</strong> the city is<br />

within walking distance from the Makola Market.<br />

• George Padmore Research Library on African Affairs<br />

Named after George Padmore (1902-1959), the<br />

library, research and educational centre houses<br />

materials relating to the black community <strong>of</strong><br />

Caribbean, African and Asian descents in Britain and<br />

continental Europe. George Padmore, a Trinidadian<br />

writer and a dedicated Pan-Africanist, was one <strong>of</strong><br />

the influential figures <strong>of</strong> the anti-colonialism and<br />

independence struggles <strong>of</strong> the 20th Century.<br />

• W. E. B. Du Bois Memorial Centre for Pan African<br />

Culture<br />

The Du Bois Centre is dedicated to the life <strong>of</strong> a man<br />

who spent greater part <strong>of</strong> his life in the struggle for<br />

the emancipation <strong>of</strong> the black man through Pan<br />

Africanism. The centre contains the remains <strong>of</strong> Dr.<br />

Dubois and the ashes <strong>of</strong> his wife Shirley Graham.<br />

Dr. Dubois worked and died in this house on 27th<br />

August 1963, the eve <strong>of</strong> Dr. Martin Luther King’s<br />

famous “I Have a Dream” Speech. Dr. Dubois had<br />

predicted nearly sixty years earlier that “blacks could<br />

not remain submissive to a white society that would<br />

never voluntarily grant them equal rights”.<br />

• Centre for National Culture<br />

This centre has a vast collection <strong>of</strong> traditional<br />

handicrafts in various forms from <strong>Ghana</strong> and other<br />

neighbouring West African countries. Facilities at<br />

the Centre include workshops, art galleries, art and<br />

craft bazaar and a traditional textile market.<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 9

Living in Accra<br />

Accra is a one <strong>of</strong> Africa’s liveliest cities,<br />

providing a vibrant setting for commerce,<br />

education and tourism. The New York Times<br />

rated Accra as fourth out <strong>of</strong> forty-six best places to<br />

visit in 2013 for business and pleasure.<br />

Aside <strong>Ghana</strong>ian students, the city is home to<br />

students from 40 African countries who are pursing<br />

secondary and tertiary education. Many students<br />

choose to study in Accra not only because <strong>of</strong> the<br />

region’s respected education tradition, but also<br />

because there are a lot <strong>of</strong> networking opportunities<br />

and social activities that suit all tastes. Besides, it is<br />

an ideal starting point for travelling to other parts <strong>of</strong><br />

<strong>Ghana</strong> or further abroad.<br />


Accra <strong>of</strong>fers a wide variety <strong>of</strong> accommodation<br />

types to suit different budgets and needs.<br />

Accommodation types ranges from five-star to fourstar<br />

hotels as well as numerous three-star hotels and<br />

budget hotels. Many students however live in halls<br />

<strong>of</strong> residences which are comparatively cheaper and<br />

<strong>of</strong>fer a more communal experience. Other students<br />

prefer to live in private hostel accommodation or<br />

with relatives.<br />


Accra is served by the Kotoka International Airport<br />

which is located 6 kilometres from the city centre.<br />

But the popular forms <strong>of</strong> transport are taxis and<br />

tro-tros. Taxis make for ideal transportation within<br />

the city, but most taxis are not metered so the fare<br />

must be negotiated prior to taking the trip. Shared<br />

taxis follow fixed routes and have fixed rates per<br />

passenger.<br />

Buses are available for longer journeys usually<br />

between cities and towns. Tro-tro’s are private<br />

minibuses that serve as public transport. They can<br />

be over crowded but tend to have cheaper fares.<br />


Accra has a varied choice <strong>of</strong> eateries serving both<br />

local and continental dishes. The city is dotted with<br />

numerous restaurants, bars, fast food joints and<br />

outdoor dining areas serving different tastes and<br />

needs.<br />


Healthcare is easily accessible through public and<br />

private hospitals and clinics. Unless in an emergency;<br />

most healthcare providers will demand cash<br />

payment or health insurance before consultation<br />

and treatment. Health and safety must be taken very<br />

seriously. Students are advised to take out some<br />

form <strong>of</strong> healthcare insurance before coming to Accra<br />

to study.<br />


Accra has plenty individual and group recreational<br />

activities to <strong>of</strong>fer. Popular recreational activities<br />

include- cinema, soccer, basketball, beach sports,<br />

eco touring and range <strong>of</strong> indoor games at most<br />

bars and clubs. The city also has a bustling nightlife.<br />

Popular destinations include Osu, Adabraka,<br />

Teteh Quashie Interchange, Asylum Down, La,<br />

Cantonments, East Legon and Teshie-Nungua.<br />

10 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Overview <strong>of</strong> UG<br />

The <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> was founded in 1948<br />

as the <strong>University</strong> College <strong>of</strong> Gold Coast<br />

upon the recommendation <strong>of</strong> the Asquith<br />

Commission on Higher Education in the then British<br />

colonies. Informed by colonial policies, access to<br />

higher education by Africans was limited until the<br />

end <strong>of</strong> World War II. The founding <strong>of</strong> the <strong>University</strong><br />

<strong>of</strong> <strong>Ghana</strong> was therefore the culmination <strong>of</strong> struggles<br />

and protests <strong>of</strong> nationalist movements which<br />

advocated for an African system <strong>of</strong> higher education<br />

in the former Gold Coast.<br />

Between 1948 and 1961, the <strong>University</strong> entered into<br />

a special relationship with the <strong>University</strong> <strong>of</strong> London<br />

to <strong>of</strong>fer limited programmes <strong>of</strong> study. However,<br />

by an Act <strong>of</strong> Parliament on October 1st 1961,<br />

the <strong>University</strong> attained sovereign status with the<br />

authority to <strong>of</strong>fer more comprehensive programmes<br />

and award its own degrees. The <strong>University</strong>’s<br />

sovereign status together with the aspirations <strong>of</strong> the<br />

new independent state <strong>of</strong> <strong>Ghana</strong> formed a catalyst<br />

for its rapid growth in the 1960’s and the emergence<br />

<strong>of</strong> the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong>’s distinctive identity<br />

as a world-class centre <strong>of</strong> academic excellence<br />

and a leader in career training and pr<strong>of</strong>essional<br />

development.<br />

Thus in over six decades, the <strong>University</strong> <strong>of</strong><br />

<strong>Ghana</strong> has evolved into one <strong>of</strong> Africa’s leading<br />

universities, recognised worldwide for the academic<br />

excellence <strong>of</strong> its faculty and student body and for<br />

the pr<strong>of</strong>essional success <strong>of</strong> its alumni. Since its<br />

foundation, the <strong>University</strong> has conferred more than<br />

50,000 Degrees, Diplomas and Certificates.<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 11

UG’s Timeline<br />

Timeline<br />

1943<br />

• The Asquith Commission is appointed by<br />

the British Government to investigate Higher<br />

Education in British colonies. It recommends<br />

among other things the setting up <strong>of</strong> <strong>University</strong><br />

Colleges in association with the <strong>University</strong> <strong>of</strong><br />

London.<br />

• A number <strong>of</strong> separate Commissions are set up<br />

in different regions as a sequel to the Asquith<br />

Commission.<br />

1945<br />

• Rt. Hon. Walter Elliot chairs the commission for<br />

Higher Education in West Africa.<br />

• The Elliot Commission publishes two reports:<br />

whereas a Majority Report recommends the<br />

establishment <strong>of</strong> two <strong>University</strong> Colleges,<br />

one each in <strong>Ghana</strong> [Gold Coast] and Nigeria;<br />

a Minority Report considers that only one<br />

<strong>University</strong> College for the whole <strong>of</strong> British West<br />

Africa is feasible.<br />

• The British Government accepts the Minority<br />

Report and decides that a <strong>University</strong> College<br />

for the whole <strong>of</strong> British West Africa shall be<br />

established at Ibadan in Nigeria. This decision is<br />

rejected by the people <strong>of</strong> the Gold Coast.<br />

• The Gold Coast people are led by a scholar and<br />

a politician, Dr. J.B. Danquah. They urge the<br />

Gold Coast Government to inform the British<br />

Government that the Gold Coast can support a<br />

<strong>University</strong> College.<br />

• The British Government reviews its decision and<br />

agrees to the establishment <strong>of</strong> the <strong>University</strong><br />

College <strong>of</strong> the Gold Coast.<br />

1948<br />

• The <strong>University</strong> College <strong>of</strong> the Gold Coast<br />

is founded by Ordinance on 11 August for<br />

the purpose <strong>of</strong> providing for and promoting<br />

university education, learning and research. Its<br />

first Principal is Mr. David Mowbray Balme.<br />

Dr. J.B. Danquah (1895-1965)<br />

12 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Timeline<br />

• The Institute <strong>of</strong> Continuing & Distance Education<br />

is established as the Department <strong>of</strong> Extra Mural<br />

Studies later to be named as the Institute <strong>of</strong><br />

Adult Education. The Institute is to provide<br />

university-based adult education through its<br />

branches and workers’ colleges throughout the<br />

country.<br />

1951<br />

• The foundation tablet for Legon Hall is laid<br />

during the Michaelmas Term <strong>of</strong> 1951 making it<br />

the premier hall <strong>of</strong> the <strong>University</strong>. In September<br />

1952, the first undergraduates are accepted into<br />

residence.<br />

1953<br />

• Akuafo Hall is established with the appointment<br />

<strong>of</strong> Pr<strong>of</strong>essor D.A. Taylor, a Master-designate<br />

and a Hall Council in 1953. The Hall Council<br />

in 1954 decides to name the Hall Akuafo to<br />

commemorate the generous gesture <strong>of</strong> the<br />

farmers <strong>of</strong> <strong>Ghana</strong> in contributing money for the<br />

foundation <strong>of</strong> the <strong>University</strong> College.<br />

1956<br />

• The first batch <strong>of</strong> students is admitted into<br />

residence in Commonwealth Hall at the<br />

beginning <strong>of</strong> the 1956-1957 academic year. In the<br />

Lent Term <strong>of</strong> that academic year, <strong>Ghana</strong> attains<br />

its independence from Great Britain, and the<br />

Hall, hitherto known as the Third Hall, is <strong>of</strong>ficially<br />

christened Commonwealth Hall to commemorate<br />

<strong>Ghana</strong>’s admission into the Commonwealth <strong>of</strong><br />

Nations.<br />

1960<br />

• Volta Hall starts as the Fourth Hall in the<br />

1959-60 academic year, on 16 November,<br />

1960. The <strong>University</strong> College Council, on the<br />

recommendation <strong>of</strong> the Hall Council, names<br />

it Volta Hall. The Hall consists <strong>of</strong> the main hall<br />

designed to accommodate 82 students and an<br />

annex with a capacity for accommodating 198<br />

students.<br />

• The Fifth Hall <strong>of</strong> the <strong>University</strong> is named after the<br />

famous <strong>Ghana</strong>ian jurist, writer and statesman,<br />

John Mensah Sarbah <strong>of</strong> Cape Coast. At this time,<br />

Mensah Sarbah Hall is the only co-educational<br />

Hall <strong>of</strong> Residence in the <strong>University</strong>.<br />

• The Business School is established by statutory<br />

instrument in January 1960 as the College <strong>of</strong><br />

Administration at Achimota. It had begun as the<br />

Department <strong>of</strong> Commerce in the Kumasi College<br />

<strong>of</strong> Technology (later to be known as Kwame<br />

Nkrumah <strong>University</strong> <strong>of</strong> Science and Technology);<br />

this Department was transferred to the Western<br />

Compound <strong>of</strong> Achimota to form the nucleus <strong>of</strong><br />

the College <strong>of</strong> Administration.<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 13

Timeline<br />

1961<br />

• The <strong>University</strong> College Council makes a request<br />

to the Government <strong>of</strong> <strong>Ghana</strong> for legislation to<br />

constitute the <strong>University</strong> College into a <strong>University</strong><br />

with the power to award its own degrees.<br />

The Government appoints an International<br />

Commission to examine the request.<br />

• On the recommendations <strong>of</strong> that Commission,<br />

the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> is set up by an Act <strong>of</strong><br />

Parliament on October 1, 1961 [Act 79]. The<br />

President <strong>of</strong> the Republic <strong>of</strong> <strong>Ghana</strong>, Dr. Kwame<br />

Nkrumah, becomes its first Chancellor, with Nana<br />

Kobina Nketsia IV, Omanhene <strong>of</strong> Essikado, as the<br />

[Interim] Vice Chancellor.<br />

• The Institute <strong>of</strong> African Studies is established to<br />

conduct fundamental research in areas <strong>of</strong> African<br />

Languages, history and culture and to run<br />

interdisciplinary courses leading to MPhil and<br />

PhD degrees in African Studies.<br />

1962<br />

• The School <strong>of</strong> Performing Arts is established<br />

as the School <strong>of</strong> Music and Drama under the<br />

Institute <strong>of</strong> African Studies. It comprises the<br />

Department <strong>of</strong> Dance Studies, the Department <strong>of</strong><br />

Music and the Department <strong>of</strong> Theatre Arts.<br />

1964<br />

• The <strong>Ghana</strong> Medical School is established by<br />

command <strong>of</strong> Government under the Ministry <strong>of</strong><br />

Health as an autonomous institution in special<br />

relationship with the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong>.<br />

Arrangements are finalised in 1969 to integrate<br />

the medical school formally into the <strong>University</strong> <strong>of</strong><br />

<strong>Ghana</strong> which becomes the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong><br />

Medical School.<br />

1966<br />

• The Institute <strong>of</strong> Statistical, Social and Economic<br />

Research [ISSER] is established as the Institute <strong>of</strong><br />

Statistics. In addition to its original concern with<br />

14 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus<br />

14 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Timeline<br />

problems related to statistics, the Institute is later<br />

to expand into the field <strong>of</strong> social and economic<br />

studies; <strong>of</strong>fering Certificate and Diploma courses<br />

in Statistics as well as a Master <strong>of</strong> Arts degree in<br />

Development Studies.<br />

• The Institute <strong>of</strong> African Studies is established<br />

to conduct fundamental research in areas <strong>of</strong><br />

African Languages, history and culture and to run<br />

interdisciplinary courses leading to MPhil and<br />

PhD degrees in African Studies.<br />

1972<br />

• The Regional Institute for Population is<br />

established jointly by the United Nations<br />

Organisation and the Government <strong>of</strong> <strong>Ghana</strong> to<br />

promote and strengthen research and training in<br />

demography for students from English-speaking<br />

countries in Africa.<br />

1973<br />

• The School <strong>of</strong> Communication Studies is<br />

established as the Institute <strong>of</strong> Journalism and<br />

Mass Communication to provide future journalists<br />

and media practitioners with the theoretical<br />

understanding and the pr<strong>of</strong>essional skills and<br />

techniques required in the mass media.<br />

1979<br />

• Noguchi Memorial Institute for Medical Research<br />

is established in a building funded by the<br />

Government <strong>of</strong> Japan to serve as a monument<br />

in memory <strong>of</strong> Dr. Hideyo Noguchi, a Japanese<br />

medical scientist who died in Accra in May, 1928<br />

while investigating yellow fever. The Institute<br />

is to provide a base for medical co-operation<br />

programmes between <strong>Ghana</strong>ian and Japanese<br />

scientists and a centre for conducting medical<br />

research relevant to <strong>Ghana</strong>’s needs.<br />

1994<br />

• The School <strong>of</strong> Public Health is established<br />

through collaboration between the Ministry <strong>of</strong><br />

Health in <strong>Ghana</strong> and the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong>,<br />

primarily to train public health workers to enable<br />

them perform effectively at District, Regional<br />

and National levels within governmental, quasigovernmental,<br />

non-governmental and private<br />

organisations.<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 15

Timeline<br />

1995<br />

• The <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> Dental School is<br />

established, even though basic dental training <strong>of</strong><br />

dentists locally had been in place as far back as<br />

1972.<br />

1997<br />

• The Valco Trust Hostel, a block <strong>of</strong> purpose-built,<br />

self-contained flats for 190 students is donated<br />

to the <strong>University</strong> by the Valco Trust Fund to ease<br />

pressure on student accommodation. The Valco<br />

Trust Hostel is the <strong>University</strong>’s first hostel for<br />

graduate students.<br />

1998<br />

• The <strong>University</strong> inaugurates Jubilee Hall to<br />

commemorate the <strong>University</strong>’s Golden Jubilee.<br />

Modelled after Akuafo Hall and funded mainly<br />

by alumni <strong>of</strong> the <strong>University</strong>, the Hall is a group <strong>of</strong><br />

4 (four) multi-purpose blocks containing single<br />

study bedrooms, self-contained flats and double<br />

rooms.<br />

1999<br />

• The Academic Board and the <strong>University</strong> Council<br />

approves a proposal initiated by the <strong>Ghana</strong><br />

Ministry <strong>of</strong> Health in 1998 for the establishment<br />

<strong>of</strong> a School <strong>of</strong> Allied Health Sciences. The School<br />

is to train medical and dental technical graduates<br />

through the Medical School.<br />

• The <strong>University</strong> commissions the first phase <strong>of</strong><br />

International Students Hostels. The hostels are<br />

co-educational and each has 43 single rooms<br />

and 85 double rooms. The commissioning <strong>of</strong><br />

the hostels is to create and strengthen links<br />

with other universities in order to enhance the<br />

international student presence on campus.<br />

2002<br />

• The Academic Board approves an arrangement<br />

to transform the External Degree Centre into<br />

the Accra City Campus <strong>of</strong> the <strong>University</strong> <strong>of</strong><br />

<strong>Ghana</strong>, to <strong>of</strong>fer part-time degree programmes in<br />

Bachelor <strong>of</strong> Arts (BA) and Bachelor <strong>of</strong> Science in<br />

Administration (BSc Admin). Admission is on feepaying<br />

basis and time-tabling is made flexible<br />

so as to accommodate the needs <strong>of</strong> workers.<br />

Nevertheless, entry requirements remain the<br />

same as for admission to the main <strong>University</strong>.<br />

2003<br />

• The <strong>University</strong> Council approves the conversion<br />

<strong>of</strong> the Department <strong>of</strong> Nursing in the Faculties<br />

<strong>of</strong> Science and Social Studies into the School <strong>of</strong><br />

Nursing. The School is to <strong>of</strong>fer undergraduate<br />

and graduate programmes in Community Health<br />

Nursing, Maternal and Child Nursing, Mental<br />

Health Nursing, Adult Health Nursing and<br />

Research, Education and Administration.<br />

2007<br />

• The School <strong>of</strong> Graduate Studies is established<br />

to coordinate and provide a more effective<br />

and efficient governance structure for graduate<br />

studies. The School is headed by a Dean and<br />

16 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Timeline<br />

deals with all matters relating to registration and<br />

records, <strong>of</strong>ficial correspondence and welfare <strong>of</strong><br />

graduate students.<br />

• The <strong>University</strong> Council appoints a Visitation Panel<br />

to review the <strong>University</strong>’s academic programmes,<br />

infrastructure, resources, administrative and<br />

governance structures. The Panel is mandated<br />

to submit a comprehensive report with<br />

recommendations on ways in which the structures<br />

<strong>of</strong> the <strong>University</strong> can be improved, with a view to<br />

enhancing efficiency.<br />

2008<br />

• The Office <strong>of</strong> Research, Innovation &<br />

Development (RID) is established to promote,<br />

coordinate and facilitate the <strong>University</strong>’s research<br />

enterprise. The Office, headed by a Pro-Vice-<br />

Chancellor seeks to raise the leadership pr<strong>of</strong>ile<br />

<strong>of</strong> the <strong>University</strong>’s research enterprise; create<br />

an enabling environment for building the<br />

portfolio <strong>of</strong> contract research; raise the level <strong>of</strong><br />

research income and to commercialise the huge<br />

intellectual resources available to the <strong>University</strong>.<br />

2010<br />

• The <strong>University</strong> commissions Hilla Limann,<br />

Alexander Adum Kwapong and Jean Nelson<br />

Aka Halls. The new hall complex houses 7,120<br />

students and is ready for occupancy at the<br />

beginning <strong>of</strong> the 2010/2011 academic year.<br />

2011<br />

• A state <strong>of</strong> the art multi-purpose building complex<br />

is commissioned by the <strong>University</strong> for the Law<br />

Faculty. The building comprises <strong>of</strong> faculty <strong>of</strong>fices,<br />

a well-stocked law library and an auditorium.<br />

• The International House (formerly, the<br />

International Programmes Office) is<br />

commissioned. The modern <strong>of</strong>fice complex is<br />

mainly occupied by the International Programmes<br />

Office. It also hosts the United Nations <strong>University</strong>,<br />

the Institute for Migration Studies, the Institute<br />

for Environment and Sanitation Studies amongst<br />

others.<br />

2012<br />

• Elizabeth Frances Baaba Sey Hall is inaugurated.<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 17

Fast Facts<br />


To develop world-class human resources and<br />

capabilities to meet national development needs<br />

and global challenges through quality teaching,<br />

learning, research and knowledge dissemination.<br />

MOTTO<br />

Integri Procedamus<br />

The Arms <strong>of</strong> The <strong>University</strong><br />

Three “AYA” standing upright in top half<br />

“DWENINMENTOASO” in middle <strong>of</strong> the bottom half<br />

In Focus<br />

Integri Procedamus<br />

Prior to its attainment <strong>of</strong> a sovereign university<br />

status, the motto <strong>of</strong> the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong>, then<br />

known as the <strong>University</strong> College <strong>of</strong> Gold Coast was<br />

“vigil evocat auroram” symbolised by a cockerel -<br />

the watchful bird calling forth the dawn, i.e. keeping<br />

vigil to protect its academic freedom from being<br />

eroded through political intervention in its affairs.<br />

In 1961, the <strong>University</strong> attained a sovereign status<br />

and by 1963, it was felt that inspiration for its growth<br />

could best be drawn from <strong>Ghana</strong>’s cultural roots<br />

preserved in a new motto and a new crest. To this<br />

end, Pr<strong>of</strong>essor A.A Kwapong, the first <strong>Ghana</strong>ian Pro-<br />

Vice Chancellor, tasked Pr<strong>of</strong>essor Manwere Opoku<br />

<strong>of</strong> the Institute <strong>of</strong> African Studies (IAS) to design the<br />

crest.<br />

Pr<strong>of</strong>essor Opoku chose the symbol <strong>of</strong> three straight<br />

ferns (aya in Twi), which because <strong>of</strong> their quality <strong>of</strong><br />

always growing straight up in the forest represent,<br />

in traditional thought, straightness, truthfulness,<br />

integrity. He also took the symbol <strong>of</strong> two<br />

interlocking ram horns (in Twi - guanini mmen toa<br />

so) which never stop growing therefore depicting<br />

progress. Pr<strong>of</strong>essor Kwapong then provided the<br />

Latin rendering <strong>of</strong> the motto “integri procedamus”<br />

progress with integrity, inscribed beneath the<br />

symbols.<br />

The <strong>University</strong> logo: (Blue shield with three<br />

“AYA” standing upright in top half and<br />

“DWENINMENTOASO” in the middle <strong>of</strong> bottom<br />

half - all embossed in gold,)<br />

(Designed by A.M. Opoku)<br />

18 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Measures <strong>of</strong> Excellence<br />

Measures <strong>of</strong> Excellence<br />


From its origins as a <strong>University</strong> College with<br />

strong academic rigour that prepared<br />

graduates to man sensitive positions in the<br />

Gold Cost, the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> continues to build<br />

a fine reputation for excellence in higher education.<br />

For six decades, the <strong>University</strong> has built significant<br />

strengths and expertise in research and teaching<br />

and outreach. Capitalising on these strengths<br />

and expertise, the <strong>University</strong> has provided an<br />

unparalleled platform for students to study and work<br />

with renowned authors, scholars with outstanding<br />

credentials, consultants to the corporate world,<br />

seasoned technocrats and outstanding physicians.<br />

Through its Colleges, Faculties and support<br />

infrastructure, the <strong>University</strong> is committed to<br />

providing world class education to promote<br />

economic innovation and community advancement<br />

by training students to excel anywhere on the globe.<br />


The <strong>University</strong> <strong>of</strong> <strong>Ghana</strong>’s contribution to human<br />

resource development in <strong>Ghana</strong> and abroad is<br />

legendary. The <strong>University</strong>’s resources have played a<br />

fundamental role in career training and pr<strong>of</strong>essional<br />

development – a major source <strong>of</strong> skilled labour to<br />

<strong>Ghana</strong> and neighbouring regions.<br />

At present, the <strong>University</strong> welcomes a diverse student<br />

body <strong>of</strong> nearly 45,000 from across all <strong>of</strong> <strong>Ghana</strong> and<br />

more than 70 countries and territories. With over 200<br />

programmes <strong>of</strong> study, the <strong>University</strong> attracts highachieving<br />

students from diverse educational and<br />

social backgrounds.<br />

Recognising the importance <strong>of</strong> educating students<br />

with a broad mindset shaped by local and global<br />

perspectives, the <strong>University</strong> introduced a unique<br />

general education programme- <strong>University</strong> <strong>of</strong> <strong>Ghana</strong><br />

Required Courses [UGRC] in the 2010/2011 Academic<br />

Year. The UGRC, which is a blend <strong>of</strong> interdisciplinary<br />

courses, is intended to foster broad student<br />

familiarity with key advances in the humanities,<br />

science and technology.<br />

Together with a healthy array <strong>of</strong> co-curricular and<br />

extra-curricular programmes, the <strong>University</strong> <strong>of</strong>fers<br />

students with ample opportunities to hone their skills<br />

in order to excel either on the job market,<br />

self-employment or further studies.<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 19

20 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Measures <strong>of</strong> Excellence<br />


The <strong>University</strong> <strong>of</strong> <strong>Ghana</strong>’s reputation as a centre<br />

for academic excellence is underpinned by<br />

its historic commitment to academic rigour,<br />

the exceptional accomplishment <strong>of</strong> its faculty and<br />

impactful research.<br />

Consistent with its mission <strong>of</strong> “providing world class<br />

human resources and capabilities”, the<br />

<strong>University</strong>’s faculties work at the forefront <strong>of</strong><br />

academia, industry and governance providing the<br />

needed leadership in research, technology, policy<br />

and advocacy.<br />

So much <strong>of</strong> what the <strong>University</strong> stands for lies in its<br />

ability to fashion strategies and solutions to address<br />

the broader intractable socio-economic challenges<br />

facing the world. Using its range <strong>of</strong> expertise, the<br />

<strong>University</strong> is actively engaging intellectual and social<br />

communities in seeking actionable solutions to these<br />

challenges.<br />

The <strong>University</strong>’s academic engagement is diverse<br />

and enriching. As <strong>of</strong> the 2009/2010 Academic<br />

Year, the <strong>University</strong> managed Memoranda <strong>of</strong><br />

Understanding, Staff/Student Exchange Protocols,<br />

and Project Agreements with over 170 Universities,<br />

Partner Institutions and Foundations across the<br />

globe. In that same Academic Year, the <strong>University</strong><br />

published 1,070 publications and 1,300 research<br />

projects.<br />

AT A GLANCE:<br />

The New UG Required Courses<br />

• Academic Writing<br />

• Numeracy Skills<br />

• Understanding Human Societies<br />

• Science and Technology in our Lives<br />

• Critical Thinking and Practical Reasoning<br />

• Liberal and African Studies<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 21

Recent Impactful Research Publications<br />

Etsey A.N., Addai, F.K. Quaye, I.K<br />

Natural cocoa intake and testicular function in<br />

streptozotocin-induced diabetic rat. Accra, September<br />

2009. 3rd Annual Conference <strong>of</strong> <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> College<br />

<strong>of</strong> Health Sciences, Book <strong>of</strong> Abstracts pg. 44.<br />

Aponte JJ, Schellenberg D, Egan A, Breckenridge A, Carneiro I, Critchley<br />

J, Daquah I, Dodoo A, Kobbe R, Lell B, May J, Premji Z, Sanz S, Sevene E,<br />

Soulaymani-Becheikh R, Winstanley P, Adjei S, Anemana S, Chandramohan<br />

D, Issifou S, Mocenhaupt F, Owusu-Agyei S, Greenwood B, Grobusch MP,<br />

Kremsner PG, Macete E, Mshinda H, Newman RD, Slutsker L, Tanner M, Alonso<br />

P, Menendez C.<br />

Efficacy and safety <strong>of</strong> intermittent preventive treatment with<br />

sulfadoxine-pyrimethamine for malaria in African infants: a<br />

pooled analysis <strong>of</strong> six randomised, placebo-controlled trials.<br />

Lancet. 2009 Oct 31;374(9700):1533-42.<br />

Quashie NB, Ranford-Cartwright LC, de Koning HP.<br />

Uptake <strong>of</strong> purines in Plas modium falciparum-infected<br />

human erythrocytes is mostly mediated by the human<br />

equilibrative nucleoside transporter and the human<br />

facilitative nucleobase transporter. (2010). Malar J., 29;9:36<br />

J.C.B. Dakubo; S.B.Naaeder; Y. Tettey; R.K. Gyasi.<br />

Colorectal carcinoma an update <strong>of</strong> current trends in Accra<br />

West African Journal <strong>of</strong> Medicine 29: 178 – 183 2010<br />

Adjei AA Banini JAN, Tettey Y, Dayie NTK, Ayeh-Kumi PF, Adiku TK, Gyasi RK.<br />

Bacterial contamination <strong>of</strong> blood and blood components in<br />

three major blood transfusion centres, <strong>Ghana</strong>. <strong>Ghana</strong> Med<br />

Journal 2010, In press.<br />

Omar M.A., Green A.T., Bird P.K., Mirzoev T., Flisher A.J., Kigozi F., Lund C.,<br />

Mwanza J.,Ofori-Atta A.L., and the Mental Health and Poverty Research<br />

Programme Consortium.<br />

Mental health policy process: a comparative study <strong>of</strong><br />

<strong>Ghana</strong>, South Africa, Uganda and Zambia. International<br />

Journal <strong>of</strong> Mental Health Systems, 4:24 (02 Aug 2010)<br />

Mate-Kole, C., Conway, J., Catayong, K., Sackey, N., Bieu, R., Fellows, R. &<br />

Wood, R.<br />

Validation <strong>of</strong> the Revised Quick Cognitive Screening Test,<br />

Archives <strong>of</strong> Physical Medicine & Rehabilitation, (2009).<br />

90:1469-1477.<br />

Essuman V.A., Braimah I.Z., Ndanu T.A., Ntim-Amponsah C.T.<br />

Combined trabeculotomy and trabeculectomy: outcome for<br />

primary congenital glaucoma in a West African population.<br />

Eye (Lond). 2010 Nov 5sxs<br />

Dery D.B, Brown C., Asante K.P., Adams C.M, Dosoo D., Amenga-Etego S.,<br />

Wilson M., Chandramohan D. Greenwood B. & Owusu-Agyei S.<br />

Patterns and seasonality <strong>of</strong> malaria transmission in the<br />

forest-savannah transitional zones <strong>of</strong> <strong>Ghana</strong>. (2010). Malaria<br />

Journal 9: 314.<br />

Donkor, E.S. & Sandall, J. (2009).<br />

Coping Strategies <strong>of</strong> Women Seeking Infertility Treatment<br />

in Southern <strong>Ghana</strong>. African Journal <strong>of</strong> Reproductive Health,<br />

l3( 4): 22-32.<br />

Fobil J, Kolawole O, Hogarh J, Carboo D & Rodrigues F.<br />

Waste management financing in <strong>Ghana</strong> and Nigeria -how<br />

can the concept <strong>of</strong> polluter-pays-principle (PPP) work in<br />

both countries International journal <strong>of</strong> academic research.<br />

Vol. 2(3). May 2010. Pp 139-142.<br />

Addo, K. K., Mensah, G. I., Bonsu, C., Hesse, A., Afutu, F. K., Bonsu, F.<br />

Tuberculin non-reactivity in BCG-vaccinated school children<br />

in <strong>Ghana</strong>. 28th Annual Meeting <strong>of</strong> the European Society for<br />

Paediatric Infectious Diseases (ESPID), Nice, France, 4th-<br />

8th May 2010: Abstract No. 591.<br />

Anthony Ablordey<br />

Application <strong>of</strong> real-time PCR in <strong>Ghana</strong>, a Buruli ulcer<br />

endemic country, confirms the presence <strong>of</strong> Mycobacterium<br />

ulcerans in the environment.. FEMS Microbiol. Lett<br />

304 (2010) 191-194. . Buruli ulcer; Beyond the mystery-<br />

Transmission <strong>of</strong> Buruli ulcer disease.<br />

Bobuafor, Mercy, Osam E.K. and Agbedor P. (2006/07).<br />

Some Verbal Alternations in Ewe. Afrika und Ubersee Vol.<br />

89, 109-126.<br />

22 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Measures <strong>of</strong> Excellence<br />

Ammah, Rabiatu<br />

“Violence against Women in the <strong>Ghana</strong>ian Muslim<br />

Communities” in The Architecture for violence against<br />

women in <strong>Ghana</strong>: Edited by Kathy Cusack & Takyiwaa Manu.<br />

Accra. Gender Studies and Human Rights Documentation<br />

Centre (2009) 159-191.<br />

Omenyo, Cephas (2009), Afe Adogame, et al. (ed), Christianity in Africa & the<br />

African Diaspora<br />

The Appropriation <strong>of</strong> Scattered Heritage, London/New<br />

York, Continuum, 2008, ISBN, 9781847063175, Reviewed<br />

in PNEUMA: The Journal <strong>of</strong> the Society for Pentecostal<br />

Studies, Vol. 31:2, pp. 309-10.<br />

Mahama, A. A. 2009.<br />

Mechanization as a vital Input to Modernising Agriculture<br />

in <strong>Ghana</strong>. Proceedings <strong>of</strong> 3rd International Workshop<br />

on Capacity Building for Global Competitiveness in<br />

Developing Economics- La-Palm Beach Hotel. 14-18<br />

October. Accra <strong>Ghana</strong><br />

Agbekoh P. E., Anderson J. G., Beveridge and Lawrence C. E.,<br />

“Evaluation <strong>of</strong> the Potential <strong>of</strong> Pulsed Electric Field<br />

Technique for Anthelmintic Applications,” Proceedings<br />

<strong>of</strong> the 2nd <strong>Ghana</strong> Biomedical Convention, Accra, <strong>Ghana</strong>,<br />

August, 2009, p.32<br />

E. Effah Kaufmann,<br />

“Engineering Solutions to Healthcare Challenges in <strong>Ghana</strong>:<br />

Perspectives from the First Generation <strong>of</strong> Locally Trained<br />

Biomedical Engineering Students,” Invited presentation,<br />

Proc. International Conference on Environmental Sciences<br />

and Science Environments in Africa, <strong>University</strong> <strong>of</strong> Michigan’s<br />

STEM-Africa Initiative, Ann Arbor, Michigan, USA, May, 2010<br />

Asare, E. K., Sefa-Dedeh, S., Afoakwa, E. O., Sakyi-Dawson, E. & Budu, A. S.<br />

(2010).<br />

Response surface methodology for studying the effects<br />

<strong>of</strong> feed moisture and ingredient variations on the<br />

chemical composition and appearance <strong>of</strong> extruded<br />

sorghumgroundnut- cowpea blends. International Journal<br />

<strong>of</strong> Food Engineering, 6 (6): 1–23. http://www.bepress.com/<br />

ijfe/vol6/iss6/art12.<br />

E. Amonsou, E. Sakyi-Dawson., F. Saalia., S. Sefa-Dedeh., and L.D. Abbey.<br />

Optimization <strong>of</strong> the Griddling Process <strong>of</strong> Kpejigaou<br />

(A Traditional Low Fat Nutritious Cowpea Food) Using<br />

Response Surface Methodology. Food Science and<br />

Technology International (2010) 16(4) 351-6<br />

Quashigah, E.K. (2009)<br />

The Concept <strong>of</strong> “Responsibility to Protect” (R2P) within<br />

the Proposed African Union Intervention System, Nweze<br />

& Koroma (eds) in Contemporary Issues on Public<br />

International and Comparative Law, Lake Diary, U.S.A.,<br />

Vandeplas Publishing, pp. 657-678.<br />

Fuseini, G., Edoh, D. Kalifa, B., & Knight, D. (2009)<br />

Plasmodium and intestinal helminth distribution among<br />

pregnant women in the Kassena Nankana District <strong>of</strong><br />

Northern <strong>Ghana</strong>. Journal <strong>of</strong> Entomology and Nematology.<br />

1(2): 19-24.<br />

Owusu, E. H. (2010).<br />

Community-based conservation in <strong>Ghana</strong>: a case <strong>of</strong> local<br />

management <strong>of</strong> the Afadjato and Agumasta Conservation<br />

Area in <strong>Ghana</strong>. In: D. M. Nanang and T.K. Nunifu (Eds).<br />

Natural Resources in <strong>Ghana</strong>: Management, Policy and<br />

Economics. Nova Science Publishers, pp. 183-203.<br />

Thomas Akabzaa (2009).<br />

Mining in <strong>Ghana</strong>: Implications for National Economic<br />

Development and Poverty Reduction. In Bonnie Campbell<br />

(ed.). Mining and Development in Africa. Pluto Publishers,<br />

Montreal, Canada. Pp25-65.<br />

Asiedu, D.K., Kutu, J.M., Manu, J. and Hayford, E. K. (2009).<br />

Geochemistry and Provenance <strong>of</strong> Metagreywackes from<br />

the Konongo area, Southwestern <strong>Ghana</strong>. African Journal <strong>of</strong><br />

Science and Technology (AJST), Science and Engineering<br />

Series vol. 10, No. 1, pp. 37-44<br />

Su, B.X., Zhang, H.F., Sakyi, P.A., Qin K.Z., Ying, J.F., Tang, Y.J., Yang, Y.H., Xiao,<br />

Y., Zhao, X.M., (2010).<br />

The origin <strong>of</strong> spongy texture <strong>of</strong> mantle xenolith minerals<br />

from the Western Qinling, Central China. Contrib. Mineral<br />

Petrol. DOI 10.1007/s00410-010- 0543-x<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 23

Measures <strong>of</strong> Excellence<br />

R.G. Abrefah. R.B.M. Sogbadji, E. Ampomah-Amoako, S.A.<br />

Birikorang, H.C. Odoi, B.J.B. Nyarko.<br />

Design <strong>of</strong> epicadmium-shielded irradiation channel <strong>of</strong> the<br />

outer irradiation channel <strong>of</strong> the <strong>Ghana</strong> Research Reactor-1<br />

using MCNP. Nuclear Engineering and Design, Volume 240,<br />

Issue4, April 2010, <strong>Pages</strong> 744-746.<br />

Danso, K.E., Elegba, W., Oduro, V. and Kpentey P. 2010.<br />

Comparative study <strong>of</strong> 2,4-D and picloram on friable<br />

embryogenic calli and somatic embryos development in<br />

cassava (Manihot esculenta Crantz). International Journal <strong>of</strong><br />

Integrative Biology 10(2):94-100<br />

Kankpeyeng, Benjamin W. 2009.<br />

The Slave Trade in Northern <strong>Ghana</strong>: Landmarks, Legacies<br />

and Connections. Slavery and Abolition 30 (2), pp. 209-221.<br />

Boakye-Yiadom Y, Oduro, A. D., Baah-Boateng, W (2010).<br />

“Asset Accumulation by Women in <strong>Ghana</strong>: Understanding<br />

the Process”, Paper prepared for the Annual Conference<br />

<strong>of</strong> the International Association for Feminist Economics<br />

(IAFFE), Buenos Aires, Argentina, 22nd – 24th July, 2010.<br />

Wrigley-Asante, C. 2009.<br />

Women, Poverty and Economy. A report submitted to the<br />

Ministry <strong>of</strong> Women and Children’s Affairs (MOWAC) as part<br />

<strong>of</strong> <strong>Ghana</strong>’s Third Progress Report on the Implementation<br />

<strong>of</strong> the African and Beijing Platform <strong>of</strong> Action and Review<br />

Report on Beijing+15, September 2009.<br />

Agyei-Mensah, S. (2010).<br />

Fertility Transition and the African Exceptionality: The Past<br />

50 Years. Paper presented at the Annual Meeting <strong>of</strong> the<br />

Population Association <strong>of</strong> America (PAA), Hyatt Regency,<br />

Dallas, Texas, USA, 15-17 April 2010.<br />

Danquah S.A. & Man’s Asare (2009)<br />

“The Effect <strong>of</strong> Patient Participation in collaborative Goal<br />

Setting in Psychotherapy: Clinical Psychology Approach to<br />

Therapy in <strong>Ghana</strong>” <strong>Ghana</strong> International Journal <strong>of</strong> Mental<br />

Health Vol. 1 No.1; 9-24<br />

Kodzovi Akpabli-Honu (2009)<br />

“The Legal Versus the Domestic Treatment <strong>of</strong> Child<br />

Sexual Defilement Cases in <strong>Ghana</strong>”. In Tonah, Steve<br />

(ed) Contemporary Social Problems in <strong>Ghana</strong>, Yamens<br />

Publishers, Accra. pp. 245-257 (Chapter 11).<br />

Awumbila, M., Manuh, T.; Quartey, P.; Antwi Bosiakoh,T;<br />

and Addoquaye Tagoe, C. (2010)<br />

Migration and Mobility in <strong>Ghana</strong>: Trends, Issues and<br />

Emerging Research Gaps. Woeli Publishing, Accra<br />

Aboagye, A. Q. Q.<br />

Estimating the Full Cost <strong>of</strong> Healthcare Delivery in Three<br />

Hospitals in Southern <strong>Ghana</strong>, <strong>Ghana</strong> Medical Journal, vol.<br />

44 no.3, 83- 94. [with A.N. K. Degboe and A. A. D. Obuobi].<br />

Dartey-Baah, K. (2010).<br />

“Job Satisfaction and Motivation: Understanding its<br />

impact on employee commitment and organisational<br />

performance.”Journal <strong>of</strong> Academic Leadership; Vol. 8 No. 4<br />

Afari-Kumah, E (2011)<br />

“Internet Banking in <strong>Ghana</strong>: an empirical investigation into<br />

the extent <strong>of</strong> its adoption by Banks.” Journal <strong>of</strong> Electronic<br />

Banking Systems, published by IBIMA Publishing, USA.<br />

Journal website: http://www.ibimapublishing.com<br />

Longe, O., Boateng, R., Longe F. and Olatubosun (2010).<br />

Information & Communication Technology Adoption<br />

among Adults in South Western Nigeria: An Assessment <strong>of</strong><br />

Usage-Phobia Factors, Journal <strong>of</strong> Information Technology<br />

Impact, 10(2), 65-86.<br />

Duncombe, R. and Boateng, R. (2009).<br />

Mobile Phones and Financial Services in Developing<br />

Countries: A Review <strong>of</strong> Concepts, Methods, Issues,<br />

Evidence and Future Research Directions, Development<br />

Informatics Working Papers, 37, 1-33. Institute for<br />

Development Policy and Management, <strong>University</strong> <strong>of</strong><br />

Manchester.<br />

Hinson R. and Tweneboah-Koduah E. Y.<br />

“Political Marketing Strategies in Africa: Expert Opinions<br />

on Recent Political elections in <strong>Ghana</strong>” Journal <strong>of</strong> African<br />

Business, 11:201-218, (Routledge, Taylor and Francis Group,<br />

United States <strong>of</strong> America)<br />

Engle R. Dimitriadi N. Gavidia J Schlaegel C. Delanoe<br />

S. Alvarado I, He X and Buame and Wolff B, (2010)<br />

“Entrepreneurial Intent: A Twelve Country Evaluation <strong>of</strong><br />

Ajzen’s Model <strong>of</strong> Planned Behaviour”, International Journal<br />

<strong>of</strong> Entrepreneurship Behaviour and Research- Emerald, Vol.<br />

16, No. 1:35-57<br />

Charles Ackah, Ernest Aryeetey, Ellen Bortei-Doku<br />

Aryeetey et.al. (2009)<br />

“The Global Financial Crisis and Developing Countries:<br />

Case <strong>of</strong> <strong>Ghana</strong>”, Global Financial Crisis Discussion Series<br />

Paper 5, Overseas Development Institute, London.<br />

Gadzekpo, A. (2010)<br />

“Street News: The Role <strong>of</strong> Posters in Democratic<br />

Participation in <strong>Ghana</strong>,” in Wasserman, H. (ed.), Taking it to<br />

the Streets: Popular Media, Democracy and Development<br />

in Africa. Routledge, pp. 105-122<br />

24 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Measures <strong>of</strong> Excellence<br />

Dr. Ernesto Zedillo<br />

Former Mexican President, delivering the<br />

2012 Aggrey-Fraser-Guggisberg Memorial Lecture<br />

at the Great Hall.<br />


The <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> has consistently taken<br />

the lead on socio-political issues that affect<br />

the greater well-being <strong>of</strong> society. Through<br />

the sustained attention <strong>of</strong> specialised institutes and<br />

centres, topical and sometimes controversial issues<br />

are studied, analysed and brought to the attention<br />

<strong>of</strong> sector stakeholders and the public domain for<br />

debate and redress.<br />

School” and “Aggrey-Frazer-Guggisberg Memorial<br />

Lectures”, for instance have attracted eminent<br />

personalities from diverse backgrounds discussing<br />

teething issues in leadership and governance.<br />

The Institute for Statistical, Social & Economic<br />

Research [ISSER] and Legon Centre for International<br />

Affairs and Diplomacy [LECIAD] are just two <strong>of</strong><br />

the several institutes and centres that are at the<br />

frontier <strong>of</strong> social-political leadership. Whereas<br />

ISSER is recognised for its authoritative socioeconomic<br />

analysis and reports, LECIAD has built an<br />

international reputation for the depth and relevance<br />

<strong>of</strong> its timely contribution to contemporary discourse,<br />

particularly those pertaining to Africa.<br />

The <strong>University</strong> also serves as an incubator for major<br />

associations, clubs, political parties, lecture series,<br />

symposia and workshops. The annual “New Year’s<br />



• Institute <strong>of</strong> Continuing and Distance<br />

Education<br />

• Institute <strong>of</strong> African Studies<br />

• Institute <strong>of</strong> Statistical Social and<br />

Economic Research<br />

• Regional Institute for Population Studies<br />

• Legon Centre for International Affairs<br />

and Diplomacy<br />

• UG Language Centre<br />

• Centre for Social Policy Studies<br />

• Centre for Gender Studies and Advocacy<br />

• Centre for Migration Studies<br />

• International Centre for African Music &<br />

Dance<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 25

Measures <strong>of</strong> Excellence<br />




Characteristic <strong>of</strong> many developing economies,<br />

low level <strong>of</strong> industrialisation and lack <strong>of</strong><br />

access to productive work opportunities for<br />

graduates pose a challenge to the design <strong>of</strong> higher<br />

education curricula.<br />

The <strong>University</strong> has intervened by aligning academic<br />

curricula to the needs <strong>of</strong> industry, developing<br />

coordinated partnerships with industry and providing<br />

leadership on trends and alternatives in industry<br />

advancement and technology. By means <strong>of</strong> this<br />

approach, the <strong>University</strong>’s faculty and students<br />

have made major contributions to knowledge<br />

creation, technologies and policies related to<br />

agriculture, healthcare, engineering and the arts &<br />

entertainment.<br />

The breadth <strong>of</strong> the <strong>University</strong>’s industry collaboration<br />

and research enterprise continues to expand with a<br />

focus on pressing local and global issues that have<br />

a wider impact on the performance <strong>of</strong> industry.<br />

On-going industrial collaborations and partnerships<br />

include: <strong>Ghana</strong> Cocoa Board, SIDALCO, Accra<br />

Brewery, Toyota [<strong>Ghana</strong>] Limited and many others.<br />

• Accra Brewery<br />

• Aga Khan <strong>University</strong><br />

• Ajinomoto Company Incorporated<br />

• Alliance for Green Revolution<br />

• Bank <strong>of</strong> <strong>Ghana</strong><br />

• Carnegie Corporation<br />

• Cornell <strong>University</strong><br />

• Eco Bank<br />

• Ecole Superiere de Commence de Dakar<br />

• Finatrade Foundation<br />

• Gates Foundation<br />

• <strong>Ghana</strong> Cocoa Board<br />

• <strong>Ghana</strong> Cyberspace Technologies<br />

• <strong>Ghana</strong> Museums and Monuments Board<br />

• Global Development Network<br />

• GTZ<br />

• International Atomic Energy Agency<br />

• International Institute for Pharmacovigilance<br />

• Kabawil<br />

• Kasapreko Company<br />

• Makerere <strong>University</strong><br />

• MEDIWISE International<br />

• Ministry <strong>of</strong> Food & Agriculture<br />

• Nagoya <strong>University</strong><br />

• North West <strong>University</strong><br />

• Princeton <strong>University</strong><br />

• Ricerca e Cooperazione<br />

• Rockefeller Foundation<br />

• Sokoine <strong>University</strong> <strong>of</strong> Agriculture<br />

• Standard Chartered Bank<br />

• Toyota [<strong>Ghana</strong>] Limited<br />

• Tufts <strong>University</strong><br />

• United Nations Development Programme<br />

• Universite de Strasbourg<br />

• <strong>University</strong> <strong>of</strong> Aarhus<br />

• <strong>University</strong> <strong>of</strong> Aberdeen<br />

• <strong>University</strong> <strong>of</strong> Antwerp<br />

• <strong>University</strong> <strong>of</strong> Bonn<br />

• <strong>University</strong> <strong>of</strong> Cambridge<br />

• <strong>University</strong> <strong>of</strong> Ibadan<br />

• <strong>University</strong> <strong>of</strong> Pavia<br />

• <strong>University</strong> <strong>of</strong> Pretoria<br />

• <strong>University</strong> <strong>of</strong> Sheffield<br />

• <strong>University</strong> <strong>of</strong> Umea<br />

• <strong>University</strong> <strong>of</strong> Zambia<br />

• Volta River Authority<br />

• Washington <strong>University</strong><br />

• West Africa College <strong>of</strong> Surgeons<br />

• World Health Organisation<br />

• Yale <strong>University</strong><br />

• Yambian <strong>University</strong> <strong>of</strong> Science & Technology<br />

• Zhejiang <strong>University</strong> <strong>of</strong> Technology<br />

26 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Measures <strong>of</strong> Excellence<br />


The <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> is the centre <strong>of</strong> many<br />

scientific and technological innovations. The<br />

<strong>University</strong>, through its researchers and support<br />

staff seek to find practical solutions to scientific,<br />

technological, social and economic challenges<br />

affecting society.<br />

The diversity <strong>of</strong> research efforts dedicated to<br />

technological efforts brings together the various<br />

institutes and centres focusing on the role <strong>of</strong> science<br />

and technology in an ever-changing world. In<br />

medicine, agriculture, environment and energy, the<br />

<strong>University</strong>’s presence is felt.<br />

The Noguchi Memorial Institute for Medical<br />

Research, Centre for Tropical Clinical Pharmacology<br />

& Therapeutics, West Africa Centre for Crop<br />

Improvement and the Insti<br />

\tute for Agricultural Research are few <strong>of</strong> the<br />

pioneering institutions acclaimed internationally<br />

for their innovative technology in medicine and<br />

agriculture.<br />



• Noguchi Memorial Institute for Medical<br />

Research<br />

• Centre for Tropical Clinical Pharmacology<br />

& Therapeutics<br />

• West Africa Centre for Crop Improvement<br />

• Institute for Agricultural Research<br />

• Volta Basin Research Project<br />

• Legon Seismological Observatory<br />

• Centre for Remote Sensing & Geographic<br />

Information Services<br />

• Ecology Laboratory Centre<br />

• Institute <strong>of</strong> Environment & Sanitation<br />

Studies<br />

• Legon Botanical Gardens<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 27

Measures <strong>of</strong> Excellence<br />

ALUMNI<br />

One area where the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong><br />

has excelled time after time is the<br />

pr<strong>of</strong>essional achievements <strong>of</strong> its alumni.<br />

This is deeply rooted in the <strong>University</strong>’s curricular<br />

and extracurricular programmes which prepare<br />

students from diverse backgrounds to be leaders<br />

and productive members <strong>of</strong> society.<br />

The <strong>University</strong>’s alumni are leaders in Agriculture,<br />

Business, Healthcare, Industry, Service, Politics and<br />

Education sectors and play critical roles in socioeconomic<br />

development. Many <strong>of</strong> the <strong>University</strong>’s<br />

alumni are known globally for their contribution to<br />

the advancement <strong>of</strong> human society.<br />

Mohammed Ibn Chambas<br />


Some Notable Alumni<br />

• Mohamed Ibn Chambas - Lawyer, Politician, President<br />

<strong>of</strong> ECOWAS Commission.<br />

• Georgina Theodora Woode - Chief Justice, Republic<br />

<strong>of</strong> <strong>Ghana</strong>.<br />

• Akin Euba - Composer, Musicologist and Pianist<br />

• Kwaku Ansah Asare - CEO Readwide Publications<br />

• Kwadwo Afari-Gyan - Political Scientist, Chairman <strong>of</strong><br />

Electoral Commission, <strong>Ghana</strong>.<br />

• Vicki Miles-LaGrange - Chief US District Judge.<br />

[Western District <strong>of</strong> Oklahoma]; first African American<br />

female elected to the Oklahoma Senate.<br />

• Yeboa Amoa - Former CEO, <strong>Ghana</strong> Stock Exchange<br />

• Kwabena Frimpong-Boateng - Cardiothoracic<br />

Surgeon, Former CEO <strong>of</strong> Korle Bu Teaching Hospital.<br />

• Felix Konotey-Ahulu- Creationist Physician & World-<br />

Class Expert on Sickle-Cell Anaemia.<br />

• Kwame Opoku-Darko - <strong>Ghana</strong> Cocoa Board.<br />

• Akua Kuenyehia, Judge - International Criminal Court.<br />

• Boakye Kyeremanteng Agyarko - Former Vice<br />

President, Bank <strong>of</strong> New York.<br />

• Komla Dumor - Journalist [BBC World Service].<br />

• Anna Bossman - Former acting CHRAJ Commissioner.<br />

• Akua Kuenyehia - International Court <strong>of</strong> Justice.<br />

• Prince K<strong>of</strong>i Amoabeng - CEO, UT Bank.<br />

• Theresa Oppong-Beeko - CEO, Manet Group.<br />

• John R. Schram - Former Canadian High<br />

Commissioner to <strong>Ghana</strong>.<br />

• David Ofori-Adjei - Physician & Medical Researcher<br />

[Clinical Pharmacology, Pharmacogenetics, Malaria,<br />

Schistosomiasis, Buruli Ulcer & HIV/AIDS].<br />

• Henrietta Mensa-Bonsu - Former UN Envoy to<br />

Liberia.<br />

• Patience Essah - Pr<strong>of</strong>essor <strong>of</strong> History at Auburn<br />

<strong>University</strong>, Auburn, AL, US; Author <strong>of</strong> “A House<br />

Divided: Slavery and Emancipation in Delaware.<br />

• James Aggrey-Orleans - Career Diplomat.<br />

• Joyce Aryee - Former CEO, <strong>Ghana</strong> Chamber <strong>of</strong> Mines.<br />

Vicki Miles-LaGrange<br />

Komla Dumor<br />

28 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Campus Experience<br />

Campus Experience<br />

Campus experience is an integral part <strong>of</strong> the<br />

<strong>University</strong> <strong>of</strong> <strong>Ghana</strong> educational experience.<br />

It is enriched by the diversity <strong>of</strong> students and<br />

faculty across the globe, engaging academic and<br />

practical assignments, recreation and socialisation,<br />

vibrant student governance and creative networking.<br />

Residential and non-residential students have<br />

ample access to the <strong>University</strong>’s academic resources<br />

– colleges & faculties, lecture halls, libraries and<br />

research facilities. Students also benefit from<br />

an array <strong>of</strong> non-academic resources such as the<br />

<strong>University</strong> Hospital, Postal & Banking Services,<br />

eateries, shops, copy centres, sports facilities, free<br />

wireless internet and many more.<br />

Office <strong>of</strong> the Dean <strong>of</strong> Students Affairs<br />

The Office <strong>of</strong> the Dean <strong>of</strong> Student Affairs works<br />

closely with other departments within the university<br />

to ensure that student derive maximum academic<br />

and personal success from the <strong>University</strong>’s lifechanging<br />

experience.<br />

By working with Heads <strong>of</strong> Halls, the SRC, the Sports<br />

Directorate, the Counselling and Placement Centre<br />

and the <strong>University</strong>’s Public Affairs Directorate, the<br />

Office <strong>of</strong> the Dean <strong>of</strong> Student Affairs assists students<br />

by:<br />

• Providing counselling and information services<br />

for students<br />

• Administering non-academic student disciplinary<br />

system and student grievance procedure<br />

• Assisting in non-academic programme<br />

development.<br />


Office <strong>of</strong> the Dean <strong>of</strong> Students Affairs<br />

Dean: Dr. James Adomako<br />

Location: Opp. the <strong>University</strong> Post Office<br />

Working Hours: 8am- 5pm<br />

Telephone: 0289109099/0302500788<br />

Postal Address: Box LG 256, Legon, Accra.<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 29

30 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Campus Experience<br />


The <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> has a rich history <strong>of</strong><br />

providing exceptional, cross-cultural learning<br />

experience for International Students.<br />

With the first enrolment <strong>of</strong> 86 International Students<br />

in the 1961/62 Academic Year, enrolments <strong>of</strong><br />

International Students have grown considerably<br />

spanning the African continent, Europe, Asia and<br />

Americas. At present, International students number<br />

close to 1,500 students drawn from 71 countries.<br />

The <strong>University</strong> through the Office <strong>of</strong> International<br />

Programmes encourages participation <strong>of</strong><br />

International Students through direct enrolment and<br />

exchange programmes. The Office also promote<br />

and co-ordinate all the <strong>University</strong>’s external relations,<br />

including international students, scholars on various<br />

exchange programmes, staff on exchange and<br />

external staff training programmes.<br />


International Programmes Office<br />

Dean: Pr<strong>of</strong>. Naa Ayikailey Adamafio<br />

Location: International House<br />

Working Hours: 8am - 5pm<br />

Telephone: +233-302 507147<br />

Email: dip@ug.edu.gh<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 31

International Students<br />

Summaya Habib Yusuf<br />

BA. History & Theatre Arts, Level 300<br />

Iam origianlly from Katsina, Nigeria. I gained admission<br />

in 2010 to study History and Theatre Arts at UG and I<br />

can proudly say that it has been one <strong>of</strong> the high points<br />

in my life.<br />

From my very first lecture to every single practical class<br />

I have attended, my understanding, love and passion<br />

for the programme has been awesome. This has largely<br />

been due to the atmosphere in which teaching and<br />

learning takes place on this campus.<br />

My grades in all my courses have been above average<br />

and keeps on getting better. Outside <strong>of</strong> class and<br />

academic work, there’s also a very vibrant and exciting<br />

social life both on and <strong>of</strong>f campus.<br />

I have been an enthusiatic member <strong>of</strong> the International<br />

Students Association(ISA). I have taken part in various<br />

fun and charity oriented activities which are organised<br />

annaully by the ISA . These include road trips, clean up<br />

exercises, hospital visits, donations to orphanges and<br />

career development workshops.<br />

I am also an active volleyball player and a regular<br />

swimmer. This lifestyle has been made possible as a<br />

result <strong>of</strong> the world class sports facilities available on<br />

campus. Hostel facilities are also very comfortable and<br />

extra security is provided for all residents especially for<br />

those <strong>of</strong> us at the International Students Hostel(ISH).<br />

From the dedicated faculty and staff who go to any<br />

length to ensure that each and every member <strong>of</strong> the<br />

class is carried along and participates in class activities,<br />

to the enthusiastic and helpful fellow students, I can<br />

confidently say that I am on the path to achieving my<br />

career objectives as a proud UG student.<br />

32 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

International Students<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 33

Campus Experience<br />


All the three campuses <strong>of</strong> the <strong>University</strong> <strong>of</strong>fer a<br />

wide variety <strong>of</strong> food and numerous eateries<br />

serving both local and continental dishes.<br />

Most restaurants, fast-food joints, bars and outdoor<br />

dining places are located within or close to the halls<br />

<strong>of</strong> residences, hostels, colleges and faculties. The<br />

variety <strong>of</strong> food choices in the <strong>University</strong> community<br />

allow for different tastes and needs.<br />

The various halls <strong>of</strong> residence and hostels have<br />

kitchens and cooking space for students who wish<br />

to cook their own food. Shops and groceries are<br />

conveniently located near halls <strong>of</strong> residence and<br />

hostels.<br />



Tasty treats Fufu dish Behind Noguchi and inside<br />

International students hostel<br />

(ISH)<br />

Basement<br />

Banku with cassava fish<br />

and hot pepper<br />

Central cafeteria<br />

Central cuisine Joll<strong>of</strong> rice Central cafeteria<br />

Tyme out<br />

Special fried rice<br />

and grilled chicken<br />

Inside legon hall(main)<br />

Tacobel Rice dishes Inside Akuafo hall(main)<br />

Night market A bit <strong>of</strong> everything Beside All needs supermarket<br />

WILTEX food<br />

design<br />

Joll<strong>of</strong> rice with salad<br />

and grilled chicken<br />

Volta Hall JCR gardens<br />

34 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Campus Experience<br />


Since its inception in October 1951, the<br />

<strong>University</strong> Hospital continues to meet most<br />

health care needs <strong>of</strong> students, staff and the<br />

general public.<br />

The facility, which is located at the southern part<br />

<strong>of</strong> Legon Campus consists <strong>of</strong> an Out Patient<br />

Department [OPD], Emergency Unit, Operating<br />

Theatre, Dental Clinic, X-Ray Department,<br />

Laboratory & Ward Section and Paediatric Ward.<br />

Clinical services <strong>of</strong>fered include:<br />

• Emergency care<br />

• Testing and immunisation<br />

• Care for pre-existing conditions and<br />

• Physical examinations.<br />


The <strong>University</strong> Hospital<br />

Director: Dr. Christian K. Amenuveve<br />

Location: Near Legon Police Station<br />

Working Hours: 24hrs.<br />

Telephone: 030 20500052/ 0302500052<br />

Postal Address: P. O. Box LG 79 <strong>University</strong> <strong>of</strong><br />

<strong>Ghana</strong>, Legon<br />

Email: ughosp@ug.edu.gh<br />

Both newly enrolled students and new staff<br />

appointees are given a thorough medical<br />

examination by the <strong>University</strong> Hospital.<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 35

Campus Experience<br />


Through the Students Financial Aid Office<br />

[SFAO], the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> makes every<br />

effort to provide financial aid to qualified<br />

<strong>Ghana</strong>ian applicants <strong>of</strong> limited finances. The SFAO<br />

handles limited financial aid intended to pay for<br />

academic user fees. Financial Aid may be in the<br />

form <strong>of</strong> full scholarship, partial scholarship and oncampus<br />

work-study or part-time job opportunities<br />

for students.<br />

Applicants seeking financial assistance are advised<br />

to contact the SFAO at the Alumni Centre, Legon<br />

Campus or through e-mail, finaid@ug.edu.gh for<br />

available packages and deadlines for application.<br />

Who Qualifies<br />

Applicant seeking financial aid must meet all the<br />

under listed criteria:<br />

• Be a <strong>Ghana</strong>ian citizen.<br />

• Be enrolled as a student in a full-time<br />

programme <strong>of</strong> study.<br />

• Be able to demonstrate financial need<br />

• Be brilliant, and<br />

• Be making excellent academic progress as<br />

determined by the <strong>University</strong>.<br />


Students Financial Aid Office<br />

Head: Mrs. Christine Baning<br />

Location: Alumni Office, near the Ecobank<br />

Working Hours: 8am-5pm<br />

Telephone: 0302 285312<br />

Email: finaid@ug.edu.gh<br />

Website: : www.ug.edu.gh/sfao.php<br />

36 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Campus Experience<br />


Consistent with the <strong>University</strong>’s policy <strong>of</strong><br />

equal opportunity in education and to<br />

ensuring that students with disabilities<br />

have as complete and equitable access to all facets<br />

<strong>of</strong> <strong>University</strong> life as can be reasonably provided,<br />

the Office <strong>of</strong> Students with Special Needs [OSSN]<br />

assists students with special needs with appropriate<br />

provisions throughout their stay at the <strong>University</strong>.<br />

Students with any form <strong>of</strong> disability may find the<br />

OSSN helpful. In addition to identifying their<br />

personal needs, the OSSN endeavours to provide<br />

support in the form <strong>of</strong> braillers, readers, interpreters,<br />

enlarged prints, note-takers and alternative<br />

examination arrangements.<br />

These support services are not preferential<br />

treatments, but are aimed at ensuring equal<br />

opportunity and access for students with disability<br />

to achieve optimum academic outcomes. Students<br />

with the under listed categories <strong>of</strong> physical/<br />

health challenges or any other special needs are<br />

encouraged to register with the OSSN.<br />

• Hearing Impairment/Deafness<br />

• Visual Impairment/Blindness<br />

• Specific Learning Difficulties<br />

• Physical Disability<br />

• Medical Disability<br />

• Mental Health Difficulties<br />


Office <strong>of</strong> Students with Special Needs<br />

Coordinator: Pr<strong>of</strong>. I. K Asante<br />

Location: SRC Union Building<br />

Working Hours: 8am-5pm<br />

Telephone: 0209346804<br />

Postal Address: P. O Box 25, Legon.<br />

Braille<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 37

Campus Experience<br />


The Counselling and Placement Centre<br />

[CPC] provides comprehensive, pr<strong>of</strong>essional<br />

counselling as well as a career and placement<br />

services to individuals and groups. The Centre also<br />

sponsors various programmes to help students and<br />

staff manage personal concerns ranging from shortterm<br />

academic, social, personal and family concerns<br />

to longer-term emotional and psychological<br />

problems. Career events are organised annually by<br />

the Centre to enhance CV writing skills, interview<br />

techniques and career exploration. All the services<br />

<strong>of</strong> the CPC are confidential and free to students and<br />

staff.<br />

The CPC assistance for students and alumni include:<br />

• Students are assisted with self-assessment,<br />

career choice, and self-penetration, including<br />

writing <strong>of</strong> applications and resumés, and<br />

performance at interviews;<br />

• Colloquia between students and representatives<br />

<strong>of</strong> major employing organisations are held yearly<br />

at which students learn about the functions<br />

and operations <strong>of</strong> major establishments in the<br />

country, the range <strong>of</strong> jobs <strong>of</strong>fered to university<br />

graduates, and the corresponding qualifications<br />

and personal attributes required;<br />

• Students and alumni are assisted to get<br />

placement on jobs through introductory letters,<br />

direct canvassing by the Centre and liaison with<br />

employers for campus interviews.<br />


Counselling & Placement Centre<br />

Director: Mr. James Egyiri-Cr<strong>of</strong>fet<br />

Location: Volta Basin Research Project.<br />

Working Hours: 8am - 5pm<br />

Telephone: 0302 507147<br />

Email: counsel@ug.edu.gh<br />

38 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Campus Experience<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 39

Campus Experience<br />

President Vice President Secretary Treasurer<br />


The Students Representative Council [SRC] is<br />

an umbrella body representing the interests<br />

<strong>of</strong> <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> students. The SRC<br />

co-ordinates the activities <strong>of</strong> the academic, cultural,<br />

religious, political and recreational clubs and<br />

societies, provides a link with outside organisations<br />

and concerns itself with all aspects <strong>of</strong> student<br />

welfare within the university. All students are eligible<br />

and encouraged to participate in one or more <strong>of</strong> the<br />

various programmes and events <strong>of</strong> the SRC.<br />

• All students registered at the university are<br />

automatically members <strong>of</strong> the SRC, which levies<br />

direct income from its members to finance its<br />

programmes and activities.<br />

• The SRC <strong>of</strong>ficers are elected annually by a ballot<br />

<strong>of</strong> all students during the second semester to<br />

serve the following academic year. Executives <strong>of</strong><br />

the Junior Common Room (JCR) also serve on<br />

the Council.<br />

• The SRC is a constituent organization <strong>of</strong> the<br />

National Union <strong>of</strong> <strong>Ghana</strong> Students, which<br />

provides a focal point <strong>of</strong> all aspects <strong>of</strong> student<br />

activities nationally and internationally.<br />

• The SRC has representation on the Council<br />

<strong>of</strong> the <strong>University</strong> and on <strong>University</strong> Boards/<br />

Committees which deal with students’ welfare.<br />


Students Representative Council<br />

President: Edmond Kombat<br />

Vice President: Joshua Nii Armah<br />

Secretary: Gloria Apau<br />

Treasurer: Patrick Pierson Prah<br />

Location: SRC Union Building, Adjacent the Central Cafeteria<br />

Working Hours: Mon-Friday, 09:00 - 19:00<br />

Telephone: 0240944005<br />

Website: www.ugsrc.com<br />

40 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Campus Experience<br />

Akuafo Legon Volta Mensah Sarbah Commonwealth<br />


Junior Common Rooms [JCR] seek to protect the<br />

interests <strong>of</strong> junior members <strong>of</strong> a particular hall <strong>of</strong><br />

residence. Each Hall <strong>of</strong> Residence has a Junior<br />

Common Room to which every student attached is<br />

a member. The JCR <strong>of</strong> a Hall, through its <strong>of</strong>ficers,<br />

maintains relations with JCRs <strong>of</strong> other Halls and it’s<br />

a recognised channel <strong>of</strong> communication between<br />

junior members and the Hall authorities. The activities<br />

<strong>of</strong> JCRs are supported by student contributions and<br />

contributions from the <strong>University</strong> through the Hall<br />

Council.<br />

Akuafo Hall President:<br />

Michael M. N. Y. Asare<br />

Legon Hall President:<br />

Stephen Yeboah<br />

Volta Hall President:<br />

Maranatha Agyei Tiwaa<br />

Mensah Sarbah Hall President:<br />

Edward Tuttor<br />

Commonwealth Hall President:<br />

Elkington Ayisi Andrews<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 41

Campus Experience<br />



A sampling <strong>of</strong> Student Associations on Campus<br />

• Presbyterian Students’ Union<br />

• Pentecostal Students’ Union<br />

• Pax Romana<br />

• <strong>Ghana</strong> Muslim Students Association<br />

• Ahmaddiya Muslim Students’ Union<br />

• Anglican Society<br />

• <strong>University</strong> Christian Fellowship<br />

• Nichiren Shoshu<br />

• The Political Science Students’ Association<br />

• Law Students’ Union<br />

• National Association <strong>of</strong> Science Students<br />

• Medical School Writers Club<br />

• <strong>Ghana</strong> Association <strong>of</strong> Medical Students<br />

• Agricultural Science Students’ Association<br />

• <strong>Ghana</strong> National Association <strong>of</strong> Teachers<br />

• Disabled Students’ Association<br />

• Child Survival Club<br />

• Rotaract Club<br />

• Student Services Organisation<br />

• International Students Association<br />

• APOSA<br />

• Believers Love World<br />

The <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> encourages and<br />

supports student participation in a wide<br />

variety <strong>of</strong> co-curricular and extra-curricular<br />

activities designed to complement the classroom<br />

experience.<br />

Clubs and Societies revolve around academic<br />

disciplines, social programmes, religious affiliations,<br />

pr<strong>of</strong>essional careers, international issues and<br />

philanthropic gestures. Every student is encouraged<br />

to join and have a meaningful experience in the<br />

activities <strong>of</strong> a club or a society.<br />

42 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Campus Experience<br />


Regardless <strong>of</strong> a student’s social background and<br />

interests, there is so much to do at the <strong>University</strong><br />

<strong>of</strong> <strong>Ghana</strong>. A student can join a club or association,<br />

run for student <strong>of</strong>fice, participate in an outreach<br />

programme, write for a journal, share in a sports<br />

activity or tour an <strong>of</strong>f- beaten track.<br />


Creative networking and teambuilding skills are<br />

invaluable to any goal-oriented person wishing to<br />

advance personally and pr<strong>of</strong>essionally. In recognition<br />

<strong>of</strong> this, the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> provides students<br />

with the platforms to learn from and alongside the<br />

exceptionally accomplished to advance society.<br />

Through annual events and special activities<br />

organised by the various Colleges, Faculties and<br />

Departments, the <strong>University</strong> serve to connect<br />

students with distinguished leaders, leading edge<br />

experts and organisations involved in service<br />

projects, research activities and programmes related<br />

to academic specialisations, as well as a wide variety<br />

<strong>of</strong> special interests.<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 43

Campus Facilities<br />


Legon Hall is the premier hall <strong>of</strong> the <strong>University</strong><br />

<strong>of</strong> <strong>Ghana</strong>. Construction commenced in the<br />

Michaelmas Term <strong>of</strong> 1951 as an all-male hall.<br />

The first batch <strong>of</strong> undergraduate students was<br />

accepted into residence in September 1952. In<br />

October 1991, the hall was converted into a mixed<br />

hall <strong>of</strong> residence.<br />


Established: 1951<br />

Nickname: Hall <strong>of</strong> Ladies and Gentlemen<br />

Number <strong>of</strong> students: 1,200<br />

Major Annual Events: Trinity Sunday<br />

Motto: Cui Multum Datum “To whom much is given...”<br />

Principal Hall Officers<br />

Hall Master: Pr<strong>of</strong>. David Atta-Peters<br />

Senior Tutor: Dr. Malcom Josiah<br />

JCR President- Stephen Yeboah<br />


Volta Hall is the fourth hall <strong>of</strong> residence to be built<br />

by the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong>. Construction <strong>of</strong> the<br />

hall commenced in the 1959-1960 Academic<br />

Year and <strong>of</strong>ficially inaugurated on 16 November 1960.<br />

The original design <strong>of</strong> the hall incorporated a main<br />

hall and an annex with rooming capacity <strong>of</strong> 82 and 198<br />

students respectively but has since been expanded<br />

to accommodate more students. Volta Hall is the only<br />

all-female hall <strong>of</strong> residence <strong>of</strong> the <strong>University</strong>.<br />


Established: 1960<br />

Nickname: Ladies with Vision and Style<br />

Number <strong>of</strong> students: 600<br />

Major Annual Events: Hall Week Celebration<br />

Motto: Akokobere Nso Nyim Adekyee<br />

Principal Hall Officers<br />

Hall Warden – Pr<strong>of</strong>. Esther O. Sakyi-Dawson<br />

Senior Tutor – Mrs. Angelina Lily Armah<br />

JCR President: Maranatha Agyei Tiwaa<br />

44 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus


Campus Facilities<br />

Originally known as Third Hall, Commonwealth<br />

Hall was <strong>of</strong>ficially commissioned in March<br />

1957 to commemorate <strong>Ghana</strong>’s admission<br />

into the Commonwealth <strong>of</strong> Nations. Prior to the<br />

<strong>of</strong>ficial commissioning, the Hall had previously<br />

admitted its first batch <strong>of</strong> students into residence at<br />

the beginning <strong>of</strong> the 1956/1957 academic year. At<br />

present, Commonwealth Hall is the only all-male hall<br />

<strong>of</strong> the <strong>University</strong>.<br />


Established: 1957<br />

Nickname: VANDAL [Vivacious, Affable, Neighbourly,<br />

Devoted/Dedicated, Altruistic and Loyal]<br />

Number <strong>of</strong> students: 800<br />

Major Annual Events: Hall week, Minimpenim<br />

Motto: Truth Stands<br />

Principal Hall Officers<br />

Hall Master: Pr<strong>of</strong>. George Armah<br />

Senior Tutor: Dr. Thomas Aquinas Adjadeh<br />

JCR President: Elkington Ayisi Andrews<br />


Originally established with the appointment <strong>of</strong><br />

Pr<strong>of</strong>essor D. A. Taylor in 1953, the second hall<br />

<strong>of</strong> residence <strong>of</strong> the <strong>University</strong> was renamed<br />

Akuafo in appreciation for the financial contributions<br />

by the farmers <strong>of</strong> <strong>Ghana</strong> towards the establishment <strong>of</strong><br />

the <strong>University</strong> College.<br />

Akuafo Hall was <strong>of</strong>ficially commissioned in 17<br />

February 1956 even though it had admitted its first<br />

batch <strong>of</strong> students numbering 131 into residence on 5<br />

October, 1955. The Hall was converted into a mixed<br />

hall <strong>of</strong> residence in October, 1991.<br />


Established: 1953<br />

Nickname: The Farmers<br />

Number <strong>of</strong> students: 1200<br />

Major Annual Events: Farmers Hall Week<br />

Motto: Laboremus et Sapiamus<br />

Principal Hall Officers<br />

Hall Master: Dr. Vladimir Antwi-Danso<br />

Senior Tutor: Dr. George Akanlig-Pare<br />

JCR President: McDonald M. Asare<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 45


John Mensah Sarbah [1864-1910] was an illustrious<br />

jurist, writer, statesman and the first Gold Coast<br />

barrister to be called to the English Bar in 1887.<br />

He used his legal acumen to check the excesses <strong>of</strong><br />

British colonial rule; in particular land appropriations,<br />

arguing that land in Africa belonged to the natives<br />

and therefore appropriation by the British was illegal.<br />

In recognition <strong>of</strong> championing the course <strong>of</strong> natives<br />

and his contributions towards education, the<br />

<strong>University</strong> named the fifth hall <strong>of</strong> residence after<br />

him in 1960. Until 1991, it was the only mixed hall <strong>of</strong><br />

residence.<br />


Established: 1960<br />

Nickname: Vikings<br />

Number <strong>of</strong> students: 1,400<br />

Major Annual Events: Sarbah Day, Alumni Celebrity<br />

Platform<br />

Motto: Truth, Honour, Service<br />

Principal Hall Officers<br />

Hall Master: Dr. George Asare Darpaah<br />

Senior Tutor: Dr. Ted Y. Annan<br />

JCR President: Edward Tuttor<br />


Jubilee Hall was inaugurated in 1998 to<br />

commemorate the <strong>University</strong>’s Golden Jubilee.<br />

Modelled after Akuafo Hall and funded mainly<br />

by alumni <strong>of</strong> the <strong>University</strong>, the Hall is a group <strong>of</strong><br />

four multi-purpose blocks containing single study<br />

bedrooms, self-contained flats and double rooms.<br />

Jubilee Hall also has rooms suitable for students with<br />

disabilities.<br />


Established: 1998<br />

Number <strong>of</strong> students: 550<br />

Amenities: Kitchenette, Washrooms, Studyrooms.<br />

Tel: +233 302 517143<br />

Email: ughostels@ug.edu.gh<br />

46 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus


Hilla Limann Hall<br />

Established: 2010 Number <strong>of</strong> students: 1700<br />

Alexander A. Kwapong Hall<br />

Established: 2010 Number <strong>of</strong> students: 1700<br />

Jean Nelson Aka Hall<br />

Established: 2010 Number <strong>of</strong> students: 1800<br />

Elizabeth Frances B. Sey<br />

Established: 2010 Number <strong>of</strong> students: 1800<br />


Alexander Adum Kwapong Hall was commissioned<br />

in 2010 in recognition <strong>of</strong> the excelling virtues <strong>of</strong><br />

Pr<strong>of</strong>essor Alexander Adum Kwapong; an exceptionally<br />

accomplished classicist and an authority on higher<br />

education development who participated in shaping the<br />

<strong>University</strong> <strong>of</strong> <strong>Ghana</strong> in its infant years.<br />

Pr<strong>of</strong>essor Kwapong was educated at Achimota College<br />

in <strong>Ghana</strong> and Cambridge <strong>University</strong>, UK, where he<br />

graduated with First Class Honours in Classics in 1951.<br />

He joined the faculty <strong>of</strong> the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> in 1953,<br />

received his PhD in Classics in 1957 and became a full<br />

pr<strong>of</strong>essor in 1962.<br />

He taught Greek, Latin and Ancient History at the<br />

<strong>University</strong> for more than a decade and served as Pro-Vice<br />

Chancellor, working alongside Connor Cruise O’ Brien,<br />

the then Vice Chancellor.<br />

In 1966, he became the first <strong>Ghana</strong>ian appointed as a<br />

Vice-Chancellor <strong>of</strong> the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong>.<br />


Hilla Limann Hall was commissioned
by the <strong>University</strong> in<br />

honour <strong>of</strong> the third President <strong>of</strong> <strong>Ghana</strong>, Dr. Hilla Limann<br />

[1934- 1998]. Dr. Limann, a distinguished diplomat and<br />

academic, is recognised in <strong>Ghana</strong> and abroad for his<br />

zeal for multi- party democracy, statesmanship and<br />

intellectual integrity.<br />

In recognition <strong>of</strong> his significant contribution to national<br />

development, particularly promoting education, the<br />

<strong>University</strong> decided to immortalise the virtues and<br />

principles Dr. Limann stood for by commissioning a new<br />

hall <strong>of</strong> residence in his honour.<br />

Dr. Limann studied Political Science
at the London<br />

School <strong>of</strong> Economics and obtained a Diploma in French<br />

at Sorbonne <strong>University</strong>, France in 1960. He also obtained<br />

a BA (Hons) degree in History at the <strong>University</strong> <strong>of</strong> London<br />

and a PhD in Political Science and Constitutional Law at<br />

the <strong>University</strong> <strong>of</strong> Paris.<br />


The Fourth new Hall <strong>of</strong> Residence has been named after<br />

Mrs. Elizabeth Frances Baaba Sey. This is a deliberate<br />

by the Management <strong>of</strong> the <strong>University</strong> to<br />

immortalise the name <strong>of</strong> the first <strong>Ghana</strong>ian woman<br />

graduate <strong>of</strong> this <strong>University</strong>.<br />

Elizabeth Frances Baaba Sey nee Biney was born on 21st<br />

April, 1927 at Cape Coast to Ebenezer Francis Biney and<br />

Mary Victoria Biney. She attended St. Monica’s School<br />

in Cape Coast and Achimota Secondary School from<br />

1939 to 1943. She completed her Teacher Training in<br />

1948 and after passing her Intermediate Examinations<br />

in 1950, entered the then <strong>University</strong> College <strong>of</strong> the<br />

Gold Coast from which she graduated in 1953. She was<br />

soon after appointed
the District Education Officer for<br />

Sekondi. She married the late Pr<strong>of</strong>essor Samuel Sey and<br />

their marriage was blessed with three children.<br />

The Commissioning and naming <strong>of</strong> the hall took place<br />

on the 19th <strong>of</strong> January, 2012, at the fore-court <strong>of</strong> the hall<br />

at 9am.<br />


Jean Nelson Aka Hall was inaugurated in 2010 in honour<br />

<strong>of</strong> Dr. Jean Nelson Aka, a distinguished alumnus par<br />

excellence. He was passionate and admirably committed<br />

in his service to the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong>.<br />

So devoted was he to the interests and progress <strong>of</strong> his<br />

alma mater that he played an active role towards the<br />

<strong>University</strong>’s 50th anniversary in 1998. He was also one <strong>of</strong><br />

the main drivers behind the construction <strong>of</strong> the Jubilee<br />

Hostel, an initiative <strong>of</strong> the Alumni Association.<br />

In 1999, at a Special Congregation, the <strong>University</strong><br />

conferred upon him the Doctor <strong>of</strong> Laws [Honoris Causa]<br />

in the category <strong>of</strong> “Alumni who have made the <strong>University</strong><br />

proud”.<br />

Dr. Aka was a former Managing Director <strong>of</strong> Ecobank<br />

<strong>Ghana</strong> Ltd. He obtained both BSc. [Administration]<br />

Degree and Master <strong>of</strong> Business Administration [MBA]<br />

Degree in Finance from the School <strong>of</strong> Administration<br />

[now <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> Business School] in 1972 and<br />

1976 respectively.<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 47


The International Students Hostels were<br />

established to create and strengthen links<br />

with other universities in order to enhance the<br />

international student presence on UG campus.<br />

The first phase <strong>of</strong> the International Students Hostels<br />

project was commissioned in June 1999 and the<br />

second phase in January 2006. The hostels are coeducational<br />

and each has 43 single rooms and 85<br />

double rooms. The facility also has a well-fortified<br />

security system, kitchenettes and restaurants.<br />


Established: 1999 First Phase, 2006 Second Phase<br />

Number <strong>of</strong> students: 427<br />

Amenities: Internet cafe, Laundry service,<br />

Supermarket Gym, Swimming pool, Banking facilities,<br />

Kitchenette & Washroomes.<br />

Tel: +233 302 517143<br />

Email: ughostels@ug.edu.gh<br />


The Balme Library is the foremost academic<br />

library in <strong>Ghana</strong>. As the main library <strong>of</strong> the<br />

<strong>University</strong> <strong>of</strong> <strong>Ghana</strong> Library System; it takes the<br />

lead in supporting teaching, learning and research<br />

by both faculty and students. Central to this is<br />

acquiring and organising relevant book and nonbook<br />

materials for easy access by bona fide users.<br />

Consistent with the <strong>University</strong>’s agenda <strong>of</strong> creating<br />

‘a world class university’; the Balme Library is actively<br />

involved in innovative developments. The recently<br />

completed extension to the library building, for<br />

instance, has enabled new facilities and services<br />

to be provided to the <strong>University</strong> community. These<br />

include a 24-hour Reading Room, Research &<br />

Knowledge Commons, Conference/Seminar Rooms,<br />

Information Access Centre, Bindery and a Canteen.<br />


The Balme Library<br />

The Balme Library<br />

<strong>University</strong> Librarian: Pr<strong>of</strong>. Edwin Ellis Badu<br />

Location: <strong>University</strong> Square<br />

Working Hours: Mon.-Sun., 8am-10pm<br />

Telephone: 233 302 512 407-8<br />

Email: admin@libr.ug.edu.gh<br />

The on-line databases and journals subscribed to<br />

by the Balme Library could be accessed both on<br />

and <strong>of</strong>f-campus. Its facilities and resources could be<br />

accessed by physically-challenged students as well<br />

as they are ably assisted by resource persons.<br />

The library’s modern catalogue UGCat, could be<br />

accessed on-line at http://library.ug.edu.gh<br />

48 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Campus Facilities<br />


The <strong>University</strong> Hospital, located at the southern<br />

part <strong>of</strong> Legon Campus consists <strong>of</strong> an Out Patient<br />

Department [OPD], Emergency Unit, Operating<br />

Theatre, Dental Clinic, X-Ray Department,<br />

Laboratory & Ward Section and Paediatric Ward.<br />

Clinical services <strong>of</strong>fered include: emergency care,<br />

testing and immunisation, care for pre-existing<br />

conditions and physical exams.<br />


Located in the <strong>University</strong>’s Commercial Area [opposite<br />

Legon Hall], the <strong>University</strong> Post Office is responsible<br />

for the mailing needs <strong>of</strong> the <strong>University</strong> community.<br />

The Post Office which is a branch <strong>of</strong> the <strong>Ghana</strong> Post<br />

provides express, registered and special delivery mail<br />

services. It also stocks stationery and souvenirs.<br />


Most popular banks in <strong>Ghana</strong> have branches or<br />

Automated Teller Machines [ATM] located at the<br />

<strong>University</strong> <strong>of</strong> <strong>Ghana</strong> campuses. Students will find it<br />

convenient to use any <strong>of</strong> the campus banks. Many<br />

banks on campus <strong>of</strong>fer special student banking<br />

services aimed at their specific needs.<br />


The <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> Bookshop is located within<br />

the <strong>University</strong> Square on the Legon Campus. It is<br />

close to the Standard Chartered Bank and Barclays<br />

Bank, on the same block with the African Virtual<br />

<strong>University</strong>.<br />

The Bookshop stocks a wide range <strong>of</strong> prescribed<br />

and recommended textbooks and reading materials.<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 49

Campus Facilities<br />


In recent years, the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> has<br />

invested significantly in sports infrastructure. As a<br />

result, the <strong>University</strong> has one <strong>of</strong> the most modern<br />

indoor and outdoor sports facilities in Africa. The<br />

<strong>University</strong>, which has a strong sports tradition<br />

with several national and international laurels,<br />

encourages students to participate in the wide range<br />

<strong>of</strong> sporting activities outside the classroom. Apart<br />

from enhancing physical, social and mental skills,<br />

sporting activities boosts students’ self esteem and<br />

confidence which is <strong>of</strong>ten reflected in greater effort<br />

and achievement in the classroom.<br />


In harmony with the <strong>University</strong> statutes, expression<br />

<strong>of</strong> faith and worship at the <strong>University</strong> is encouraged<br />

and respected. However in order to prevent<br />

extremist religious fervour from disturbing the<br />

peace <strong>of</strong> the <strong>University</strong> community, the Office <strong>of</strong> the<br />

Dean <strong>of</strong> Student Affairs work with representatives<br />

<strong>of</strong> religious bodies and associations to ensure that<br />

the <strong>University</strong>’s statutes and regulations are always<br />

upheld.<br />

50 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

Sports For Academic Credit<br />

Sports for Academic Credit<br />

UG encourages its students who spend their<br />

time, energy and resources to train and<br />

compete for honours for the <strong>University</strong> in<br />

particular and the nation as a whole.<br />

The university has therefore initiated a Sports for<br />

Academic Credit Programme. This is intended to<br />

integrate sports into the academic programme <strong>of</strong> the<br />

<strong>University</strong> to enable eligible students earn credits for<br />

sports and sport-related courses, which would count<br />

towards their total credits earned.<br />

Students can be considered for sports credit from<br />

their second year based on their previous sports<br />

performance in the <strong>University</strong>. Enrollment is on the<br />

basis <strong>of</strong> application to and recommendation from the<br />

Sports Directorate and approved by the appropriate<br />

Dean. Sports performers can earn a maximum <strong>of</strong> 3<br />

credits per year on the programme, with a maximum<br />

<strong>of</strong> 6 credits during their course <strong>of</strong> study in the<br />

<strong>University</strong>.<br />

Courses under the programme will be graded in<br />

accordance with the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong>’s grading<br />

system. Practical and theory sections will take 50%<br />

each <strong>of</strong> the final grade.<br />

SPAC 281 - 295 Sports Specific Events/Disciplines (Practicals)<br />


SPAC 210 Basic Anatomy 2<br />

SPAC 220 Sociology <strong>of</strong> Sports 2<br />

SPAC 230 Sports Theory 2<br />

SPAC 240 Sports Physiology 2<br />

SPAC 250 History and Philosophy <strong>of</strong> Sports 2<br />

SPAC 260 Elements <strong>of</strong> Sports Fitness 2<br />

SPAC 310 Sports Injuries 2<br />

SPAC 320 Sports Psychology 2<br />

SPAC 330 Economics <strong>of</strong> Sports 2<br />

SPAC 340 Sports: Law And Practice 2<br />

SPAC 350 Sports Nutrition 2<br />

SPAC 360 Principles <strong>of</strong> Sports Performance 2<br />

SPAC 370 Sports Management 2<br />

SPAC 380 Sports Communication 2<br />

Total 28<br />


SPAC 281 Athletics 1<br />

SPAC 282 Badminton 1<br />

SPAC 283 Basketball 1<br />

SPAC 284 Boxing 1<br />

SPAC 285 Cricket 1<br />

SPAC 286 Goalball 1<br />

SPAC 287 Handball 1<br />

SPAC 288 Hockey 1<br />

SPAC 289 Martial Arts 1<br />

SPAC 291 Soccer 1<br />

SPAC 292 Swimming 1<br />

SPAC 293 Table Tennis 1<br />

SPAC 294 Tennis 1<br />

SPAC 295 Volleyball 1<br />

Total 14<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 51

<strong>University</strong> <strong>of</strong> <strong>Ghana</strong> Required Courses<br />

<strong>University</strong> <strong>of</strong> <strong>Ghana</strong> Required<br />

Courses<br />

The <strong>University</strong> <strong>of</strong> <strong>Ghana</strong>’s Required Courses<br />

(UGRCs) are a unique general education<br />

programme which is intended to provide a<br />

rewarding experience for all students who undertake<br />

undergraduate studies in the <strong>University</strong>. The<br />

interdisciplinary courses in the programme, which<br />

are intended to foster broad student familiarity<br />

with key advances in the humanities, science and<br />

technology, are the following:<br />

COURSE<br />

CODE<br />



UGRC 110 Academic Writing I All students entering the<br />

<strong>University</strong> <strong>of</strong> <strong>Ghana</strong> at<br />

Level 100<br />

UGRC 120 Numeracy Skills Students in the Humanities<br />

except those <strong>of</strong>fering<br />

Economics, Computer<br />

Science, Mathematics and<br />

Statistics<br />

UGRC 130<br />

UGRC 140<br />

UGRC 150<br />

Understanding Human<br />

Societies<br />

Science and<br />

Technology in our<br />

Lives<br />

Critical Thinking and<br />

Practical Reasoning<br />

Students in Basic and<br />

Applied Sciences<br />

Students in the Humanities<br />

All First Year Students <strong>of</strong><br />

the <strong>University</strong><br />

UGRC 210 Academic Writing II All students who have<br />

completed Academic<br />

Writing I at Level 100<br />

UGRC 220<br />

Liberal and African<br />

Studies<br />

All students<br />

It is expected that these compulsory courses will,<br />

in combination with students’ main areas <strong>of</strong> study,<br />

produce students who are equipped to meet the<br />

development needs <strong>of</strong> <strong>Ghana</strong> and Africa and equip<br />

graduates <strong>of</strong> the <strong>University</strong> <strong>of</strong> <strong>Ghana</strong> to be confident,<br />

rounded scholars capable <strong>of</strong> holding their own with<br />

graduates from any part <strong>of</strong> the world.<br />

NOTE: Details <strong>of</strong> the semesters in which students<br />

<strong>of</strong> various faculties are expected to take <strong>University</strong><br />

Required Courses may be found in the programme<br />

structure for each Department/Faculty.<br />

UGRC 110: Academic Writing I<br />

The main objective <strong>of</strong> Academic Writing I is to equip<br />

students with the language skills that will enable<br />

them to read and write effectively. Students will be<br />

taken initially through fundamental issues in grammar<br />

and composition in order to consolidate their<br />

language skills in these areas. Subsequently, reading<br />

and writing skills relevant to university work will be<br />

introduced. These will include the structure <strong>of</strong> the<br />

essay, unity, completeness and coherence in essay<br />

writing; summarising as a skill basic to exposition,<br />

writing from sources, referencing skills and avoiding<br />

plagiarism. The course will be taught in small groups<br />

and class activities are characterised by group<br />

work, oral presentations and extensive practical<br />

assignments.<br />

UGRC 120: Numeracy Skills<br />

This course is designed for students to acquire basic<br />

numeracy skills needed for solving real life problems.<br />

It involves the following: review <strong>of</strong> basic algebraic<br />

skills; rates (fractions, proportions and percentages);<br />

approximating numbers (rounding up <strong>of</strong> numbers<br />

and significant numbers); mathematical reasoning,<br />

(deductive and inductive reasoning); statements; truth<br />

tables; necessary and sufficient conditions; basic set<br />

theory; nature and uses <strong>of</strong> statistics; sources <strong>of</strong> data;<br />

data types and measurement scales; methods <strong>of</strong> data<br />

manipulation (aggregation and interpretation); basic<br />

probability with illustrations from various disciplines;<br />

establishing relationships between variables, and<br />

the use <strong>of</strong> basic computer packages such as Excel in<br />

analysing data.<br />

UGRC 130: Understanding Human Societies<br />

The course is designed for students pursuing sciencerelated<br />

programmes at the undergraduate level. The<br />

aim <strong>of</strong> the course is to introduce students to the<br />

broad array <strong>of</strong> issues that shape human societies.<br />

The course is divided into two main parts. Part I seeks<br />

to introduce students to the evolution <strong>of</strong> human<br />

societies, the economic basis <strong>of</strong> human societies,<br />

and governance in societies. It covers the first three<br />

weeks <strong>of</strong> lectures and it is compulsory for all students.<br />

Part II covers 10 weeks, and aims to ground students’<br />

understanding <strong>of</strong> human societies on six selected<br />

areas, each constituting a module: the economy<br />

and business; culture and development; governance<br />

in the information society; human behaviour and<br />

the social environment; religion and societies; and<br />

52 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

<strong>University</strong> <strong>of</strong> <strong>Ghana</strong> Required Courses<br />

how these concepts holistically constitute the basis <strong>of</strong><br />

human society. Approaches to understanding human<br />

society, both past and present, form the foundation<br />

for understanding cultural formations and the diverse<br />

resource usages.<br />

Governance in the Information Society<br />

This exposes students to the concepts <strong>of</strong> good<br />

governance and the information society, and the<br />

relationship between information and the key<br />

elements <strong>of</strong> good governance such as the rule <strong>of</strong> law,<br />

transparency and accountability. The module further<br />

examines the nature, scope and importance <strong>of</strong><br />

governance and the relationship between the various<br />

institutions <strong>of</strong> governance in a modern society.<br />

The way public services ethics promotes good<br />

governance is also explored. Finally, the module<br />

takes a look at information literacy and sources <strong>of</strong><br />

<strong>of</strong>ficial information.<br />

language in society. Students are expected to select<br />

one out <strong>of</strong> the six modules provided.<br />


The Economy and Business in <strong>Ghana</strong><br />

This module is designed to <strong>of</strong>fer students the<br />

opportunity <strong>of</strong> understanding the environment<br />

within which business operates in <strong>Ghana</strong>. The<br />

module places emphasis on the extent to which<br />

geographical, political, socio-cultural, economic<br />

and international forces have shaped the growth<br />

and practice <strong>of</strong> business and management in <strong>Ghana</strong><br />

over time. It is also designed to help students<br />

to understand some macroeconomic issues with<br />

particular reference to the <strong>Ghana</strong>ian economy.<br />

More specifically, macroeconomic issues such as<br />

inflation, unemployment, poverty, exchange rate and<br />

economic growth will be discussed.<br />

Culture and Development<br />

This module introduces students to culturedevelopment<br />

linkages. It delineates the basic<br />

concepts <strong>of</strong> culture, resources and development and<br />

Human Behaviour and the Social Environment<br />

This module is designed to introduce students<br />

to human behaviour and the social environment.<br />

There are various dimensions to social issues and it<br />

is useful for students to get to know a wide range<br />

<strong>of</strong> these issues that concern them and the people<br />

around them. It also adds to their existing stock <strong>of</strong><br />

knowledge.<br />

Religion and Societies<br />

This module aims at introducing students to the<br />

on-going debate on the role <strong>of</strong> religion in human<br />

societies. It focuses on religious perspectives on<br />

social issues and discusses the way religion impacts<br />

social and political structures such as leadership and<br />

the family, as well the environment. Students will in<br />

the end appreciate the synergy between science and<br />

religion in providing the well-being <strong>of</strong> all creation.<br />

Topics to be treated will include origins <strong>of</strong> religion,<br />

science and religion, religion in the modern world,<br />

religion and health, religion and the environment,<br />

gender, religion and cultural values.<br />

Language in Society<br />

This module is aimed at giving students a basic<br />

understanding <strong>of</strong> what language is and how it works<br />

in every human society. The course will help students<br />

to appreciate how language is used as a tool for<br />

doing things in the world. It shows how the study<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 53

<strong>University</strong> <strong>of</strong> <strong>Ghana</strong> Required Courses<br />

<strong>of</strong> language is at the intersection <strong>of</strong> the humanities<br />

and the social and natural sciences and how linguists<br />

conduct the business <strong>of</strong> studying language. Some<br />

<strong>of</strong> the topics to be covered are: the nature and<br />

functions <strong>of</strong> language, the language situation in<br />

<strong>Ghana</strong>, language, power and gender, as well as levels<br />

<strong>of</strong> linguistic analysis.<br />

UGRC 140: Science and Technology in our Lives<br />

This course deals with the application <strong>of</strong> science<br />

to everyday life. The course will, therefore, include<br />

materials to assist students to appreciate the<br />

foundations <strong>of</strong> scientific thought, the application <strong>of</strong><br />

science and technology and demands <strong>of</strong> changing<br />

societies for scientific and technological advancement.<br />

The course is expected to foster broad familiarity with<br />

key advances in science and technology. The course<br />

will be delivered through lectures, tutorials, class<br />

exercises, homework assignments, and examinations.<br />

Course Structure<br />

The course is divided into two modules. All students<br />

are required to take both modules. Module I will<br />

give a general overview <strong>of</strong> the application <strong>of</strong> science<br />

and technology to everyday living, and will last for<br />

five weeks (Weeks 1 – 5). In Module II, students will<br />

select one out <strong>of</strong> the six on <strong>of</strong>fer. Module II will last for<br />

eight weeks (Weeks 8 – 13). The six areas are: Earth<br />

Resources, Geohazards, Chemistry and Life, Food<br />

and Nutrition in everyday life, Everyday Physics, and<br />

Animals as Friends <strong>of</strong> Humans.<br />

UGRC 150: Critical Thinking and Practical Reasoning<br />

An essential element in the training <strong>of</strong> social studies<br />

and humanities students is providing a corrective<br />

and diagnostic skill set that enables students to<br />

discriminate logically between: rhetorical ploys<br />

that give motives vs. arguments providing good<br />

logical reasons for believing an assertion. Students<br />

need to recognise the contrast between inductive<br />

and deductive reasoning and the different types <strong>of</strong><br />

support yielded by each, to evaluate the quality <strong>of</strong><br />

evidence confirming an empirical hypothesis about<br />

human conduct, to maintain individual pr<strong>of</strong>essional<br />

and scholarly discretion in the face <strong>of</strong> peer pressure<br />

and mob mentality. Those enrolled in this course<br />

will be provided the vocabulary and techniques<br />

to employ critical thought and practice within the<br />

academic arena and beyond.<br />

UGRC 210: Academic Writing II<br />

Academic Writing II is a follow-up to Academic<br />

Writing I and builds upon the skills acquired in the first<br />

year. Students will be required to read and critique<br />

a variety <strong>of</strong> academic essays in their areas <strong>of</strong> study.<br />

Writing activities will derive from these reading tasks<br />

and students will be guided to develop their writing<br />

through process writing which involves: pre-drafting,<br />

drafting, re-writing and revising. In this broad context,<br />

students will revise and consolidate their grammar<br />

through pro<strong>of</strong> reading and editing activities. The<br />

course will also involve training students to write from<br />

multiple sources as a preparation for doing researchbased<br />

writing. Activities will be geared towards<br />

getting students to develop the skills <strong>of</strong> extracting<br />

and sorting information from multiple sources<br />

and synthesising them into coherent arguments<br />

in an essay. Students will be required to write such<br />

a synthesis essay for assessment. Subsequently,<br />

students will be introduced to academic presentation<br />

skills. The Language Centre will teach the Academic<br />

Writing II course in all the faculties in Level 200,<br />

except the following:<br />

• The Faculty <strong>of</strong> Engineering Science which has<br />

54 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

<strong>University</strong> <strong>of</strong> <strong>Ghana</strong> Required Courses<br />

opted to <strong>of</strong>fer Technical Report Writing (FAEN<br />

206) in lieu <strong>of</strong> Academic Writing II.<br />

• The College <strong>of</strong> Agriculture and Consumer<br />

Sciences and some departments in the Faculty<br />

<strong>of</strong> Science which have opted to provide their<br />

own courses in the second six weeks <strong>of</strong> the first<br />

semester <strong>of</strong> Level 200 (Academic<br />

Writing II). Faculty-specific lectures in Academic<br />

Writing in the second half <strong>of</strong> the first semester will<br />

be run.<br />

The Language Centre will support and coordinate<br />

these courses.<br />

UGRC 220: Liberal and African Studies<br />

Course Structure<br />

The Liberal and African Studies course seeks to<br />

provide basic background knowledge <strong>of</strong> Africa,<br />

its histories, people and cultures. After a general<br />

introduction to African Studies, <strong>General</strong> Studies<br />

and Leadership in Africa, students will be required<br />

to take one <strong>of</strong> these five modules: Gender and<br />

Culture, Gender and Development, Leadership in<br />

Africa, African Art, its Philosophy and Criticism, and<br />

Philosophy in African Cultures.<br />

The general introduction takes two weeks and<br />

involves four hours <strong>of</strong> lectures, one hour <strong>of</strong> tutorial<br />

and a practical activity – film show. This module is<br />

examinable through the electives.<br />


<strong>General</strong> Introduction to African Studies<br />

This introduction aims to provide basic background<br />

knowledge <strong>of</strong> Africa, its histories, peoples and<br />

cultures. It serves as the spring board from which to<br />

launch the elective courses on African and Liberal<br />

Studies.<br />

Introduction to Gender<br />

The main objective <strong>of</strong> the two week introduction is<br />

to help students appreciate the gendered nature<br />

<strong>of</strong> African societies, how this impacts development<br />

and state as well as state and civil society responses<br />

to gender inequalities. The course will cover topics<br />

such as why we deal with gender issues in African<br />

studies and key gender concepts and make a case for<br />

transforming gender relations on the basis <strong>of</strong> three<br />

justifications - citizenship rights and the constitution,<br />

development imperatives and the promotion <strong>of</strong><br />

gender equitable cultures. Week two will focus<br />

on state and civil society responses to gender<br />

inequalities focusing on legal and cultural reforms,<br />

affirmative action, gender and development and civil<br />

society activism. The role <strong>of</strong> individual and group<br />

agency and leadership in changing gender relations<br />

will be highlighted.<br />

Introduction to Leadership in Africa<br />

Good leaders are expected to solve new problems<br />

which arise in their domain and the changing<br />

landscape <strong>of</strong> business. Leadership is a complex<br />

process by which the leader influences others to<br />

perform and achieve. Leadership attributes – beliefs,<br />

values, ethics, character, knowledge and skills – are all<br />

traits which can be learned. This course provides the<br />

basis for understanding what leadership is and what<br />

leaders do to be successful. The course particularly<br />

seeks to make students understand traditional and<br />

contemporary concepts and practices <strong>of</strong> leadership<br />

in Africa.<br />

Gender and Culture in Africa<br />

This module examines how culture shapes the<br />

positions <strong>of</strong> women and men in African societies and<br />

analyses cultures and cultural practices as dynamic,<br />

contested and rooted in socio-economic conditions<br />

and power relations. Key concepts in gender studies<br />

are analysed in relation to debates about accepted<br />

notions <strong>of</strong> culture. Students will be encouraged to<br />

reflect on their own experiences <strong>of</strong> gender and their<br />

role in reinforcing and transforming the nature <strong>of</strong><br />

gender relations in society.<br />

Gender Issues in Africa’s Development<br />

This module will introduce students to key concepts<br />

and issues in gender and development with specific<br />

reference to Africa. It argues that development<br />

is not a neutral process, but impacts men and<br />

women differently. Key topics will include men and<br />

women’s access to resources in Africa such as land,<br />

labour, credit, time and social capital, production<br />

and reproduction. The module will also examine<br />

the gendered implications <strong>of</strong> natural resource<br />

management and sustainable development as well<br />

as decision making. It will further examine state and<br />

civil society responses to gender issues in Africa. The<br />

main objective <strong>of</strong> this foundation course is to sensitise<br />

students to gender issues and enable students<br />

2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus 55

<strong>University</strong> <strong>of</strong> <strong>Ghana</strong> Required Courses<br />

recognise and understand the relevance <strong>of</strong> gender<br />

as a development issue and how gender inequalities<br />

negatively affect development.<br />

Leadership in Africa<br />

This course encompasses leadership styles and<br />

models, leadership in management, a history <strong>of</strong><br />

chieftaincy and traditional leadership in Africa, African<br />

leadership and democracy, as well as challenges<br />

confronting African traditional leadership.<br />

African Art, its Philosophy and Criticism<br />

This module is designed to introduce students to<br />

an understanding <strong>of</strong> African art and its conceptual<br />

framework as evidence <strong>of</strong> material culture actively<br />

involved in the historical process and life <strong>of</strong> the African.<br />

As a cultural practice, it forms the bedrock <strong>of</strong> African<br />

aesthetic expression. The course argues that the<br />

environment, availability <strong>of</strong> materials for producing<br />

art, different histories and external influences have<br />

affected African art and its development. The<br />

course proposes that African art is reflective and<br />

representative <strong>of</strong> African belief, philosophy, values<br />

and taste, and that it is used in several social, political<br />

and religious functions. As a fairly new field, the course<br />

introduces students to the forms <strong>of</strong> art, historical and<br />

theoretical enquiries and approaches to the subject<br />

such as art as history, history as an art, aesthetics,<br />

style, subject and subject matter interpretations and<br />

meanings, visual narratives, gender perceptions, roles<br />

and representations, art criticism and contemporary<br />

discourses on the practice <strong>of</strong> art on the continent.<br />

Philosophy in African Cultures<br />

This course aims to introduce students to<br />

philosophical thought in African cultures emphasising<br />

its relation and relevance to contemporary African<br />

cultures and development. Topics will include African<br />

cosmologies, concepts <strong>of</strong> God, deities, ancestors,<br />

African communal and individualist values, the<br />

concept <strong>of</strong> the human being, destiny, evil and ethics/<br />

morality, gender and race.<br />

56 2013/2014 Univeresity <strong>of</strong> <strong>Ghana</strong> Prospectus

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