Credit Hours - 3

Elementary idea of limit, continuity and derivative of a function. Rules of differentiation. Applications of differentiation. Derivative of the elementary and transcendental functions. Methods of integration. Improper integrals. Applications of integration. Formation of differential equations and solution of first order differential equations both separable variable type and using an integrating factor.

Credit Hours - 2

This course has a wide range of scope that allows choices and emphasises either on historical development in poetry by concentrating on a certain broad era, or a broad national or continental range, so that a variety of genre themes, and techniques can be covered. In each of the range of scopes, the major poets, themes, techniques and future trends will be looked at. Topics include historical development of poetry (in a particular era), themes of poetry, techniques of poetry, major poets and their themes and techniques.

Credit Hours - 2

The course is essentially an applied one that is meant to sharpen students’ awareness of what constitutes a text. Various theories that explain what style and stylistics are will be examined. Topics such as phonological, graphological, etc. features found in foregrounding, deviation, parallelism, cohesion, etc. will also be examined. In addition, students will be introduced to the role of style in communication as well as the choice of appropriate styles for different communicative needs. 

Credit Hours - 2

This course will discuss the concept Ghanaian English, how it can be categorised as a New English, as a member of the Outer Circle and as in a process of nativization, according to Schneider’s Dynamic Model. The course will also consider the structural, phonological, semantic, pragmatic and lexical indices of the variety. In addition, the history of English in Ghana from the 16th century till today, English in education and educational policies over the years are topics that will be dealt with.

Credit Hours - 3

In this course, students are introduced to specific teaching skills and opportunities are provided for the students to rehearse and receive feedback on specified teaching practices. This practical course incorporates teaching practices such as representation of ideas, questioning techniques, use of the public space and lesson introduction, monitoring of student work and closure.

Credit Hours - 2

The course reviews the major steps involved in the curriculum design process and provides students with tools and techniques for analysing and assessing language syllabuses. The description of the steps will be done at a general level so that it can be applied in a wide range of situations. Topics include environment analysis, needs analysis, content sequencing, approaches to curriculum design, adopting and adapting an existing textbook, and curriculum change.

Credit Hours - 2

This course examines the development and use of standardised psychological and educational tests in general educational use. Emphasis will be placed on the criteria for critical evaluation. Students will be introduced to the different forms and features of school assessment at the senior high school level. Students will explore the differences between testing, measurement and evaluation and will construct different types of assessment tools designed for the different cognitive levels. Topics to be covered include the types of assessment, factors influencing classroom assessment, development of assessment tools, and fair assessment.

Credit Hours - 3

This course provides an introduction to quantitative methods in education. It emphasises how educationists use simple quantitative techniques to investigate research questions coming from education theory, prior research and applied problems. The course also introduces statistical software for simple quantitative analysis. Topics include scale and sample types, inferential statistics, normal curve, relations, and interpreting test scores. 

Credit Hours - 3

This course provides a deeper understanding of African indigenous worldviews and an appreciation of how this knowledge can enhance teaching, learning, and research. Students will examine philosophical views shared by different African groups while honouring a diversity of identities, culture, language, and geographic locations. It will also promote an understanding and appreciation of different ethnic perspectives and explore strategies for integrating this knowledge into the work of educators and researchers. Topics include indigenous cognitive styles, values and ethics, African traditional teachings and indigenous methodologies. 

Credit Hours - 3

Teaching gifted students provides classroom teachers the strategies and techniques they can use to meet the academic and emotional needs of the gifted students. This course examines the nature and needs of giftedness within the Ghanaian society. Students will explore topics such as the psychological, personal and social factors affecting identification and development of gifted children and youth, implications for education, counselling and guidance, learning theory and styles, creativity and metacognition, practical approaches for challenging the able students in the regular classroom, pull-out, or full-time classes for gifted students. 

Credit Hours - 3

This course will explore the notion of a teacher as a professional, and the extent to which the teaching profession is viewed as a vocation or occupation requiring advanced education and training and involving intellectual skills. Topics to be covered include different notions of professionalism in teaching, evaluation of teacher professionalism in the Ghanaian context, teacher management and accountability, lessons for school improvement. 

Credit Hours - 3

This course seeks to expose students to the experiences of men and women in leadership in educational institutions. Topics to be explored include relationship between gender and leadership, how gender impacts leadership, gender differences in leadership, gender equalities and inequalities in leadership, social, political and structural barriers to leadership for women, leadership styles of men and women.

Credit Hours - 6

This course is spread over two semesters. Students will conduct an independent research-based study on a topic relevant to education and approved by the Department. The long essay will have no more than 10,000 words.  Students will be expected to appropriately apply their understanding of research methods within their unique areas of study. 

Credit Hours - 3

This course introduces students to the general theories of teaching in the Ghanaian school context. Students will study instructional methods of different subject areas such as Mathematics, English Language and Science. Topics to be studied include characteristics of effective and intentional teaching; lesson preparation, student diversity, social justice, planning for instruction; creating effective lessons using a variety of approaches and technologies; classroom management; assessment of student learning; and professional development. 

Credit Hours - 3

This course offers a multifaceted, interdisciplinary introduction to thinking about school curricula, policies, and practices as gendered. It extends the identification of the problems to examine various efforts to create gender-sensitive curricula and programs. Topics to be covered include concepts and theories of gender within the curriculum, learning organizations and relationships among body, identity, knowledge, language and power.

Credit Hours - 3

This course is an introductory course in education law and ethics in different contexts. Topics to be studied include education law and statutes, codes, regulations and their application in pre-university school contexts, intended and unintended consequences of school policies for senior high school students, and practical applications of the law for different populations of students. 

Credit Hours - 3

This course introduces students to the different strategies for managing conflict in order to build stronger relationships in schools and minimize the negative impact on educational outcomes. Students will learn about characteristics that make school conflicts enduring and will be introduced to constructive approaches to managing ongoing conflict, beyond any potential resolution. Topics to be treated include defining conflict in the workplace, types of conflicts, effects of organizational conflicts, conflict management and resolution principles, negotiation skills, developing support systems for conflicting parties, and change resistance in organizations. 

Credit Hours - 2

This course will utilize a variety of games as texts for studying about learning in the digital age. It provides a critical perspective on learning, interactive media and games in the Ghanaian and other contexts. The underlying assumptions about and implications of social positioning in games and their relationship to teaching and learning will also be addressed. Topics to be studied include learning and identity, situated meaning and learning, the social mind, cognitive consequences and the value-added approach.

Credit Hours - 2

This course is designed to prepare students to implement environmental education opportunities in formal and non-formal education settings. It will provide students with the skills, knowledge, and inclinations to make well-informed choices and exercise the rights and responsibilities of members of a community. Topics to be addressed in this course include history and philosophy of environmental education, environmental laws and regulations, curriculum integration and environmental education teaching methodologies.

Credit Hours - 3

This course has been designed to introduce the concept, scope, and theories that govern the process of guidance and counselling in education. It will enable students to identify areas of guidance and counselling at the senior high level. Through the knowledge and skills acquired from the course, they will be equipped to explore the talents and potentials of students, while preparing them for life in the 21st century. Topics to be treated include meaning of guidance and counselling, communication skills, ethical issues in counselling, and behaviour modification approaches.

Credit Hours - 3

This course is developed on the premise that teaching is a practice to be studied. It is designed to expose students to different protocols for studying teaching. It introduces a basic model of reflective practice and then explores several models relevant to teaching in the lifelong learning sector, offering guidance on the application of each model in practice. Protocols such as Tuning, FriSends, thinking through a Lesson, Video Clubs, Bansho, Lesson Study and Critical Friends will be discussed and used. Other topics include democratic classrooms, critical reflection as a tool for personal development, and understanding classroom dynamics.

Credit Hours - 3

This course introduces students to basic qualitative research methods within the educational context. The types, uses, theoretical underpinnings, and relevant examples of qualitative research in different educational settings will be discussed. The course will discuss the traditions and influences of educational research such as grounded theory, audio and video data collection and analysis, focus group discussions, and ethnographic analysis.

Credit Hours - 3

This course is designed to introduce students to different types of instructional technologies that can be effectively used in teaching secondary school students. This hands-on class will be focused on web-based applications and tools used in teaching at the basic and senior high school levels. Students will experiment with the different tools such as geogebra, Google apps for education, Sakai, Blackboard, Moodle, Kahn Academy, Edmodo, Canvas and blended/flipped classroom.

Credit Hours - 3

The course will examine concepts and meaning of globalisation and the influences of globalization on education, particularly in low-income countries. Students will examine how international and regional assessments of education performance are influencing policies and practices of education worldwide. Students will also examine how globalization agendas on education influence national policies on education, and the biases involved in international assessments. The topics to be treated include Education for All (EFA); global analysis of educational access and quality; International aid and education development in sub-Sahara Africa; the role of non-governmental organizations and post Millennium Development Goals.

Credit Hours - 3

This course will explore aspects of psychology relevant to the education of adolescents and adults with learning problems or learning disabilities. Topics such as diagnosis, remediation, integration, and types of support within schools will be addressed. Development of Individualised Educational Plans (IEPs) will be a core component of this course.

Credit Hours - 3

This course provides an introduction to quantitative methods in education. It emphasizes how educationists use simple quantitative techniques to investigate research questions coming from education theory, prior research and applied problems. The course also introduces statistical software for simple quantitative analysis. Topics include scale and sample types, inferential statistics, normal curve, relations, and interpreting test scores.

Credit Hours - 3

This course examines how educational practice in school settings in the Ghanaian context influence and are influenced by the local language within the school context. Topics to be explored include language use and positioning, family dynamics within school contexts, textbooks and school curricula’s integration or use of language and dominant language influences on other languages within the same context.

Credit Hours - 3

This course will introduce students to the basic differences between administration and management by focusing on educational leadership theories and principles. The topics to be covered include theories of educational administration; meaning and purpose educational administration; functions of educational administration; principles of educational administration; qualities of an effective administrator; and power and authority in school administration.

Credit Hours - 3

This course provides an overview of the fundamental theoretical concepts such as Piaget, Ausubel and Bruner, phenomena, and principles of learning in different contexts and for adolescents in particular. These include reinforcement, Pavlovian conditioning and retention/forgetting, problem-solving, reward and punishment. Traditional views of learning, biological and cognitive constraints, the role of animal models, and the utility of learning theory will also be addressed.

Credit Hours - 3

This course will introduce students to the basic principles of managing human resource effectively in a dynamic educational context. The topics to be treated include: foundations of human resource, approach to human resource management, management theories and principles, educational recruitment and selection; techniques for training and development; and the evaluation of the effectiveness of human resource management frameworks and practices.

Credit Hours - 3

This introductory course will focus on theories underpinning perspectives on development including modernization, domination and exploitation, and as change for the better. It will pay particular attention to the strengths and limitations of these theories in relation to education and how they help explain development and underdevelopment and the current status of key issues in education and development. Topics include development theory; aid and development; economics of development, and poverty and development.

Credit Hours - 3

This course examines some major theories of the meaning and function of education and its role in reshaping society. The course addresses how historical influences, settings and ideas, have influenced and continue to influence education today. Topics to be studied include seminal works by Plato, Aristotle, Dewey, and Piaget, idealism in education, realism in education, pragmatism, postmodernism and behaviourism in education.

Credit Hours - 3

This course is a survey of the kinds of theories, methods, design considerations, and applications through which science educators understand and design environments to improve learning. The course features the most recent trends in learning primarily through educational technologies. Topics include perspectives that consider, what is taught, how it is taught, and how it is assessed, what design variables are needed to ensure learning takes place in different science learning environments, and societal and technological influences on learning. Students will also be exposed to nature of science, philosophical foundations of science, theories and perspectives in science education, various strategies of teaching and learning science through enquiry. Concepts of design, affordances and challenges of different scientific learning environments will be discussed with reference to the Ghanaian context.

Credit Hours - 3

Forensic science is the amalgamation of different branches of science, arts, commerce, law, and engineering by which the linkage with the crime scene, victim, and the culprit is possible. This introductory course will focus on developing an understanding of forensic science discipline that teachers can apply to the classroom. Topics covered will include blood, DNA analysis, fingerprinting, forgery, computer forensics, physical and trace evidence, ballistics, and the autopsy process. Using critical thinking, science and engineering practices, science disciplinary content, case studies, forensics labs, and more, teachers will plan and perform forensic investigations in their classrooms.

Credit Hours - 3

This course introduces the foundations of STEM education disciplines and the strategies used to deliver integrative STEM education in elementary and secondary school settings. The nature of STEM education disciplines, STEM pedagogy, teaching strategies, integrative STEM learning, STEM careers, and problem centred instruction are addressed. The introductory course includes an intense overview of the history, science, methods, and theories of integrated STEM education. The course will also provide an in-depth examination of the curriculum that has been developed for integrated STEM education as well as the procedures for developing a new curriculum for the elementary and the secondary school classroom.

Credit Hours - 3

This course, Seminar in Science Education, is for one semester and it is not a teaching course. This seminar series will showcase research findings from prospective science teachers’ action research projects. The goal of the course is to help pre-service teachers improve their skills in planning and organizing seminars and conferences. The pre-service science teachers are expected to conduct research in areas of their choice, preferably science (physics, chemistry, and biology), and to organise a seminar, utilising available tools of presentation (e.g., poster presentation), in which senior members of the Department of Teacher Education will observe, critique, and evaluate their presentations. The investigation should include and demonstrate some of the abilities they have gained as potential teachers during their education. The investigation should concentrate on a real-world issue. A written report will be due at the end of the semester.

Credit Hours - 3

This course is an introductory course in education law and ethics in different contexts. Topics to be studied include education law and statutes, codes, regulations and their application in Page 31 of 77 pre-university school contexts, intended and unintended consequences of school policies for senior high school students, practical applications of the law for different populations of students will also be treated.

Credit Hours - 3

Extended Teaching 2 course is a school-based component of the teacher education programme that equips student-teachers with the needed skills to complete building their professional teaching portfolio which they started in Year one and set targets for their lifelong learning. The course aims at equipping student-teachers with the skills to critically reflect on their teaching experiences throughout their training programme and demonstrate how their experiences have helped them to acquire the qualities and attributes expected of good teachers to fully meet the NTS. In addition, the experience gives them the opportunity to gain a comprehensive understanding of the basic school curriculum.

Credit Hours - 3

This course will explore the notion of a teacher as a professional, and the extent to which the teaching profession is viewed as a vocation or occupation requiring advanced education and training and involving intellectual skills. Topics to be covered include different notions of professionalism in teaching, evaluation of teacher professionalism in the Ghanaian context, teacher management and accountability, lessons for school improvement.

Credit Hours - 3

The course is designed to expose student teachers to the conceptual, theoretical, and practical issues in basic school administration and management in Ghana. It examines the meanings and purposes of basic school administration and management and the specific duties of the basic school headteacher. Topics to be studied include the concepts of communication and decision making and demonstrate how teachers and other stakeholders could be effectively involved in the decision-making process in basic schools, principles of various schools of administrative thought, concepts and issues in leadership including gender and inclusivity to ensure effective administration of basic schools.

Credit Hours - 3

Teaching portfolio is a collection of artifacts accompanied by reflective narrative that not only helps the learner to understand and extend learning but invites the reader of the portfolio to gain insight about learning and the learner. The portfolio includes teaching philosophy, reflective practice, reflective log, and learners’ difficulties in learning and how they help learners to overcome problems. Student teachers are expected to develop their professional portfolios which will be assessed during and after internship. The portfolio will be used during the induction period, will be assessed again during licensure, and consequently reflect teachers’ professional dossier.

Credit Hours - 12

Internship is a 1-semester practicum in a recognised senior high school. The course is a school-based component of the teacher education programme designed to give student-teachers the opportunity to independently plan to teach, motivate and extend consistently the learning of all SHS students whatever their socio-cultural, linguistic background and regardless of age, attitude, and ability. The course aims at equipping student-teachers to demonstrate through their teaching a comprehensive understanding of the SHS school curriculum and the related expectations before, during and after SHS level. The course also aims at equipping student-teachers with the requisite skills to undertake action research to guide and improve their teaching. This is a required course for all B.A. (Education) English and B.Sc. (Education) students

Credit Hours - 6

This course is spread over two semesters. Students will conduct an independent researchbased study on a topic relevant to education and approved by the Department. The project work will have no more than 10,000 words. Students will be expected to appropriately apply their understanding of research methods within their unique areas of study.

Credit Hours - 3

This course is designed to provide students with the relevant knowledge and skills in applying instructional media for teaching. It provides students with diverse uses of media applications in the instructional environment. Emphasis will be placed on proper curriculum integration based on sound curriculum design principles and professional standards within the changing Ghanaian context. Topics to be treated include identification of the types of instructional media, role of instructional media in learning, selection and effective use of instructional media in the classroom, instructional media usage in the Ghanaian classroom, developing instructional media for teaching and learning.

Credit Hours - 3

This course has been designed to introduce the concept, scope, and theories that govern the process of guidance and counselling in education. It will enable students to identify areas of guidance and counselling at the primary and senior high levels. Through the knowledge and skills acquired from the course, they will be equipped to explore the talents and potentials of students, while preparing them for life in the 21st century. Topics to be treated include theoretical knowledge of guidance and counselling, exercising active listening skills, reflecting on students’ problems, helping students to choose potential solutions to their problems, development of students’ counselling skills and designing school-wide guidance and counselling programmes.

Credit Hours - 2

This course is developed on the premise that teaching is a practice to be studied. It is designed to expose students to the different protocols for studying teaching. It introduces a basic model of reflective practice and then explores several other models relevant to teaching in the lifelong learning sector, offering guidance on the application of each model in practice. Protocols such as Tuning, Friends, Thinking Through a Lesson, Video Clubs, Bansho, Lesson Study and Critical Friends will be discussed and used. Other topics include democratic classrooms, critical reflection as a tool for personal development, and understanding classroom dynamics. 

Credit Hours - 2

In this course, students are introduced to specific teaching skills and opportunities are provided for the students to rehearse and receive feedback on specified teaching practices. This practical course incorporates teaching practices such as representation of ideas, questioning techniques, use of the public space and lesson introduction, monitoring of student work and closure.

Credit Hours - 3

This course focuses on scientific teaching practices that mirror authentic scientific practices. It utilises available research on how students learn science to discuss relevant case studies, appraise student work, and learn about existing best practices as well as a variety of teaching practices to teach authentic science within the Ghanaian context. Topics to be covered include assessing students’ knowledge before instruction, designing curriculum, planning lessons for topics such as determining and adapting appropriate teaching methods, promoting enquiry, fostering dialogue, meeting national standards, using technology to promote learning, and assessing students' learning.

Credit Hours - 2

This course is intended to orient the prospective teachers about the principle, process and procedure of curriculum design and development. The participants will be informed about various foundations on which the curriculum is based, defining and delineating the objectives, selection of content, its scope and outcomes, teaching strategies, curriculum evaluation, design of instructional materials. This course will also include various factors that affect the process of curriculum development and implementation. The course uses the Ghanaian senior high school Science curriculum documents as a focus example to explore the general guidelines, issues, and other foundations for curriculum development at the senior high school level.

Credit Hours - 2

This course examines the development and use of standardised psychological and educational tests in in science education use. Emphasis will be placed on the criteria for critical evaluation in science education. Students will be introduced to the different forms and features of school assessment at the senior high school level. Students will explore the differences between testing, measurement and evaluation in science education and will construct different types of assessment tools designed for the different cognitive levels. Topics to be covered include the types of assessment, factors influencing classroom assessment, development of assessment tools, and fair assessment science.

Credit Hours - 3

This course introduces quantitative and qualitative research methods in Education. It emphasises how educationists use simple quantitative and qualitative techniques to investigate research questions coming from education theory, prior research and applied problems. Page 19 of 77 Topics to be studied include research design such as case-study, correlational, and experimental, and quantitative methods such as descriptive and inferential data analysis, measures of central tendency and their implications within diverse educational contexts, qualitative research designs, qualitative data collection instruments, and the processes for analyzing and interpreting qualitative data

Credit Hours - 2

This course will explore aspects of psychology relevant to the education of adolescents and adults with learning problems or learning disabilities. Topics such as diagnosis, remediation, integration, and types of support within schools will be addressed. Development of Individualised Educational Plans (IEPs) will be a core component of this course.

Credit Hours - 2

This course provides an analysis of science from a philosophical and historical perspective. This course will provide opportunities for undergraduate students to examine ideas related to the nature of science and how they apply to science teaching and learning. Science as method, stands on a foundation of several pillars such as the idea of reasoning and logic: Karl Popper’s Falsificationism and Imre Lakatos’ theory of scientific rationality, research ethics, the philosophy, and the history of science. Topics to be taught include Scientific reasoning, Empiricism, Post-positivist philosophy of science: Quine and Kuhn, Contextual empiricism, Explanation and Causality, Philosophy of the Social Sciences, Values in Science, Models in Science, Ethics of Science

Credit Hours - 2

This introductory course will focus on theories underpinning perspectives on development including modernisation, domination, and exploitation, and as change for the better. It will pay particular attention to the strengths and limitations of these theories in relation to education and how they help explain development and underdevelopment and the current status of key issues in education and development. Topics include development theory; aid and development; economics of development, and poverty and development.

Credit Hours - 2

This course examines some major theories of the meaning and function of education and its role in reshaping society. The course addresses how historical influences, settings and ideas, have influenced and continue to influence education today. Topics to be studied include seminal works by Plato, Aristotle, Dewey, and Piaget, idealism in education, realism in education, pragmatism, postmodernism and behaviourism in education.

Credit Hours - 1

This laboratory-based course seeks to equip students with further skills in experimental techniques. Qualitative inorganic analysis such as; determination of aluminium, barium, bismuth, calcium, copper, iron, nickel and silver, as well as the identification of halides, phosphates, sulphates and nitrates; simple organic synthetic preparations such as the synthesis of the analgesic aspirin from salicylic acid and acetic anhydride with exercises in purification and re-crystallization are some of the practical concepts and applications that will be explored.

Credit Hours - 3

This course is a calculus-based general physics course that introduces students to basic principles in electricity and magnetism. Topics covered in the course include the following: Electric charge and electric field; Gauss’ law; electrical potential; capacitance and dielectrics; electric current, resistance and direct-current circuits; magnetic field and magnetic forces; sources of magnetic fields; magnetic materials; electromagnetic induction; displacement current and Maxwell’s equations; inductance; alternating current.

Credit Hours - 3

This course is a calculus-based general physics course that introduces students to basic principles in mechanics and thermal physics. Topics covered in the course include the following: vectors and vector algebra; linear momentum; motion; Newton's laws; force; circular motion; work and energy; rotational motion; gravitation; thermodynamic systems; thermal equilibrium; work and heat; First law of thermodynamics; entropy; gas laws; Kinetic theory of gases.

Credit Hours - 1

In this first of a series of practical physics courses, laboratory experiments are conducted to expose students to handling various measuring instruments and to data and error analysis. The course begins with an introduction to physical measurement techniques, data presentation, and error analysis. This is followed by several experiments in mechanics and thermal physics. Additional experiments in other topical areas may be included.

Credit Hours - 3

This course is designed to provide students with the fundamental concepts in general chemistry. Topics to be considered will include measurements and presentation of data, uncertainty in measurements, significant figures, Normal distribution of data, Precision, Accuracy and Propagation of errors in calculations. Acid- base concepts such as Bronsted-Lowry’s concept (≥ 10¯6 M); strength of acids and bases; levelling effect of water; pX scale; Hydrolysis of salts (cations and anions) are dealt with. The course concludes with and introduction to redox reactions and its applications; Solubility of sparingly soluble salts and their important terms including ionic product constants; Ksp; common-ion effect and selective precipitation.

Credit Hours - 1

This practical course exposes the students to basic techniques in volumetric analysis including preparation of standard solutions, acid/base titrations; redox titrations involving permanganate, and iodimetry. Applications of volumetric analysis such determination of solubility product constants, purity of reagents, determination of water of hydration will be explored. Throughout the course, attention is drawn to uncertainties in measurements, the use of significant figures, propagation of errors, precision, and accuracy in order to ensure the application of the knowledge gained in the theory.

Credit Hours - 3

This course introduces students to education in Ghana as a social process and a social institution. It will explore classical and contemporary theories in the sociology of education. Particular emphasis will be placed on examining the relationship between educational institutions and processes and the reproduction of social inequality; and the competing visions of educational reform that have been offered in recent years. Topics to be addressed include the social functions of education; social foundations of schooling within the Ghanaian context; the school as a formal organization and social system; social factors affecting the educational process. Course Objective/Goals The course is designed to support students to • identify the meaning and purpose of education • identify what societal needs does education serve Page 8 of 68 • identify how these needs are met.

Credit Hours - 3

This course explores the role of education in the world. Students will be introduced to the implications of schooling in the Ghanaian context, West African sub-region, and Africa as a whole. In addition to readings and discussions, there will be opportunities for hands-on experience and interactions with students in schools. Topics to be addressed include principles of learning; the role of schools in student achievement, and the changing nature of literacy in the world. Course Objective/Goals The course is designed to support students to: • develop an understanding of the various forms of schooling • examine the changing nature of education • examine the historical development of education in Ghana and in Africa.

Credit Hours - 3

Carbohydrates Metabolism: Digestion of carbohydrates, glycolysis and fate of pyruvate in different organisms; tricarboxylic acid (TCA) cycle; pentose phosphate pathway and fate of reduced coenzymes; catabolism of monosaccharides other than glucose; gluconeogenesis, Calvin Benson cycle, Cori cycle, glyoxylate cycle; glycogenesis and glycogenolysis; regulation of carbohydrate metabolism; Diseases of carbohydrate metabolism. Aerobic metabolism of pyruvate, starvation and obesity. The coenzyme role of B vitamins. Changes in nutritional requirement and metabolic rate in injury and disease. Lipids Metabolism: Digestion of triacylglycerols; the different lipases (lipoprotein lipase, hormone-sensitive lipase); fate of glycerol; beta-oxidation of fatty acids; fate of products (acetyl and propionyl CoA, ketone bodies, reduced coenzymes); synthesis of fatty acids triacylglycerol, cholesterol; regulation of metabolism. Protein Metabolism: Digestion of proteins, transamination, deamination and decarboxylation of amino acids and the fate of ammonia (urea cycle) and carbon skeleton; metabolism of specific amino acids (aromatic and sulphur-containing amino acids); synthesis of amino acids; in-born errors of amino acid metabolism; regulation of metabolism. Enzymes as biological catalyst: Enzyme kinetics and concept of rate-determining step. Enzyme specificity and allosteric regulation. Mechanisms of enzyme action and examples. Coenzymes and vitamins. Drugs and their effect on enzymes.

Credit Hours - 3

Carbohydrates Metabolism: Digestion of carbohydrates, glycolysis and fate of pyruvate in different organisms; tricarboxylic acid (TCA) cycle; pentose phosphate pathway and fate of reduced coenzymes; catabolism of monosaccharides other than glucose; gluconeogenesis, Calvin Benson cycle, Cori cycle, glyoxylate cycle; glycogenesis and glycogenolysis; regulation of carbohydrate metabolism; Diseases of carbohydrate metabolism. Aerobic metabolism of pyruvate, starvation and obesity. The coenzyme role of B vitamins. Changes in nutritional requirement and metabolic rate in injury and disease. Lipids Metabolism: Digestion of triacylglycerols; the different lipases (lipoprotein lipase, hormone-sensitive lipase); fate of glycerol; beta-oxidation of fatty acids; fate of products (acetyl and propionyl CoA, ketone bodies, reduced coenzymes); synthesis of fatty acids triacylglycerol, cholesterol; regulation of metabolism. Protein Metabolism: Digestion of proteins, transamination, deamination and decarboxylation of amino acids and the fate of ammonia (urea cycle) and carbon skeleton; metabolism of specific amino acids (aromatic and sulphur-containing amino acids); synthesis of amino acids; in-born errors of amino acid metabolism; regulation of metabolism. Enzymes as biological catalyst: Enzyme kinetics and concept of rate-determining step. Enzyme specificity and allosteric regulation. Mechanisms of enzyme action and examples. Coenzymes and vitamins. Drugs and their effect on enzymes.

Credit Hours - 3

Carbohydrates Metabolism: Digestion of carbohydrates, glycolysis and fate of pyruvate in different organisms; tricarboxylic acid (TCA) cycle; pentose phosphate pathway and fate of reduced coenzymes; catabolism of monosaccharides other than glucose; gluconeogenesis, Calvin Benson cycle, Cori cycle, glyoxylate cycle; glycogenesis and glycogenolysis; regulation of carbohydrate metabolism; Diseases of carbohydrate metabolism. Aerobic metabolism of pyruvate, starvation and obesity. The coenzyme role of B vitamins. Changes in nutritional requirement and metabolic rate in injury and disease. Lipids Metabolism: Digestion of triacylglycerols; the different lipases (lipoprotein lipase, hormone-sensitive lipase); fate of glycerol; beta-oxidation of fatty acids; fate of products (acetyl and propionyl CoA, ketone bodies, reduced coenzymes); synthesis of fatty acids triacylglycerol, cholesterol; regulation of metabolism. Protein Metabolism: Digestion of proteins, transamination, deamination and decarboxylation of amino acids and the fate of ammonia (urea cycle) and carbon skeleton; metabolism of specific amino acids (aromatic and sulphur-containing amino acids); synthesis of amino acids; in-born errors of amino acid metabolism; regulation of metabolism. Enzymes as biological catalyst: Enzyme kinetics and concept of rate-determining step. Enzyme specificity and allosteric regulation. Mechanisms of enzyme action and examples. Coenzymes and vitamins. Drugs and their effect on enzymes.