distance education winneba courses

College for Distance and e-Learning, CODeL

College for Distance and e-Learning, CODeL is the extension wing of the University of Education, Winneba that is responsible for the distance education programmes of the University.

Course Programme

Popular courses.

Sale of Distance Undergraduate and Postgraduate admissions forms for 2020/2021 Academic Year

• Bachelor of Education in Basic Education (Upper Primary Option)
• Bachelor of Education in Basic Education (Junior High School Option)
• Bachelors of Education in Basic Childhood Education
• Bachelor of Arts in English Language Education
• Bachelor of Science in Mathematics Education
• Bachelor of Arts in Social Studies Education
• Bachelor of Business Administration in Accounting Studies
• Bachelor of Business Administration in Human Resource Management
• Diploma in Basic Education
• Diploma in Early childhood Education
• Diploma in Accounting Studies
• Diploma in Management Studies
• Diploma in Education
• Post Graduate Diploma in Education (PGDE)
• Master of Education in English
• Master of Education in Mathematics
• Master of Education in Science
• Master of Education in Mentorship.

A1. BACHELOR OF EDUCATION IN BASIC EDUCATION (UPPER PRIMARY EDUCATION

Applicants must possess any ONE of the following:

• WASSCE with Credits (A1 – C6) in six (6) subjects including three (3) Core Subjects: English Language, Mathematics and Integrated Science or Social Studies, as well as three (3) Elective subjects.
• SSSCE with Credits (A1 – C6) in six (6) subjects including three (3) Core Subjects: English Language, Mathematics and Integrated Science or Social Studies, as well as three (3) Elective subjects.
• Mature Applicants: Must be 25 years or above (Refer to ‘Definition of Terms’ for details)
• Diploma in Basic Education (DBE) certificate holders from any recognized tertiary institution will be placed at level 300 of the programme as Post Diploma in Basic Education Students (ie. They will pursue the programme for two years)
• Tertiary Diploma Certificate Holders (other than the DBE) from any recognized tertiary institution will be placed at level 200 of the programme (ie. They will pursue the programme for three (3) years. Please note this does not include Diploma in Business studies (DBS) holders.

A2. BACHELOR OF EDUCATION IN BASIC EDUCATION (JUNIOR HIGH SCHOOL OPTION)

The entry requirements are the same as in items (i) to (iii) of the requirements for the Bachelor of Education in Basic Education Programme ( Upper Primary Option)

A3. BACHELOR OF EDUCATION IN EARLY GRADE EDUCATION

• The entry requirements are the same as items (I) to (iii) of the requirements for the four year Bachelor of Education in Basic Education Programme (Upper Primary Option)
• Diploma in Early Childhood Education (DECE) certificate holders from any recognized tertiary institution will be placed at level 300 at Post Dip. In Early Childhood Edu. Students ( ie. They will pursue the programme for 2years)

A4. BACHELOR OF ARTS IN ENGLISH LANGUAGE EDUCATION

• WASSCE Candidates
• Must possess credits (A1 – C6) in six (6) subjects comprising three core subjects: English Language, Mathematics and Integrated Science OR Social Studies, plus
• Credits (A1 – C6) in three electives including English Literature.
• SSSCE Candicates
• Must possess credits (A – D) in six (6) subjects comprising three core subjects: English Language, Mathematics and Integrated Science OR Social Studies, plus
• Credits (A – D) in three elective subjects including English Literature.
• Mature Applicants: Must be 25 years or above (Refer to “Definition of Terms” for details)

A5. BACHELOR OF SCIENCE IN MATHEMATICS EDUCATION

• Must possess credits (A1 – C6) in six (6) subjects comprising three core subjects: English Language, Mathematics and Integrated Science, plus
• Credits (A1 – C6) in three elective subjects (in General Science or Business ) including Elective Mathematics.
• SSSCE Candidates
• Credits (A – D) in three elective subjects (in General Science or Business) including Elective Mathematics with a total Aggregate of 24 or better.

A6. BACHELOR OF ARTS IN SOCIAL STUDIES EDUCATION

• WASSCE Holders
• Must have six credits (A1 – C6) comprising four core subjects: English Language, Core Mathematics and Integrated Science, Social Studies and credits (A1 – C6) in any two of the following elective subjects: Geography, Economics, History, Government and CRS /IRS.
• Must have six credits (A – D) comprising four core subjects: English Language, Core Mathematics and Integrated Science, Social Studies and
• Credits (A – D) in any two of the following elective subjects: Geography, Economics, History, Government and CRS /IRS.

A7. BACHELOR OF BUSINESS ADMINISTRATION IN ACCOUNTING STUDIES

• Must have six credits (A1 – C6) comprising three core subjects: English Language, Mathematics and Science / Integrated Science or Social Studies plus
• Credits in any other three relevant elective subjects ( ie. Business Management, Financial Accounting, Elective Mathematics, Cost Accounting, Economics and Business Mathematics).
• Must have credits in six subjects comprising three core subjects: English Language, Mathematics and Science / Integrated Science or Social Studies plus
• Credits (A – D) in any two of the following: Business Management, Financial Accounting, Cost Accounting, and Business Mathematics plus
• A credit pass (A – D) in any one of the following: Elective Mathematics and Economics
• Mature Applicants: Must be 25 years or above (Refer to item 2 under “Definition of Terms” for details)
• Diploma Holders
• Holders of Diploma in Accounting studies from the University of Education Winneba or any recognized University will be placed at level 300 of the programme.
• Holders of Higher National Diploma (HND) in Accountancy from any recognized tertiary Institution with at least second class lower will also be placed at level 300 of the programme.

NB : Diploma in Business Studies (DBS) qualification alone cannot be used for admission into this programme.

A8. BACHELOR OF BUSINESS ADMINISTRATION IN HUMAN RESOURCE MGT

• WASSCE with credits (A1 – C6) in six (6) subjects including three core subjects English language, Mathematics and Integrated Science or Social Studies as well as three elective subjects with a total aggregate of 36 or better.
• SSSCE with credits (A – D) in six (6) subjects comprising three (3) core subjects: English Language, Mathematics, and Integrated Science or Social Studies as well as three (3) elective subjects with a total aggregate of 24 or better.
• Mature applicants must be 25years or above (Refer to “Definition of Terms” for details).

Diploma Holders (Post Diploma Applicants)

• Holders of Diploma in Management studies from the University of Education Winneba or its equivalent from any recognized University will be placed at level 300 of the programme
• Holders of Higher National Diploma from any recognized tertiary institution in any of the following programmes: Human Resource Management, Secretariat and Management, Accountancy, Marketing, Purchasing and Supply with at least Second Class lower will also be place at level 300 of the programme.
• Tertiary Diploma Certificate Holders (other than those mention in iv and v above) from any recognized tertiary institution will be placed at level 200 of the programme (ie. They will pursue the programme for three (3) years.

NB: Diploma in Business Studies (DBS) qualification alone cannot be used for admission into this programme.

B1. DIPLOMA IN BASIC EDUCATION

Applicants must possess any one of the following

• WASSCE with passes (A1 – C6) in three (3) core subjects: English Language, Mathematics and Integrated Science / Social Studies plus credits (A1 – C6) in any two (2) elective subjects.
• SSSCE with credits (A – D) in five (5) subjects comprising three (3) Core Subjects: English Language, Mathematics and Integrated Science / Social Studies plus two (2) elective subjects.
• Mature applicants must be 25 years or above (Refer to ‘Definition of Terms’ for details).
• Holders of Teacher’s Certificate ‘A’ from a recognized College of Education or Institution should apply as mature applicants.

B2. DIPLOMA IN EARLY GRADE EDUCATION

• The entry requirements are the same as item (i) to (iv) of the requirements for Diploma in Accounting Studies Programme.
• Holders of 1-Year Certificate in Pre-School Education from the University of Education, Winneba should also apply as mature applicants

B3. DIPLOMA IN ACCOUNTING STUDIES

• WASSCE with passes (A1 – D7) in three (3) core subjects: English Language, Mathematics and Integrated Science / Social Studies plus credit (A1 – C6) in three (3) relevant elective subjects.
• SSSCE with credits (A – D) in six (6) subjects comprising three (3) Core Subjects: English Language, Mathematics and Integrated Science / Social Studies plus three (3) relevant elective subjects.

B4. DIPLOMA IN MANAGEMENT STUDIES

• The entry requirements are the same as those for Diploma in Accounting Studies in addition to the subjects such as Commerce, Office Administration / Practice and Business Management.
• Holders of Private Secretary Certificate can also apply.

B5. DIPLOMA IN EDUCATION

• A tertiary Diploma or a Higher National Diploma (HND) or its equivalent in Engineering, Building and Construction, Agriculture, Nursing, etc.
• An Advanced / Part III Certificate in a trade subject.

NB : This programme is by Direct Entry only. Diploma in Business Studies (DBS) qualification alone cannot be used for admission into this programme.

C1. POST GRADUATE DIPLOMA IN EDUCATION (PGDE)

• A Bachelor’s degree from a recognized University in any field of study
• A satisfactory performance at a screening interview organized by the CODeL, UEW.

C2. MASTER OF EDUCATION IN ENGLISH

• Applicants should possess a good bachelor’s degree in English, with Education component (eg. B.A. English Language Edu) from the University of Education, Winneba (UEW) or its equivalent from a recognized University in the relevant field of study.
• Applicants with B.A or B.Sc without Education must have a postgraduate diploma in Education or diploma in Education.
• Must pass a selection interview

C3. MASTER OF EDUCAITON IN MATHEMATICS

• Applicants should possess a good bachelor’s degree in Mathematics with Education Component (eg. B.Ed Maths or B.Sc Math Edu) from the University of Education, Winneba (UEW) or its equivalent from a recognized University in the relevant field of study.
• Applicants with B.A or B.Sc degree without Education must also have a post graduate Diploma in Education or Diploma in Education.
• Must pass a selection interview.

C4. MASTER OF EDUCATION IN SCIENCE

• Applicants should possess a good bachelor’s degree in a Science / Applied Science subject with Education component (eg. B.Sc Physics Edu) from the University of Education Winneba (UEW) or its equivalent from a recognized University in the relevant field of study.
• Applicants with B.Sc degree without Education in the Sciences or the Applied Sciences who are teaching in an Educational institution or Applied Sciences. Such applicants must also have a Post Graduate Diploma in Education.

C5. MASTER OF EDUCATION IN MENTORSHIP

• Applicants must have a first degree with Education component from a recognized University.
• Applicants with B.A or B.Sc without Education must also have a Post Graduate Diploma in Education or Diploma in Education.
• All applicants must pass a selection interview.
• Direct Applicants: Applicants who possess the requirements for admission and are selected on the strength of their WASSCE / SSSCE school certificate. They are usually not required to write the University’s entrance exam before being admitted.
• Be at least 25 years and show proof of their age with any national ID card (SSNIT, Voters ID, Passport, Drivers License) and a birth certificate or any legitimate documentary proof of date of birth which must be at least five years old at the time of application.
• Have a minimum of GCE / SSSCE / WASSCE certificate or DBS / RSA certificate or an equivalent qualification.
• Pass the UEW entrance exam in General Aptitude Test (GAT) and Subject Area Test (SAT).
• Direct / Post Diploma Applicants: Gh¢ 200 (Two Hundred Ghana Cedis)
• Mature Applicants: Gh¢ 300 (Three Hundred Ghana Cedis)
• Post Graduate Applicants: Gh¢ 250 (Two Hundred and Fifty Ghana Cedis)
• Foreign Applicants and Ghanaian Applicants outside Ghana can purchase a set of Application forms online for US $100.00 (One Hundred Dollars).

Application into the Distance Learning Programme for the 2020/2021 Academic Year is strictly by the ONLINE application mode.

Procedures for application are as follow:

• Ghana Post Offices
• UEW Campuses Cash Office
• Visit the University’s website at www. uew.edu.gh . Click on Admissions, and select Apply Online >>>. Log in with your Voucher Serial Number and PIN, fill an appropriate application form and submit online.

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University of Education Winneba Degree Programmes – Distance Students

• Alfred Nkansah
• April 12th, 2022
• Programmes and Courses

University of Education Winneba (UEW) is a public university established with the aim of providing prospective students with the right modules to become teachers and experts in various programmes of study. UEW offers various programmes leading toward various certifications including diplomas, degrees and other postgraduate certificates.

Modes of Study at the University of Education Winneba

UEW also delivers their tuition through multiple modes. The modes of study at the University of Education Winneba include;

• Regular/Full Time: This is for the regular applicants who go to class during the day throughout the week
• Sandwich: This is ideal for working students who wouldn’t make enough time for the regular mode
• Evening: The evening schedule is for students who are mostly busy during the day but can make time in the evening to take a class
• Part-time: Depending on your work schedule, the part-time mode of study is flexible to give you space to do your regular activities as you still learn towards your certification
• Distance: The distance programme is mostly delivered remotely and is not required to always be on campus.

In this post, we will look at the list of programmes specifically for distance, their entry requirements and more.

List of Degree Programmes at University of Education Winneba (Distance)

• Bachelor of Arts in English Language Education
• Bachelor of Arts in Social Studies Education
• Bachelor of Arts in Business Administration in Human Resource Management
• Bachelor of Arts in Education in Early Childhood Education
• Bachelor of Science in Mathematics Education
• Bachelor of Arts in Business Administration, Accounting Studies

Entry Requirements for Degree Programmes in University of Education Winneba (Distance)

Below are the entry requirements for applying to UEW’s Distance Degree Programme:

WASSCE Holders

• Applicants should have at least grade C6 in three (3) Core Subjects, including English Language, Mathematics and Integrated Science  OR  Social Studies
• Applicants should have at least grade C6 in three (3) Elective subjects
• Your total aggregate score should not exceed 24

SSSCE Holders

• You should have credit passes (A – D) in three (3) Core Subjects, including English Language, Mathematics and Integrated Science  OR  Social Studies
• You should have credit passes in three (3) Elective subjects
• Your total aggregate score should not exceed 36

GCE Advanced Level Holders

• You should have credit passes in  three (3 ) subjects
• At least, one of your passes should be Grade D or better
• The applicant must have had credit passes (Grade 6) in five GCE Ordinary Level subjects including English Language, Mathematics and Science subject (for non-science students) and an Arts subject (for Science students)

Mature Applicants

• You must be at least 25 years old
• You must show documentary proof of date of birth (possibly a birth certificate or a baptismal certificate issued not less than three years)
• Must have a minimum certificate in WASSCE with passes in English Language and Mathematics or a Teacher’s Certificate ‘A’ or their equivalent
• Must have a pass in Mature Entrance Examinations in both the Subject Area Test (SAT) and General Aptitude Test (GAT)

The distance mode of study is great if you do not have enough time to become a regular student. Although you may not be able to offer various programmes under distance, you still have a list of programmes to select from.

If you have any questions or challenges, kindly comment below or join our Learn in Ghana community to get support from our experts.

Click here to see other Posts on LearninGhana.com

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• OPPORTUNITIES

Official List of UEW Distance Learning Courses 2021/2022

List of UEW Distance Learning Courses 2021/2022 | List of Programmes offered in the University of Education, Winneba Institute of Distance Learning (IDL) and approved by NAB.

The following is the list of available distance learning undergraduate, postgraduate and diploma courses/programmes offered at UEW that has gained National Accreditation Board (NAB) accreditation.

LIST OF UEW DISTANCE LEARNING COURSES.

The UEW distance learning programmes are divided into three categories viz-a-viz Mature applicants, Postgraduate Programmes and Diploma programmes.

Click Here apply for UEW distance learning admissions.

PROGRAMMES ON OFFER

A.  DEGREE  PROGRAMMES

• 4-year B.Ed. in Basic Education
• 4-year B.Ed. in Early Childhood Education
• 4-year B.A. in English Language Education
• 4-year B.Sc. in Mathematics Education
• 4-year B.A. in Social Studies Education
• 4-year Bachelor of Business Administration in Accounting Studies
• 4-year Bachelor of Business Administration in Human Resource Management

B. POST DIPLOMA PROGRAMMES

• 2-Year Post Diploma (Bachelor of Education) in Basic Education
• 2-Year Post Diploma (Bachelor of Education) in Early Childhood Education
• 2-Year Bachelor of Business Administration in Accounting Studies
• 2-Year Bachelor of Business Administration in Human Resource Management
• 3-Year Post Diploma (Bachelor of Arts) in English Language Education
• 3-Year Post Diploma (Bachelor of Arts) in Social Studies Education
• 3-Year Post Diploma (Bachelor of Science) in Mathematics Education

C.  DIPLOMA  PROGRAMMES

• 3-year Diploma in Basic Education
• 3-year Diploma in Early Childhood Education
• 3-year Diploma in Accounting Studies
• 3-year Diploma in Management Studies
• 1-year Diploma in Education

D. POST GRADUATE PROGRAMMES

• 1-Year Post Graduate Diploma in Education (PGDE)
• 1-YearMaster of Education in English
• 1-YearMaster of Education in Mathematics
• 1-YearMaster of Education in Science
• 1-YearMaster of Education in Mentorship

Related posts:

• University of Ghana Distance Learning Courses: UG Legon IDL Courses
• List of KNUST Distance Education Courses 2021/2022
• Official List of Courses Available at UEW for 2021/2022 Admission
• Check University of Ghana, UG Business School Distance Learning Entry Requirements
• University of Cape Coast Distance Education (IDL) Courses 2022/2023
• List of University of Ghana (UG) Distance Education Courses/Programmes Offered
• University of Ghana Business School Distance Learning Admission Requirements
• 2023/2024 List of Courses Offered at UEW University of Education Winneba

Tags : Official List of UEW Distance Learning Courses , University of Education Winneba (UEW) | www.uew.edu.gh

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UEW opens two new Distance and e-Learning Centers

The University of Education, Winneba (UEW), as part of its Distance and e-Learning (CoDel), has opened two new study centres at Jachie Pramso and the Ghana Military Academy and Training School in Accra to help offer quality accessible education across the country.

It is part of the university’s structured programmes to open opportunities to applicants to earn their degree without necessarily, leaving the comfort of their homes and making an effort to increase experience.

Professor Mawutor Avoke, Vice Chancellor of UEW who disclosed this at the matriculation of freshmen and women admitted to the College of Distant and e-Learning (CODel) for 2021-2022 academic year, said 42 centres had so far been established by UEW.

He stated that, at the close of application, a total of 10,136 were admitted and out of the number, 4,077 were male representing 40.22 percent, while the remaining 6,059 were female representing 59.78 percent.

According to the V C, 711 of the enrolled students were pursuing Diploma programmes representing 7.02 percent and 3,639 Degree programmes, representing 35.90 percent

“A total of 185 and 12 students from Teshie Military Academy and Jachie Pramso study centres, are the first batch of students among others who have been enrolled on the undergraduate distance education for 2021-2022 academic year,” he indicated.

Prof Avoke, further announced that, the university had invested in optical mark Reader (OMR), Technology for efficient processing of Examination tasks as Management believed it will help in the timely release of their quiz and examination results.

Advising the matriculants, he said, education continued to be the most efficient means to promote socio-economic transformation, hence UEW facilitators will through creative ways train the nation’s teachers to give their best.

“At the Centre of your academic success and development is the role of information technology because of what the College does and stands for.

“As result, I strongly advise you to acquire relevant digital skills and equipment to leverage technology and digitalization in your quest to achieve excellence, because many of you are pursuing your education while working,” he added.

Source: GNA

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UEW Distance Education Study Centres: Region, Town, Study Centre and Programmes Offered

UEW Distance Education Study Centres: Region, Town, Study Centre and Programmes Offered: If you are planning of applying for the University of Education, Winneba Distance course/programme, but are confused as to which center to select, then find below the UEW Distance Education Study Centres: Region, Town, Study Centre, and Programmes Offered.

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Table of Contents

DEFINITION OF TERMS

• Direct Applicants:  Applicants who possess the requirements for admission and are selected on the strength of their WASCE/SSSCE/School certificates. They are usually  not  required to write the university’s entrance examination before being admitted.
• Mature Applicants:  Applicants who do not possess the requirements for direct entry and are therefore required to pass the university’s entrance examination {General Aptitude Test (GAT) and Subject Area Test (SAT) papers}. Such applicants must:

(i) Be at least 25 years by 3 1st   October  2023 , and show proof of their age with any National ID card (SSNIT, Voter ID, Passport, Drivers’ License)  and  a birth certificate or any legitimate documentary proof of date of birth which must be at least five years old at the time of application.

(ii) have a minimum of  WASSCE/ SSSCE/GCE  Certificate or DBS/RSA Certificate or an equivalent qualification .

• pass the UEW Entrance Exam in both the General Aptitude Test (GAT) and Subject Area Test (SAT).
• Post Diploma Applicants:  Tertiary Diploma Certificate holders in relevant subject areas seeking admission for a degree programme in their previous areas/fields of study. This excludes DBS holders.
• Post Graduate Applicants:  Applicants seeking admission for the Post Graduate Diploma in Education and Master’s Degree programmes must possess a first degree in a relevant area.

An applicant seeking admission through the Mature Entry mode to the University of Education, Winneba must:

• Be Twenty-Five (25) years of age by 31st October 2023 (A proof of age document like a birth certificate and Ghana Card would be required
• Pass an Entrance Examination in General Aptitude Test (GAT) and Subject Area Test (SAT) to be organized by the University. However, Mature applicants seeking admission to pursue Special Education would also be required to pass another SAT

Mature Entrance Examination Dates

Two Mature Entrance Examinations Sessions have been scheduled for the 2023/2024 Academic Year are scheduled as follows:

• Subject Area Test (SAT) for Special Education applicants ONLY Wednesday 2nd August 2023
• Subject Area Test for all Mature Entrance Examination Candidates Thursday 3rd August 2023
• General Aptitude Test for all Mature Entrance Examination Candidates Friday 4th August 2023
• Subject Area Test (SAT) for Special Education applicants ONLY Thursday 2nd November 2023
• Subject Area Test for all Mature Entrance Examination Candidates Friday 3rd November 2023
• General Aptitude Test for all Mature Entrance Examination Candidates Saturday 4th November 2023

COST OF APPLICATION FORMS

The cost of the application forms for admission to distance programmes are as follows:

• Post-Diploma Applicants  –  Gh¢255.00 (Two Hundred and Fifty Five Ghana Cedis )
• Direct Applicants –    Gh¢255.00 (Two Hundred and Fifty Five Ghana Cedis )
• Mature Applicants  –  Gh¢405.00 (Four Hundred and Five Ghana Cedis  –  this includes the cost for the entrance exams to be organized by the University )
• Post Graduate Applicants –  Gh¢325.00 (Three hundred and twenty-five Ghana Cedis)
• Foreign Applicants and Ghanaian Applicants outside Ghana can purchase a set of Application forms online for  US $100.00 (One Hundred Dollars) .

SUBMISSION OF COMPLETED APPLICATION FORMS

The closing date for the submission of completed Application Forms is 30th August 2023  (for Mature Applicants) and Friday,  31st December 2023  (for Direct & Post Diploma Applicants).

• All certificates were other than those from the West African Examination Council (WAEC), the Universities in Ghana and Institutions accredited by the Ghana Tertiary Education Commission should be cleared with the Ghana Tertiary Education Commission and the evaluation report attached to the Application Forms.
• For applicants who have changed their names on marital grounds, only those that have been published in the Gazette will be accepted. Applicants should endeavour to attach the relevant pages of the Gazette Publication where their name appears to the application form.
• Names should be written in full (i.e. initials are not acceptable). Where applicants have initials or abbreviated names on previous documents, they should swear an affidavit to explain the initials and attach copies to the application form.
• Applicants with GCE Advanced Level certificate should note that such certificates should not be more than five (5) years old at the time of applying.
• Admissions to all programmes of study at the University of Education, Winneba are transparently administered by the Joint Admissions Board without any other considerations and/or solicitations. Any applicant who makes any form of solicitation to any person or group of persons for the purpose of influencing and/or gaining admission into the university does so at his/her own risk.

ENQUIRIES:  For further enquiries you may call:  Telephone: 0506476124/0506476253/0506476257/ 0207381668

NB: Master of Education programmes are available only at Ho, Kumasi, Sekondi, Techiman and Winneba Study Centres.

Recommended Post:

• UEW CODeL Study Centres For 2023/2024
• UEW Timetable For Mature Entrance Examinations – 2023/2024
• University of Education, Winneba ( UEW ) 2024/2025 Online Application Forms
• UEW Mature Entrance Examination for Distance Education Applicants 2023/2024
• Who is a Direct Applicant, Mature Applicant, Post Diploma and Post Graduate Applicant?

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How to Easily Apply For UEW Admission For 2024/2025 Academic Year

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UEW opens Distance Undergraduate Admissions for the 2023/2024 Academic Year

Ferdinand | EducationGhana | April 29 | UEW opens Distance Undergraduate Admissions for the 2023/2024 Academic Year

The management of the University of Education Winneba invites applications from qualified suitable applicants for Distance Education Undergraduate Admission for the 2023/2024 academic year.

Cost of Admission Forms – UEW Distance Education Undergraduate Admission for the 2023/2024 Academic Year

The Cost of Online Admission Forms for Distance Education Undergraduate Admission for the 2023/2024 Academic Year is GHC 255.00.

How to Apply for UEW Admission 2023/2024 Academic Year

• To complete your application successfully, ensure you have a valid email address, mobile phone number and soft copies of your results slip/transcripts, certificates, passport picture, birth certificate (for mature applicants only) and other documents necessary to support your application.

Log on to www.uew.edu.gh/admissions, and select your preferred entry mode to study in the University, Regular/full-time, Sandwich, Distance and Postgraduate.

Once you have decided on your entry mode, it is time to buy your application form. There are three options available to conveniently buy a form,

A. Visit our website at www.uew.edu.gh/admissions to buy form online through MTN, VodaCash and AirtelTigo mobile money platforms.

B. Use the short code 887 9# to buy a form on all mobile networks in Ghana

Buy Voucher from: GCB Bank ADB Bank Republic Bank Zenith Bank Prudential Bank Access Bank

• Once you have your PIN, click on apply now, then enter your PIN. Where you have a Serial and a PIN enter them as required to progress to the application form.

Proceed to enter your personal details, educational history and results/qualifications, and programme choice and attach your supporting documents then submit the application form. You would receive a notification in your email and by text message to your phone when you successfully complete the application form.

Applicants applying for postgraduate programmes should download a Referee Report form and submit to [email protected] after submitting the application forms

Look out for the Progress ID to enable you to continue filling out the application form from whichever point you decide to leave the application before final submission.

Preview the form to ensure all your details provided are accurate and submit. You would then receive a notification of the successful completion of your application in your email and text message.

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CLOSING DATE OF ADMISSION 

Applications for the 2023/2024 Academic Year are scheduled to close at the given dates below:

Sandwich – Thursday, 31st August 2023

Mature  – Thursday, 31st August 2023

Direct / Post Diploma  – Friday, 22nd December 2023

Postgraduate- Friday,  22nd December 2023

ADMISSION REQUIREMENTS 

Uew distance education undergraduate admission for the 2023/2024 academic year.

1.  DIPLOMA IN BASIC EDUCATION

Applicants must possess any ONE of the following: WASSCE with credits (A1 – C6) in five (5)subjects comprising three (3)core subjects: English Language, Mathematics and Integrated Science/Social Studies plus credits (A1 – C6) in any two (2) elective subjects.

SSSCE with Credits (A – D) in five (5)subjects comprising three (3)Core Subjects: English Language, Mathematics and Integrated Science/Social Studies plus two (2) elective subjects.

Mature applicants must be 25 years or above (Refer to ‘Definition of Terms’ for details). Teacher’s Certificate ‘A’ from a recognized College of Education or Institution.

2. DIPLOMA IN EARLY GRADE EDUCATION

Applicants must possess any ONE of the following: WASSCE with passes (A1 –D7) in three (3)core subjects: English Language, Mathematics & Integrated Science/Social Studies plus credits (A1 – C6) in in any three (3) elective subjects.

SSSCE with Credits (A – D) in Six (6) subjects comprising three (3) Core Subjects: English Language, Mathematics & Integrated Science/Social Studies plus any three (3) elective subjects.

Mature applicants must be 25 years or above (Refer to ‘Definition of Terms’ for details).

3. DIPLOMA IN EDUCATION

applicants must possess any ONE of the following: A bachelor’s degree in any relevant field of study.

A tertiary Diploma or a Higher National Diploma (HND) or its equivalent from any accredited tertiary institution

An Advanced/Part III Certificate in a trade subject.

NB: This programme is by Direct Entry only. Diploma in Business Studies (DBS) qualification alone cannot be used for admission into this programme

4. BACHELOR OF EDUCATION IN BASIC EDUCATION ( UPPER PRIMARY OPTION)

Applicants must possess any ONE of the following: WASSCE with Credits (A1 – C6) in six (6)subjects including three (3)Core Subjects: English Language, Mathematics and Integrated Science/Social Studies, as well as three (3)Elective subjects.

SSSCE with Credits (A – D) in six (6) subjects comprising three (3) Core Subjects: English Language, Mathematics and Integrated Science or Social Studies, as well as three (3) Elective subjects.

Mature Applicants: Must be 25 years or above (Refer to ‘Definition of Terms’ for details).

Diploma in Basic Education (DBE) certificate holders from any recognised tertiary institution will be placed at Level 300 of the programme (i.e. they will pursue the programme for 2 years)

Tertiary Diploma certificate Holders (other than the DBE certificate) from any recognised tertiary institution will be placed at level 200 of the programme (i.e. they will pursue the programme for 3 years). Please note that this does not include Diploma in Business Studies (DBS) holders.

5. BACHELOR OF EDUCATION IN BASIC EDUCATION ( JUNIOR HIGH SCHOOL OPTION)

The entry requirements are the same as items (i) to (v) of the requirements for the Bachelor of Education in Basic Education programme (Upper Primary Option).

6. BACHELOR OF EDUCATION IN BASIC EDUCATION (EARLY GRADE OPTION)

The entry requirements are the same as items (i) to (iii) of the requirements for the 4-Year Bachelor of Education in Basic Education programme (Upper Primary Option).

Diploma in Early Childhood Education (DECE) certificate holders from any recognised tertiary institution will be placed at Level 300 of the programme (i.e. they will pursue the programme for 2 years)

Tertiary Diploma certificate Holders (other than the DECE certificate) from any recognised tertiary institution will be placed at level 200 of the programme (i.e. they will pursue the programme for 3 years). Please note that this does not include Diploma in Business Studies (DBS) holders.

7. BACHELOR OF ARTS IN ENGLISH LANGUAGE EDUCATION

a) WASSCE Candidates Must possess Credits (A1–C6) in six (6) subjects comprising three core subjects: English Language, Mathematics, and Integrated Science OR Social Studies, plus Credits (A1 – C6) in three (3) elective subjects including Literature-in-English.

c) Tertiary Diploma certificate holders from any recognised tertiary institution, with at least a credit grade in Literature-in-English at SSSCE or WASSCE, will be exempted from writing mature entrance examinations. Such applicants will be placed at Level 100 of the 4-Year programme. Please note that this does not include Diploma in Business Studies (DBS) holders.

Must be 25 years or above (Refer to ‘Definition of Terms’ for details).

b) SSSCE Candidates Must possess Credits (A – D) in six (6) subjects comprising three core subjects: English Language, Mathematics, Integrated Science OR Social Studies, plus Credits (A – D) in three (3) elective subjects including Literature-in-English.

c) Tertiary Diploma certificate holders from any recognised tertiary institution, with at least a credit grade in Literature-in-English at SSSCE or WASSCE, will be exempted from writing mature entrance examination. Such applicants will be placed at Level 100 of the 4-Year programme. Please note that this does not include Diploma in Business Studies (DBS) holders.

Mature Applicants: Must be 25 years or above (Refer to ‘Definition of Terms for details)

8. BACHELOR OF SCIENCE IN MATHEMATICS EDUCATION

a) WASSCE Candidates Must possess Credits (A1–C6) in six (6) subjects comprising three core subjects: English Language, Mathematics and Integrated Science, plus Credits (A1 – C6) in three (3) elective subjects including Elective Mathematics.

b) SSSCE Candidates Must possess Credits (A – D) in six (6) subjects comprising three core subjects: English Language, Mathematics and Integrated Science, plus Credits (A – D) in three (3) elective subjects (in General Science or Business) including Elective Mathematics with a total aggregate of 24 or better.

c) Tertiary Diploma certificate holders from any recognised tertiary institution, with at least a credit grade inElective Mathematicsat SSSCE or WASSCE, will be exempted from writing mature entrance examinations. Such applicants will be placed at Level 100 of the 4-Year programme. Please note that this does not include Diploma in Business Studies (DBS) holders.

d) Mature Applicants: Must be 25 years or above (Refer to ‘Definition of Terms for details)

9. BACHELOR OF ARTS IN SOCIAL STUDIES EDUCATION

a) WASSCE Holders Must have six (6) Credits (A1 – C6) comprising four (4) Core Subjects: English Language, Core Mathematics, Integrated ScienceandSocial Studies plus Credits (A1-C6) in any two (2)of the following elective subjects: Geography, Economics, History, Government, and CRS/IRS.

b) SSSCE Candidates Must have six (6)Credits (A – D) comprising four (4)Core Subjects: English Language, Core Mathematics, Integrated Science and Social Studies and Credits (A-D) in any two (2) of the following elective subjects: Geography, Economics, History, Government, and CRS/IRS.

c) Tertiary Diploma certificate holders from any recognised tertiary institution, with at least credit in any two (2) of the following electives: Geography, Economics, History, Government at SSSCE or WASSCE, will be exempted from writing mature entrance examination. Such applicants will be placed at Level 100 of the 4-Year programme. Please note that this does not include Diploma in Business Studies (DBS) holders.

d) Mature Applicants: Must be 25 years or above (Refer to ‘Definition of Terms’ for details).

10. BACHELOR OF BUSINESS ADMINISTRATION IN ACCOUNTING STUDIES

a) WASSCE Candidates Candidate must have Credits insix (6)subjects comprising three (3)core subjects: English Language, Mathematics and Science/Integrated Science OR Social Studies, plus Credits in any other three (3) relevant elective subjects (i.e. Business Management, Financial Accounting, Elective mathematics, Cost Accounting, Economics, and Business Mathematics).

b) SSSCE Candidates Candidate must have Credits in six (6)subjects comprising three (3)core subjects: English Language, Mathematics and Science/Integrated Science OR Social Studies, plus Credits (A-D) in any two (2) of the following: Business Management, Financial Accounting, Cost Accounting, and Business Mathematics), plus A credit pass (A-D) in one of any of the following: Elective Mathematics and Economics.

c) Mature Applicants: Must be 25 years or above (Refer to ‘item 2’ under ‘Definition of Terms’ for details).

d) Diploma Holders Holders of diplomas in Accounting studies from the University of Education, Winneba or any recognized University will be placed at level 300 of the programme.

Holders of Higher National Diploma (HND) in Accountancy from any recognised tertiary institution with at least 2nd Class Lower will also be placed at level 300 of the programme

Tertiary Diploma certificate Holders (other than those mentioned in (i) and (ii) above) from any recognised tertiary institution will be placed at level 100 of the programme (i.e. they will pursue the programme for 4 years)

NB: Diploma in Business Studies (DBS) qualification alone cannot be used for admission into this programme.

11. BACHELOR OF BUSINESS ADMINISTRATION IN HUMAN RESOURCE MANAGEMENT

WASSCE with Credits (A1 – C6) in six (6)subjects including three (3)Core Subjects: English Language, Mathematics and Integrated Science or Social Studies, as well as three (3) Elective subjects with a total aggregate of 36 or better

SSSCE with Credits (A – D) in six (6) subjects comprising three (3) Core Subjects: English Language, Mathematics and Integrated Science or Social Studies, as well as three (3) Elective subjects with a total aggregate of 24 or better.

Mature Applicants: Must be 25 years or above (Refer to ‘Definition of Terms’ for details). Diploma Holders (Post Diploma applicants)

Holders of a Diploma in Management Studies from the University of Education, Winneba or its equivalent from any recognized University will be placed at level 300 of the programme.

Holders of Higher National Diploma (HND) from any recognised tertiary institution in any of the following programmes: Human Resource Management, Secretaryship and Management, Accountancy, Marketing, Purchasing & Supply with at least 2nd Class Lower will also be placed at level 300 of the programme

Tertiary Diploma certificate Holders (other than those mentioned in (iv) and (v) above) from any recognised tertiary institution will be placed at level 200 of the programme (i.e. they will pursue the programme for 3 years).

NOTE:  To complete your application successfully, ensure you have a valid email address, mobile phone number and soft copies of your results slip/transcripts, certificates, passport picture to support your application. Click here for information on how to apply

Applicants in the final year who are yet to write their final examinations may also apply and indicate “AWAITING RESULT” under the examination results section of the application form

Mature Entry applicants would have to Pass an Entrance Examination in General Aptitude Test (GAT) and Subject Area Test (SAT) to be organized by the University. Click here for details

Check This Out Second Term Scheme of Learning for JHS 1 to 3

Check out the 2023 second term scheme of learning for jhs 2, check out the 2023 second term scheme of learning for jhs 3.

• GESOPS board of trustees demand GHC5,865 before responding to RTI requests
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• Study Leave with pay for the 2023/2024 Academic Year is Out
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• Top List of Regional and District GNAT Secretaries Recruited and Reposted in 2023

Check This Out: Senior High School Selection Guidelines for 2022 BECE Candidates

Check also:, how to write and address a letter of sponsorship as a school in the ges here, how to write and address any form of letter to the ghana education service here, how to write and address an application for car maintenance allowance as a teacher here, how to write and address an application for responsibility allowance as a teacher here, check this out:  top 10 steps to register and write exams in katon computing training workshop, check the shs grading system here.

Download the 2022 basic and shs Academic Calendar HERE

Check This Out: JUST IN: Coalition of Concerned Teachers sacks acting President King Ali Awudu

Prospective Students can also check out the  Admission Deadlines  for Tertiary Institutions in Ghana as well as their  Entry Requirements before Applying.

They can also check the institutions’ cut off points and How to Apply to the various Tertiary Institutions in Ghana as well as the institutions’  Fees Schedules for any particular Semester or Year.

SEND US YOUR STORIES FOR PUBLICATION VIA WHATSAPP NUMBER 0506440219

Get the   waec  marking schemes  here, get the nacca / ges  standard-based lesson plans  here, get the   ghana education service new standard–based scheme of learning (sol) here, get the  ghana education service  new standard–based curriculum  here, get the waec bece , wassce , ntc licensure exam , and teachers’ promotion exam past questions  here, download the teachers guide on sbc and ccp curriculums   here.

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University of education winneba distance learning admission requirements.

The University of Education, Winneba Distance Learning programmes provides potential students with the opportunity to study the course o their choice at their own convenience.

The University currently offers the following undergraduate and postgraduate programs and courses.

DEGREE PROGRAMMES

• Ed. in Basic Education (Upper Primary Option)
• Ed. in Basic Education (Junior High School Option)
• Ed. in Early Grade Education
• A. in English Language Education
• Sc. in Mathematics Education
• A. in Social Studies Education
• Bachelor of Business Administration in Accounting Studies
• Bachelor of Business Administration in Human Resource Management

POST DIPLOMA PROGRAMMES

• Post Diploma (B.Ed.) in Basic Education
• Post Diploma (B.Ed.) in Early Childhood Education
• Post Diploma (B.A.) in English Language Education
• Post Diploma (B.Sc.) in Mathematics Education
• Post Diploma (B.A.) in Social Studies Education
• Post Diploma (Bachelor of Business Administration) in Accounting Studies
• Post Diploma (Bachelor of Business Administration) in Human Resource Management

DIPLOMA PROGRAMMES

• Diploma in Basic Education
• Diploma in Early Grade Education
• Diploma in Accounting Studies
• Diploma in Management Studies
• Diploma in Education

POST GRADUATE PROGRAMMES

• Post Graduate Diploma in Education (PGDE)
• Master of Education in English
• Master of Education in Mathematics
• Master of Education in Science
• Master of Education in Mentorship

Entry Requirements For The Programmes Are As Follows:

Entry Requirements For Candidates Applying For Bachelor of Education Programmes

• WASSCE Holders : Credits (A1 – C6) in six subjects including three Core Subjects: Mathematics, English Language, and Integrated Science or Social Studies, as well as three Elective subjects.
• SSSCE Holders : Credits (A – D) in six subjects comprising three Core Subjects: Mathematics, English Language, and Integrated Science or Social Studies, as well as three Elective subjects.
• Mature Applicants : Applicants must be 25 years or above

Entry Requirements For Candidates Applying For Bachelor of Arts Programmes 

• WASSCE Holders : Credits (A1 – C6) in six subjects including three Core Subjects: Mathematics, English Language, and Integrated Science or Social Studies, as well as three Elective subjects including English Literature.
• SSSCE Holders : Credits (A – D) in six subjects comprising three Core Subjects: Mathematics, English Language, and Integrated Science or Social Studies, as well as three Elective subjects including English Literature.

Entry Requirements For Candidates Applying For Bachelor of Science Programmes 

• WASSCE Holders : Credits (A1 – C6) in six subjects including three Core Subjects: Mathematics, English Language, and Integrated Science or Social Studies, as well as three Elective subjects including Elective Mathematics.
• SSSCE Holders : Credits (A – D) in six subjects comprising three Core Subjects: Mathematics, English Language, and Integrated Science or Social Studies, as well as three Elective subjects including Business or General Science including Elective Mathematics with the total aggregate of at least 24.

Entry Requirements For Candidates Applying For Bachelor of Arts In Social Studies Education

• WASSCE Holders : Credits (A1 – C6) in six subjects including three Core Subjects: Mathematics, English Language, and Integrated Science or Social Studies, as well as three Elective subjects including two of the following electives: Government, Economics, Geography, History, and CRS/IRS..
• SSSCE Holders : Credits (A – D) in six subjects comprising three Core Subjects: Mathematics, English Language, and Integrated Science or Social Studies, as well as three Elective subjects including two of the following electives: Government, Economics, Geography, and History.

Entry Requirements For Candidates Applying For Bachelor of Business Administration in Account Studies

• WASSCE Holders : Credits (A1 – C6) in six subjects including three Core Subjects: Mathematics, English Language, and Integrated Science or Social Studies, as well as three Elective subjects including any other three (3) relevant elective subjects (i.e. Financial Accounting, Business Management, Cost Accounting, Elective mathematics, Economics, and Business Mathematics)..
• SSSCE Holders : Credits (A – D) in six subjects comprising three Core Subjects: Mathematics, English Language, and Integrated Science or Social Studies, as well as credits (A – D) in any two of the following: Financial Accounting, Business Management, Cost Accounting, and Business Mathematics), In addition, a credit pass (A-D) in one of any of the following: Economics and Elective Mathematics.

Entry Requirements For Candidates Applying For Bachelor of Business Administration in Human Resource MGT

• WASSCE Holders : Credits (A1 – C6) in six subjects including three Core Subjects: Mathematics, English Language, and Integrated Science or Social Studies, as well as three Elective subjects with the total aggregate of at least 36.
• SSSCE Holders : Credits (A – D) in six subjects comprising three Core Subjects: Mathematics, English Language, and Integrated Science or Social Studies, as well as three Elective subjects with the total aggregate of at least 24.

2-Year Post Diploma (B. Ed.) In Basic Education

• Applicants are required to be holders of a Diploma in Basic Education from the University of Education, Winneba or any reputable University or Institution.
• Other applicants must possess a Teacher’s Diploma in Basic Education awarded to graduates from the Colleges of Education in Ghana.
• Applicants with Tertiary Diploma certificate (other than the DBE) will be admitted at level 200 of the 4-Year B.Ed. in Basic Education programme.

2-Year Post Diploma (B. Ed.) In Early Childhood Education

• Applicants are required to be holders of a Diploma in Early Childhood Education from the University of Education, Winneba or any reputable University or Institution.
• Other applicants must possess a Teacher’s Diploma in Early Childhood awarded to graduates from the Colleges of Education in Ghana.

2- Year Post Diploma (Bachelor Of Business Administration) In Accounting Studies

• Applicants are required to be holders of a Diploma in Accounting Studies from the University of Education, Winneba or any reputable University.
• Applicants with a Higher National Diploma (HND) in Accountancy with 2nd Class Lower and above can apply.

2- Year Post Diploma (Bachelor Of Business Administration) In Human Resource Management

• Applicants are required to be holders of a Diploma in Management Studies from the University of Education, Winneba or any reputable University.
• Applicants with a Higher National Diploma (HND) or its equivalent in EITHER Secretaryship and Management, Human Resource Management, Marketing, Accountancy, Purchasing & Supply OR any Tertiary Diploma in a relevant area.
• Applicants with a Diploma in Basic/Early Childhood Education applying for the Human Resource Mgt. programme will be admitted into Level 100 of the 4-Year programme. This excludes DBS holders.

3-Year Post Diploma (Bachelor Of Arts) In English Language Education

• Applicants are required to be holders of a Diploma in Basic Education Certificate with English as their elective area in the Basic Education programme and have credits in Literature-in-English at WASSCE or SSSCE. Such applicants will be admitted into Level 200 of the 4-Year programme.

3-Year Post Diploma (Bachelor Of Arts) In Social Studies Education

• Applicants are required to be holders of a Diploma in Basic Education Certificate with Social Studies as their elective area in the Basic Education programme and have credits in any two of the following Electives: Government, Economics, Geography, History at WASSCE or SSSCE. Such applicants will be admitted into Level 200 of the 4-Year programme.

3-Year Post Diploma (Bachelor Of Science) In Mathematics Education

• Applicants are required to be holders of a Diploma in Basic Education Certificate with Mathematics as their elective area in the Basic Education programme and have credits in Elective Mathematics at WASSCE or SSSCE. Such applicants will be admitted into Level 200 of the 4-Year programme.

Diploma In Basic Education / Diploma In Early Childhood Education

• WASSCE Holders : Credits (A1 – C6) in three Core Subjects: Mathematics, English Language, and Integrated Science or Social Studies, as well as two Elective subjects.
• SSSCE Holders : Credits (A – D) in six subjects comprising three Core Subjects: Mathematics, English Language, and Integrated Science or Social Studies, as well as two Elective subjects.
• Teacher’s Certificate ‘A’ from a recognized College of Education or Institution.

Diploma In Accounting Studies / Diploma In Management Studies

• WASSCE Holders : Credits (A1 –D7) in three Core Subjects: Mathematics, English Language, and Integrated Science or Social Studies, as well as credits (A1 – C6) in three Elective subjects.
• Holders of Private Secretary Certificates can also apply.

Diploma In Education

Applicants must possess any ONE of the following:

• A bachelor’s degree in any relevant field of study.
• A tertiary Diploma or a Higher National Diploma (HND) or its equivalent in Agriculture, Building and Construction, Engineering, Nursing, etc.
• An Advanced/Part III Certificate in a trade subject.

Post Graduate Diploma In Education (PGDE)

• A Bachelor’s degree from a reputable University in any field of study.
• A satisfactory performance at an interview that will be conducted by the university.

Master Of Education In English

• Holders of a good Bachelor’s Degree in English with education component (e.g. B.A. English Language Edu.) from the University of Education, Winneba or its equivalent from a reputable University in the field of study can apply.
• Candidates with B.A. or B.Sc. without education component must have a Diploma in Education or Post Graduate Diploma in Education.
• Candidates must pass a selection interview

Master Of Education In Mathematics

• Holders of a good Bachelor’s Degree in Mathematics with education component (e.g. B.Ed. Maths or B.Sc. Maths Edu.) from the University of Education, Winneba or its equivalent from a reputable University in the field of study can apply.

Master Of Education In Science

• Holders of a good Bachelor’s Degree in a Science/Applied Science subject with education component (e.g. B.Sc. Physics Edu.) from the University of Education, Winneba or its equivalent from a reputable University in the field of study can apply.
• Candidates with B.Sc. without education component must have a Diploma in Education or Post Graduate Diploma in Education.

Master Of Education In Mentorship

• Candidates must have a bachelor’s degree with education component from a reputable University.

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University Of Education Winneba (UEW) Distance Education Courses

The University Of Education Winneba (UEW) Distance Education courses has the opportunity for all persons to apply and learn with the comfortability of working as well.

UEW Distance Education Admission Forms 2023/2024 – Application Details – The University of Education Winneba , UEW Distance Education Admission Forms for the 2023/2024 academic year is out online. Qualified applications should see full application details below. The University is a co-educational, secular institution of higher learning. It offers undergraduate and postgraduate programmes under ten faculties, two schools, two institutes, and over fifty Departments.

Applications are invited from qualified applicants for admission into a regular sandwich (SESSION: JULY – AUGUST EACH YEAR)  and distance programmes at the University of Education, Winneba for the 2023/2024 academic year.

Table of Contents

Cost of Applications

The University of Education , Winneba wishes to inform the general public that application forms for admission to the following programmes by Distance Learning for the 2023/2024 Academic Year will be on sale and for Direct/Post Diploma (Top-up) applicants.

A. DEGREE PROGRAMMES

(1)        B.Ed. in Basic Education (Upper Primary Option)

(2)        B.Ed. in Basic Education (Junior High School Option)

(3)        B.Ed. in Early Grade Education

(4)        B.A. in English Language Education

(5)        B.Sc. in Mathematics Education

(6)        B.A. in Social Studies Education

(7)        Bachelor of Business Administration in Accounting Studies

(8)        Bachelor of Business Administration in Human Resource Management

B. DIPLOMA PROGRAMMES

(1)        Diploma in Basic Education

(2)        Diploma in Early Grade Education

(3)       Diploma in Accounting Studies

(4)        Diploma in Management Studies

(5)        Diploma in Education

C. POST GRADUATE PROGRAMMES

(1)        Post Graduate Diploma in Education (PGDE)

(2)        Master of Education in English

(3)        Master of Education in Mathematics

(3)        Master of Education in Science

(4)        Master of Education in Mentorship

ENTRY REQUIREMENTS FOR DISTANCE EDUCATION PROGRAMMES

A1.  BA C H E L O R  OF E DU CA TI O N  IN BASIC  EDUCATION (UPPER PRIMARY OPTION)

Applicants must possess any  ONE  of the following:

• WASSCE  with Credits (A1 – C6) in  six (6)  subjects including  three (3)  Core Subjects: English Language, Mathematics and Integrated Science or Social Studies, as well as  three (3)  Elective.
• SSSCE  with Credits (A – D) in  six (6)  subjects comprising  three (3)  Core Subjects: English Language, Mathematics and Integrated Science or Social Studies, as well as  three (3)  Elective subjects.
• Mature Applicants:  Must be 25 years or above (Refer to ‘Definition of Terms’ for details).
• Diploma in Basic Education (DBE)  certificate holders from any recognised tertiary institution will be placed at Level 300 of the programme (i.e. they will pursue the programme for 2 years)
• Tertiary Diploma  certificate  Holders  (other than the DBE) from any recognised tertiary institution will be placed at level 200 of the programme (i.e .  they will pursue the programme for 3 years). Please note that this  does not  include Diploma in Business Studies (DBS) holders.

A2. BACHELOR OF EDUCATION IN BASIC EDUCATION (JUNIOR HIGH SCHOOL OPTION)

• The entry requirements  are the same as  items (1) to (3) of the requirements for the  Bachelor of Education in Basic Education programme (Upper Primary Option) .

A3.  BA C H E L O R  OF E DU CA TI O N  IN EARLY CHILDHOOD EDUCATION

• The entry requirements  are the same as  items (1) to (3) of the requirements for the  4-Year Bachelor of Education in Basic Education programme ( Upper Primary Option ).
• Diploma in Early Childhood Education (DECE)  certificate holders from any recognised tertiary institution will be placed at Level 300 of the programme (i.e. they will pursue the programme for 2 years)

A4.  BA C H E L O R  OF ARTS IN ENGLISH LANGUAGE EDUCATION

a) WASSCE Candidates

• Must possess Credits (A1–C6) in  six (6)  subjects comprising  three core subjects : English Language, Mathematics, and Integrated Science  OR  Social Studies, plus
• Credits (A1 – C6) in  three (3) elective subjects  including  English Literature .

b) SSSCE Candidates

• Must possess Credits (A – D) in  six (6 ) subjects comprising  three core subjects:  English Language, Mathematics, Integrated Science  OR  Social Studies, plus
• Credits (A – D) in  three (3 ) elective subjects including  English Literature.
• Must be 25 years or above (Refer to ‘Definition of Terms’ for details).

A5. BACHELOR OF SCIENCE IN MATHEMATICS EDUCATION

• Must possess Credits (A1–C6) in  six (6)  subjects comprising  three core subjects : English Language, Mathematics and Integrated Science, plus
• Credits (A1 – C6) in  three (3) elective subjects  (in General Science or Business) including  Elective Mathematics.
• Must possess Credits (A – D) in  six (6 ) subjects comprising  three core subjects : English Language, Mathematics and Integrated Science, plus
• Credits (A – D) in  three (3 ) elective subjects (in General Science or Business) including  Elective Mathematics with the total aggregate of 24 or better .

c) Mature Applicants:  Must be 25 years or above  ( Refer to ‘Definition of Terms for details).

A6.  BA C H E L O R  OF ARTS IN SOCIAL STUDIES EDUCATION

a)          WASSCE Holders

Must have  six (6)  Credits (A1 – C6) comprising  four (4)  Core Subjects: English Language, Core Mathematics and Integrated Science, Social Studies and Credits (A1-C6) in any  two (2)  of the following Elective subjects: Geography, Economics, History, Government, and CRS/IRS.

b )          SSSCE Candidates

• Must have  six (6)  Credits (A – D) comprising  four (4)  Core Subjects: English Language, Core Mathematics and Integrated Science ,  Social Studies) and
• Credits (A-D) in any  two (2)  of the following Elective subjects: Geography, Economics, History, Government and CRS/IRS

c)          Mature Applicants:  Must be 25 years or above (Refer to ‘Definition of Terms for details).

A7.       B ACH E LOR OF BU S IN E SS ADMINI S TRATION IN ACCOUNTIN G S TUDI ES

• Candidate must have Credits in  six (6)  subjects comprising  three (3)  core subjects: English Language, Mathematics and Science/Integrated Science  OR  Social Studies, plus
• Credits in any other  three (3)  relevant elective subjects (i.e. Business Management, Financial Accounting, Elective mathematics, Cost Accounting, Economics, and Business Mathematics).
• Credits (A-D) in any  two (2)  of the following: Business Management, Financial Accounting, Cost Accounting, and Business Mathematics), plus
• A credit pass (A-D) in  one  of any of the following: Elective Mathematics and Economics.

c)  Mature Applicants:  Must be 25 years or above (Refer to ‘item 2’ under ‘Definition of Terms’ for details).

d) Diploma Holders

• Holders of  Diploma in Accounting Studies  from the University of Education, Winneba or any recognized University will be placed at level 300 of the programme.
• Holders of  Higher National Diploma (HND) in Accountancy  from any recognised tertiary institution with at least 2 nd  Class Lower will also be placed at level 300 of the programme

NB: Diploma in Business Studies (DBS)  qualification alone cannot be used for admission into this programme.

A8.     B ACH E LOR OF BU S IN E SS ADMINI S TRATION IN HUMAN R ESO URCE MGT.

• WASSCE  with Credits (A1 – C6) in  six (6)  subjects including  three (3)  Core Subjects: English Language, Mathematics and Integrated Science or Social Studies, as well as  three (3)  Elective subjects with the total aggregate of 36 or better
• SSSCE  with Credits (A – D) in  six (6)  subjects comprising  three (3)  Core Subjects: English Language, Mathematics and Integrated Science or Social Studies, as well as  three (3)  Elective subjects with the total aggregate of 24 or better.

Diploma Holders (Post Diploma applicants)

• Holders of  Diploma in Management Studies  from the University of Education, Winneba or its equivalent from any recognized University will be placed at  level 300  of the programme.
• Holders of Higher National Diploma (HND)  from any recognised tertiary institution in any of the following programmes: Human Resource Management, Secretaryship and Management, Accountancy, Marketing, Purchasing & Supply with at least 2nd Class Lower will also be placed at  level 300  of the programme
• Tertiary Diploma  certificate  Holders  (other than those mentioned in (iv) and (v) above) from any recognised tertiary institution will be placed at  level 200  of the programme (i.e. they will pursue the programme for 3 years).

C1.  DIPLO M A IN BASIC ED U CATIO N

• WASSCE  with passes (A1 – C6) in  three (3)  core subjects: English Language, Mathematics and Integrated Science/Social Studies plus credits (A1 – C6) in any  two (2)  elective subjects.
• SSSCE  with Credits (A – D) in  Five (5)  subjects comprising  three (3)  Core Subjects: English Language, Mathematics and Integrated Science/Social Studies plus  two (2)  elective subjects.
• Mature applicants  must be 25 years or above (Refer to ‘Definition of Terms’ for details).
• Holders of  Teacher’s Certificate ‘A’  from a recognized College of Education or Institution should apply as mature applicants.

C2. DIPLOMA IN EARLY CHILDHOOD EDUCATION

• The entry requirements  are the same as  item (i) to (iii) of the requirements for Diploma in Accounting Studies programme.
• Holders of 1-Year Certificate in  Pre-School Education  from the University of Education, Winneba should also apply as mature applicants.

C3.       DIPLOMA IN ACCOUNTING STUDIES

• WASSCE  with passes (A1 –D7) in  three (3)  core subjects: English Language, Mathematics & Integrated Science/Social Studies plus credits (A1 – C6) in  three (3)  relevant elective subjects.
• SSSCE  with Credits (A – D) in  Six (6)  subjects comprising  three (3)  Core Subjects: English Language, Mathematics & Integrated Science/Social Studies plus  three (3)  relevant elective subjects.

C4.       DIPLOMA IN MANAGEMENT STUDIES

• The entry requirements  are the same as  those for Diploma in Accounting Studies in addition to the subjects such as  Commerce, Office Administration/Practice and Business Management .
• Holders of Private Secretary Certificates can also apply.

C5.       DIPLOMA IN EDUCATION

• A tertiary Diploma or a Higher National Diploma (HND) or its equivalent in Engineering, Building and Construction, Agriculture, Nursing, etc.
• An Advanced/Part III Certificate in a trade subject.

NB : This programme is by  Direct Entry only. Diploma in Business Studies (DBS)  qualification alone cannot be used for admission into this programme.

D. POST GRADUATE PROGRAMMES

D1. POSTGRADUATE DIPLOMA IN EDUCATION (PGDE)

• A Bachelor’s degree from a recognized University in any field of study.
• A satisfactory performance at a screening interview organized by the IDeL, UEW.

D2. MASTER OF EDUCATION IN ENGLISH

• Applicants should possess a good Bachelor’s Degree in English with education component (eg B.A. English Language Edu.) from the University of Education, Winneba (UEW) or its equivalent from a recognised University in the relevant field of study
• Applicants with B.A. or B.Sc. without education must have a Post Graduate Diploma in Education or Diploma in Education.
• Must pass a selection interview

D3. MASTER OF EDUCATION IN MATHEMATICS

• Applicants should possess a good bachelor’s degree in Mathematics with education component (e.g. B.Ed. Maths or B.Sc. Maths Edu.) from the University of Education, Winneba (UEW) or its equivalent from a recognised University in the relevant field of study.

(ii)  Applicants with B.A. or B.Sc. degree without education must also have a Post Graduate Diploma in Education or Diploma in Education.

D4. MASTER OF EDUCATION IN SCIENCE

i)    Applicants should possess a good bachelor’s degree in a Science/Applied Science subject with education component (e.g. B.Sc. Physics Edu.) from the University of Education, Winneba (UEW) or its equivalent from a recognised University in the relevant field of study.

ii)   Applicants with a B.Sc. degree without education in the sciences or the applied sciences who are teaching in an educational institution or applied sciences. Such applicants must also have a Post Graduate Diploma in Education or Diploma in Education.

D5. MASTER OF EDUCATION IN MENTORSHIP

• Applicants must have a  first degree  with education component from a recognised University.
• Applicants with B.A. or B.Sc. degree without education must also have a Post Graduate Diploma in Education or Diploma in Education.
• All applicants must pass a selection interview

DEFINITION OF TERMS

• Direct Applicants:  Applicants who possess the requirements for admission and are selected on the strength of their WASCE/SSSCE/School certificates. They are usually  not  required to write the university’s entrance examination before being admitted.
• Mature Applicants:  Applicants who do not possess the requirements for direct entry and are therefore required to pass the university’s entrance examination {General Aptitude Test (GAT) and Subject Area Test (SAT) papers}. Such applicants must:

(i)    be  at least 25 years by September 1, 202 3, and show proof of their age with any National ID card (SSNIT, Voter ID, Passport, Drivers’ License)  and  a birth certificate or any legitimate documentary proof of date of birth which must be at least five years old at the time of application.

(ii) have a minimum of  GCE/SSSCE/WASSCE  Certificate or  DBS/RSA Certificate or an equivalent qualification .

(iii) pass the UEW Entrance Exam in General Aptitude Test (GAT) and Subject Area Test (SAT).

• Post Diploma Applicants:  Tertiary Diploma Certificate holders in relevant subject areas seeking admission for a degree programme in their previous areas/fields of study. This excludes DBS holders.
• Post Graduate Applicants:  Applicants seeking admission for the Post Graduate Diploma in Education and Master’s Degree programmes must possess a first degree in a relevant area.

HOW TO APPLY FOR UEW DISTANCE EDUCATION ADMISSION

Application into the Distance Learning Programme for the 2023/2024 Academic Year is either by the ONLINE mode   or the Hard Copy Application Forms.

1. Obtain an Application Voucher from any of the following Banks/Sources: GCB Bank, ADB Bank, Ecobank, Zenith Bank, Fidelity Bank, Republic Bank and VISA Credit/Debit Card. International Students should use a VISA card.

2. Visit the University’s website at Click on Admissions, and select Apply Online.

3. Login with your Voucher Serial Number and PIN, fill an appropriate application form and submit it online.

For the  hard copy  applications, applicants are to purchase a  Banker’s Draft  in favour of the  University of Education, Winneba  and present the draft to any of the under-listed Study Centres near them for the Application Forms.

All completed Hard Copy Application forms should be posted to the University through the address below:

Deputy Registrar, lDeL  University of Education, Winneba  P. O. Box 25, Winneba

Candidates would find additional information on the UEW website to guide them.

UEW DISTANCE EDUCATION STUDY CENTRES:

NB: Master of Education programmes are available only in Kumasi, Techiman and Winneba Study Centres

• All certificates other than those from the West African Examination Council (WAEC), the Universities in Ghana and Institutions accredited by the National Accreditation Board should be cleared with the National Accreditation Board and the evaluation report attached to the Application Forms.
• For applicants who have changed their names on marital grounds, only those that have been gazetted will be accepted. Applicants should therefore attach the relevant pages of the Gazette Publication where their names appear to the application form.
• Names should be written in full (i.e. initials are not acceptable). Where applicants have initials or abbreviated names on previous documents, they should swear an affidavit to explain the initials and attach copies to the application form.
• Applicants with GCE Advanced Level certificate should note that such certificates should not be more than five (5) years old at the time of applying.

ENQUIRIES: For further enquiries, you may call: Telephone: 0207381668/0248475077/0202141141

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Your Educational Guide And Light For Life

UEW ICT Courses Details, Information And Communication Technology Program At The University Of Education, Winneba

Assuredly, this guide will help you find all the UEW ICT Courses Details regarding:

• List of ICT Courses at UEW;
• The Admission Requirements;
• The Cut Off Point for UEW ICT;
• How to apply to study ICT at UEW;
• The Number of years it takes to complete the course; and
• Admission Fees and Other Fees For ICT Students at UEW.

Indeed, applicants have options of ICT courses they can choose from at the University of Education.

For this reason, those who passed the Wassce and other related Examinations can always apply to read these ICT programs at UEW.

Now check out all these details from the information below.

Click For The Summary Of This Guide

Does UEW Offer ICT As A Degree Program?

We continuously explore the many courses that UEW offers to undergraduate students at the University.

Assuredly, I can say that the University keeps improving and expanding the number of course offerings to students.

In light of this, we searched and found out that the University runs the following degree courses in ICT for students. 

Factually speaking, the University of Education, Winneba offers the Bachelor of Science (Information Technology Education) i.e. BSc ITEWith specialization in the following programs:

• Information Technology.
• Software and Network ICT.
• Multimedia Arts.
• Digital Illustration and Animation.
• Graphic Arts

Now find out the study duration for these UEW ICT courses from the details right below.

Study Duration, BA Arts At UEW

Usually, it takes four years to study most first degree courses at the University of Education, Winneba.

In this regard, the duration of the ICT course at UEW is no exception.

Meanwhile, the actual duration of study for a program is dependent on your entry certificate.

Thus, students who enter with Wassce Certificates will use four years to complete this program.

However, those who enter with HND or Diploma certificates will use three or Two years to complete the program.

Now check out  how you can apply for admission  to study Human Resource Management at  UEW  from the list of guides below.

Admission Requirement To Study ICT, UEW

Interestingly, the University admits students with these certificates:

• Wassce Results Certificates Applicants
• SSSCE Results Certificates Applicants
• Advanced Level And Professional Certificate Applicants
• Matured Applicants
• Post Diploma Level Applicants

To gain admission to read IT course at UEW, you must have the following qualification for the type and level of Certificate you are applying with.

Wassce Applicants, BSc ICT Admission Grades At UEW

Notably, Wassce applicants must have:

First, a Minimum Grade of C6 in their  three core subjects, namely:

• English Language;
• Core Mathematics;
• Integrated science; and
• Social Studies

In addition to that, you must have a very good grade in Elective ICT two (2) credit passes in your related elective subjects in Wassce.

Meanwhile, click  here   if you want to apply with any other certificate apart from Wassce Results.

What Is The Cut Off Points For ICT At UEW?

Indeed, you may qualify for admission with C6 and above in your best six (6) subjects in your Wassce results.

Nevertheless, UEW reserves the right to set specific cut-off points for every course.

Currently, the cut-off point for studying the ICT course at UEW is an aggregate of 16.

Meanwhile, click  here  to find a more expansive list of courses at UEW and their Cut Off Points.

Now, find out the number of years you will use to study art courses at UEW from the details below.

You Might Have Interest In The Following As Well:

• Degree Courses Admission Requirements At UEW, University Of Education, Winneba
• UEW Bachelor Of Arts Course, Degree In Arts At University Of Education, Winneba
• Human Resource Management Course At UEW, University Of Education Admission Guide
• Business Courses At UEW and their Cut Off Points
• UEW Sandwich Masters Programmes, Complete List Of UEW Postgraduate Sandwich Courses
• UEW Distance Learning Programme, University Of Education, Winneba
• Diploma in Distance Education Courses at UEW
• UEW Admission Portal 2021 – University of Education, Winneba
• Is UEW Form Out For 2021 – University of Education, Education Admission Forms
• UEW Admission Status Checker 2021 – Find Out Whether You’ve Been Admitted At University Of Education, Winneba
• Is D7 Accepted in UEW
• Home Economics In UEW
• When Is UEW Reopening – University Of Education, Winneba
• UEW ITS Student Portal Login – University of Education, Winneba

Conclusion:

I believe Educareguide has been of help to you with regard to your subject of concern. Also, there are many other contents we have available to help you in your education.

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Nevertheless, do not forget to pass a comment in the comment section below. Indeed, we will gladly appreciate knowing what you think about this article. Thanks.

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ACCA Professional Course And Certificate, How To Enroll As A Student With ACCA

Can I Read Education Program At Legon, A Checklist Of Education Courses At University Of Ghana

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• Open access
• Published: 14 June 2024

Stress-related experiences and intentions to quit studies among female married postgraduate distance education students in Ghana

• Eugene Adu Henaku 1 ,
• Francis Sambah 2 ,
• Frank Quansah 3 ,
• Edmond Kwesi Agormedah 4 ,
• Medina Srem-Sai 5 ,
• John Elvis Hagan Jr. 6 , 7 ,
• Francis Ankomah 8 , 9 ,
• Vera Rosemary Ankomah-Sey 10 &
• Thomas Schack 7  

BMC Psychology volume  12 , Article number:  348 ( 2024 ) Cite this article

111 Accesses

6 Altmetric

Metrics details

Although postgraduate studies have been shown to be associated with stressful experiences, students reading programmes through the distance and e-learning mode experience greater levels of stress due to several reasons. These stressful encounters might be heightened in female married postgraduates on distance education programmes due to other family-work-related engagements. This study investigated the stress-related experiences and intentions to quit studies among female married students on a distance education programme in Ghana.

Using a sequential explanatory mixed-methods design, 164 married postgraduate distance education students were sampled to participate by responding to a questionnaire. Follow-up interviews were conducted with 10 participants to offer insight into the quantitative findings. Quantitative data were analysed using descriptive statistics, including frequency and percentages, while the qualitative data were thematically analysed.

Stress was prevalent among the female married distance education students, with the majority having intentions of quitting their studies. The stressors identified ranged from personal (i.e., work and family demands) to institutional ones (i.e., academic load, unresolved complaints and high financial demands from the programme).

Conclusions

Key findings suggest that female married postgraduate distance education students perform multiple roles as full-time employees with family and academic demands that can negatively impact their health and academic work. Implications and recommendations of the findings are discussed.

Peer Review reports

Introduction

The popularity of distance learning has grown recently. Parallel to this growth, advocates for education reform, including educators, policymakers and researchers, are increasingly calling for an action in response to the psychological consequences (stress) and intention to discontinue studies (student attrition or dropout rate) in the distance education space. Although distance education students enjoy a more flexible learning environment, they nonetheless experience stress, which influences their psychological well-being and academic progress [ 1 , 2 ]. Stress in this study reflects the conceptualization provided by Lazarus and Folkman [ 3 ] as “a particular relationship between the person and the environment that is judged by the person as burdensome or exceeding his or her capacity or resources to cope with the situation at hand” (p. 19). Thus, the disproportion between demands and resources is characterized as stress [ 4 ]. More specifically, we describe “educational or academic stress as the sensation of being overburdened by school workloads or demands”.

Studies have reported that students enrolled in distance education worldwide have been shown to experience high levels of stress [ 5 , 6 , 7 ]. Given that males and females react to stress differently [ 8 ], scholars have found that female distance learners exhibit higher levels of academic stress than their male counterparts [ 9 , 10 , 11 ]. Particularly, married women enrolled in distance education programmes are also more likely than men to experience and exhibit symptoms of depression, anxiety, discomfort, and stress [ 12 , 13 ]. These stressors are linked to several internal (e.g., personal goals, expectations, standards) [ 2 , 14 ] and external stressors (e.g., excessive academic workload and assignments, time constraints, financial issues, attending to family-related responsibilities, and other social issues) [ 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 14 ]. Although educational stress can be beneficial because it challenges students and motivates students to succeed [ 24 ], it can also have negative effects on student learning [ 25 , 26 ], judgment and adaptive function [ 23 ] and lead to examination malpractices, and engaging in inappropriate school behaviours [ 26 , 27 , 28 ]. Stress can cause unhealthy behaviours [ 29 , 30 ] and is linked to students’ intentions to drop out of school [ 31 , 32 ].

In higher education, the intention of distance education students to quit or drop out is on the rise [ 33 , 34 , 35 , 36 ]. In this current investigation, students’ intention to quit a study is defined as “the perceived or subjective probability that a student will drop out of the programme in which they have enrolled and the frequency of having that thought”. According to earlier research reports [ 37 , 38 ], dropping out of school has a negative impact on students’ self-esteem, psychological, emotional, and social well-being. This outcome has a negative impact on learning, unemployment, and lower standard of living. Extant researchers have found that distance education students’ intention to quit studies or drop out is related to several factors, including psychological consequences such as stress and burnout symptoms [ 39 , 40 , 41 , 42 , 43 , 44 ]. Swani et al. [ 45 ] established that stress reduces students’ satisfaction and intention to stay on their programme. In Peru, it was found that most distance education students withdrew from their studies due to mental health-related reasons [ 34 , 46 , 47 ]. In Brazil, De Souza et al. [ 48 ] showed that distance education students’ dropout intention was influenced by negative affectivity (i.e., symptoms of depression, anxiety, and stress). The effect of academic stress on the intention to quit studying was attributed to several reasons, such as conflicts between study, work/employment, and family commitments [ 49 , 50 ]. The online and distance education literature points to the challenges of balancing work, study, and family responsibilities as the reasons for dropping out of a university [ 49 , 50 , 51 , 52 ].

Due to inadequate or deteriorating facilities, universities in developing economies, such as Ghana, have had to deal with the unpleasant responsibility of rejecting qualified applicants [ 53 ]. As a result, various universities use distance education as one of the most effective teaching methods to expand access to tertiary education to meet the growing demands of professional education [ 54 , 55 ]. Most educators believe that traditional on-campus education and training can be improved by distance learning. Distance education has become a way for existing and new educational establishments to admit working-class students ever since it was introduced [ 56 ]. In Ghana, for example, the majority of distance learners are adults who are married, parents, or employed (working), placing a huge demand on their learning time. Thus, these learners are likely to frequently face psychological, socio-religious, and financial/economic difficulties, as a result of creating a balance between work, school, and social lives. In fact, previous studies in Ghana have confirmed that student mothers in distance education face challenges such as the inability to regularly attend face-to-face lectures due to exhaustion, poor health of their children, and the lack of lactation rooms for breastfeeding [ 57 ]. Other findings have shown that married students were more stressed than unmarried students due to institutional, instructional, social, psychological, financial and family/marriage problems [ 54 , 58 , 59 ]. Obviously, these conflicts put a lot of pressure on these learners and negatively impact their academic performance [ 60 , 61 , 62 ].

During face-to-face interactions with female married distance students in some of the distance education campuses of one of the public universities in Ghana, they complained of headaches, lack of sleep, and fatigue due to poor educational services received from the university. Accordingly, frustrated distance learners who are unable to cope with the stress may delay on or withdraw from the academic programme, thereby squandering their investment and jeopardizing their educational goals [ 63 , 64 ]. Studies on distance education in Ghana have focused mainly on stress, struggles and coping strategies [ 54 , 57 , 62 ], challenges and coping strategies [ 59 ], satisfaction and choice of distance programme [ 53 , 60 ], students’ learning with information communication technology [ 65 ], and student mode of learning [ 66 ]. Yet issues of how these stressors manisfest and intentions to quit the programme have not been extensively investigated, especially with a unique population like female married women. Given this premise, this study examined female married postgraduate distance education students’ stress-related experiences and intention to quit studies. The current inquiry (1) explored the work-related activities of female married distance education students, (2) identified school-related perceived stressors of female married distance education students and (3) examined the intentions of female married distance education students to quit their programme. Investigating the role of educational stress on intentions to quit or drop out is especially relevant as dropout intentions may be seen as a coping mechanism in response to stress (escape-avoidance coping) [ 67 ].

Methods and materials

Study design.

The research adopted the sequential explanatory mixed-methods design, which started with a quantitative study followed by a purposeful qualitative phase based on the findings from the first stage. The use of this research design is justified because the investigators are interested in the attainment of both in-depth stress-related experiences and general realities that characterise the numerous loci of distance education students’ challenges in Ghana that research to date has marginalised [ 68 , 69 , 70 ]. Given the sparse research on this research theme across the sample, using the sequential explanatory mixed-methods approach is recognised as the most preferred design for this detailed inquiry. The subsequent sections of the methods have been structured into the quantitative and qualitative phases. The point of integration for this research is at the study design level (via explanatory sequential), method level (via the building approach) and interpretation stage (through the contiguous integration method).

Quantitative phase

Participants’ information.

The study sampled 164 female married distance education students from the University of Cape Coast (UCC), Cape Coast, Ghana. In terms of age, the youngest respondent was 23 years, whereas the oldest was 53 years old. The mean age was 35 years ( SD =  6.08), indicating that the majority of the participants were in their middle adulthood stage. The participants’ reported number of children were 0 ( n =  28, 17.1%), 1 ( n =  30, 18.3%), 2 ( n =  52, 31.7%), 3( n =  37, 22.6%), and 4 ( n =  17, 10.4%). The mean number of children was 2 with a standard deviation of 0.23. Over 90% of the respondents were Christians ( n =  150, 91.5%), with 7.3% being Muslims ( n =  12) and 1.2% being atheists ( n =  2).

Inclusion criteria

Due to the nature of the study population, the following inclusion criteria were used: (1) the student should be a registered postgraduate student in the selected institution, (2) the participant should be reading a postgraduate programme with both taught courses and research work (i.e., project work, dissertation or thesis), and (3) the participants must be of sound mind to give consent of participation.

Research instrument: Questionnaire

A questionnaire was designed and validated by the investigators for the quantitative phase of the research. The questionnaire had a number of items which were aligned with the research objectives. First, the demographic section was created, which had three items on the participants’ background information, namely, age, religion and the number of children. Other items were designed to obtain the work-related schedules of the respondents. Sample items include: What is your employment status (full-time vs. part-time vs. unemployed)? How many days do you spend at work, if you are working? How many hours do you spend at work, if you are working? Another section of the questionnaire asked participants to indicate, from a list of school-related stressors, the ones which place much burden on them. The instruction was “Rate the following school activity/activities on the extent to which they place much burden on you?” using a scale of 0 to 5, with 0 depicting no burden and 5 signifying huge burden. The options included attending lectures, engaging in individual or group presentations, presenting/submitting term papers, writing quizzes and exams and carrying out mandatory research work (e.g., dissertation, thesis). The last question was, “How often do you feel stressed by the activities of this programme?”. The items were developed based on extensive literature review related to the field of stress and distance education [ 49 , 50 , 54 , 57 , 62 ]. The questionnaire was developed adhering to the BRUSO approach (Brief, Relevant, Unambiguous, Specific and Objective) as have been adopted and utilised in previous studies [ 71 ]. Further, the content validity of the questionnaire was also established by experts in the fields of research methodology, clinical and health psychology, distance education, and quantitative psychology. The review comments, suggestions and recommendations were incorporated to improve the quality of the instrument [ 72 ]. As a preliminary check, five female married distance education students were identified and the questionnaire was administered to them. After the administration, their inputs concerning the clarity and understanding of the items were provided, which further shaped the items and the questionnaire.

Data collection procedures

All participants who identified themselves as satisfying all the inclusion criteria were contacted to participate in the study. Whereas some participants opted for an online version of the questionnaire (which was sent to their emails using Google forms), others preferred hard copies which were administered to them in class. The participants were assured of confidentiality, anonymity and volition, and consent was obtained through signing a consent form. After the questionnaire administration, the participants were asked to optionally indicate whether they would be willing to participate in the second phase (i.e., qualitative component) of the research. Those who gave such consent were required to provide other personal contact details on their questionnaire. About 44.5% ( n =  73) of them indicated their willingness to participate in the qualitative phase of the research. Ethical approval was sought from the Institutional Review Board of the University of Cape Coast, Ghana, with reference number UCCIRB/EXT/2020/25.

Quantitative data analysis

The data retrieved from the participants were screened for data entry errors. All inconsistent data were removed from the dataset. The quantitative data were analysed using descriptive statistics, including frequency, percentage, mean, standard deviation, and correlational analysis. Bar and pie graphs were used to represent some portions of the data to address the objectives. More precisely, the frequency counts and percentage of the responses were computed on a number of work-related activities (e.g., number of days, how many hours of work, working full time, part-time or unemployed) in order to address research objective one. For research objective two, responses on the various stressors encountered by the female distance education students were summarised using mean and standard deviation. Whereas a correlational analysis was perfomed to examine the association among the identified stressors, frequency counts were used to assess the degree of stress they encountered; these are additional analyses to address the second objective. Data on the last research objective was analysed using frequency and percentage counts to tally the responses provided on the students’ intentions to quit their programme.

Qualitative phase

The qualitative phase was drawn from the face-to-face interview and phone interview data collected from participants who opted to be part of the second phase of the research. This follow-up interview was necessary based on the following objectives: (1) to explain why most participants experienced stress, and (2) reasons for their intentions to quit the postgraduate programme, as shown in the first phase of the study.

Participants’ selection

The study purposefully selected individuals who opted to be part of the second phase. Although 73 participants opted to be part, we could not reach 30 of the participants through the contact information they provided. Out of the remaining 43, 11 of them had earlier indicated that they had not been stressed and had never thought of quitting the programme. Based on data saturation, we interviewed 10 out of the 32 participants who were available and willing to be interviewed face-to-face or via phone due to distance. It must be noted that all 32 had mentioned in the quantitative phase that they were experiencing stress and as well had intentions of quitting the programme.

Research instrument: Interview guide

A semi-structured interview guide was used to gather data from participants during the second phase of the study. Per the nature of the research design, the interview guide was carefully developed by the investigators based on the outcome of the quantitative phase of the research. The instrument focused on understanding participants’ stress and thoughts of quitting the programme as a follow-up on the initial survey. The interview questions bothered on getting in-depth information about the stress and stressors encountered in their schooling. The interview guide was first independently validated by experts in the fields of research methodology, clinical and health psychology, distance education, and educational psychology. Secondly, these experts together with the investigators had extensive discussion on the developed interview guide, afterwhich modifications were made accordingly.

Before the interview, participants were contacted and informed about the interviews. The participants and the researchers discussed and scheduled the date and time for the interviews, prioritising participants’ convenience to ensure their maximum cooperation and participation. Due to the difficulties of physical location of the homes of the study participants most ( n =  7) of the participants were interviewed via phone based on preference, while the remaining ( n =  3) were interviewed face-to-face. Participants consented to be interviewed and audiotaped by signing a consent form sent via WhatsApp and email to participants who were interviewed via phone. A hard copy of the consent form was made available for participants who were interviewed face-to-face to sign.

Qualitative data analysis

Transcripts were coded and thematically analysed using both manual and computer-assisted qualitative data analysis. To address the qualitative research objectives, a thematic analysis was carried out using the MAXQDA qualitative software for coding and development of themes. The qualitative data collected was first transcribed verbatim [ 73 ]. We read through the entire data to familiarise ourselves with the data, after which important sections were coded [ 74 ]. Initially, 84 codes were developed. These codes were then organised into two major themes [ 74 ]. The first major theme had five sub-themes, while the second major theme has two sub-themes (See Table  1 ). To ensure the trustworthiness of the qualitative results, the results were sent to participants to check the accuracy of the results regarding their experiences [ 75 , 76 ]. Participants’ feedback did not have any significant influence on our findings. Students experiencing stress, as indicated in the quantitative phase, were involved in the qualitative phase to ensure the transferability of the findings to a similar population. Pseudonyms were also used to anonymise the identity of the participants.

Quantitative results

Work-related activities of female married distance education students.

Three indicators were examined to understand the work activities of the participants. These indicators were the employment status of the participants, the number of days of working (if they are employed) and the number of hours they worked. The details of the analysis are shown in Table  2 .

A greater percentage of the participants were employed in full-time jobs (86%), with less than 10% working as part-time workers (9.8%) (see Table  2 ). Very few participants were unemployed ( n  = 7, 4.3%). The majority of the students worked 5 days a week ( n  = 128, 78%). Others reported working 6 days ( n  = 14, 8.5%) and 7 days ( n  = 15, 9.1%) within the week. Concerning the number of hours, it was revealed that most of the participants worked 8 h or more within the day. For example, 48.8% worked for 8 h, 15.2% worked for 9 h and 15.2% again worked for 10 h. Some also reported working for 11 h (1.8%) and 12 h (7.3%) in a day.

School-related perceived stressors on female married distance education students

The study examined 5 main school-related perceived stressors of postgraduate studies and attempted to understand which of them placed much stress on them. The study also explored how burdens on a particular school activity could spill over to other related activities. The results are shown in Table  3 .

As shown in Table  3 , it was discovered that conducting research work placed the highest stress on the students ( M  = 3.49, SD  = 1.41), followed by writing examinations ( M  = 2.74, SD  = 1.51) and attending lectures ( M  = 2.48, SD =  1.50). Producing term papers and doing individual or group presentations in class were considered the least in terms of stress. Further results also showed significant positive relationships among the school activities regarding the associated stressful ratings. In particular, the relationship coefficients ranged from 0.173 to 0.529, suggesting that when there is a higher stress level associated with any of the activities, it is likely that other activities would also place a huge burden on the students.

The respondents were also asked to indicate how stressful they felt being on the programme. As depicted in Fig.  1 , it was revealed that about two-thirds of the female married distance education students felt much stressed (66.5%). Other participants also reported being moderately stressed (25.6%) and only 4.3% of them indicated less stressed. About 3.7% of the participants mentioned that they were not stressed at all.

Degree of stress encountered on the postgraduate programme

Intentions of female married DE students to quit their programme

The study also sought to assess respondents’ intentions to terminate their postgraduate studies due to its stressful nature and other associated factors. The graphical analysis as depicted in Fig.  2 showed that about 21% of the students had intentions to quit the programme, at all time ( n =  35). Furthermore, a larger proportion of the students reiterated that they sometimes have thoughts of quitting their postgraduate studies ( n =  85, 52%). However, some students reported that they had never thought of quitting the programme ( n =  44, 27%).

Intentions to quit postgraduate studies

Qualitative results

Participants’ views and explanation of themes.

Distance education allows students and teachers flexibility regarding place, time and pace of learning [ 54 , 77 ]. Distance education students/learners choose not to attend the traditional classroom or face-to-face schooling for several reasons, such as time constraints, geography, family demands and work requirements [ 78 ]. In turn, students have the advantage of deciding their learning. This suggests that distance education’s flexibility will reduce stress (distress). However, this was not the case for the study participants. Instead, the themes that emerged from the data show that most participants experienced stress. Hence, participants thought of quitting the programme. Two major themes and five sub-themes were generated after coding and categorisation of the codes. These themes and sub-themes are presented in Table  1 .

Institutional/administrative stressors

Inconsistent schedules, academic workload, unresolved complaints, financial strain and discouragement, were the primary sources of the institutional/administrative stressors which made the study participants think of quitting the programme. In addition, participants spoke about how they are stressed due to the administrative activities of the distance education programme.

Inconsistent schedules

Participants explained that their thoughts of quitting the programme emanate from the stress they experience due to inconsistent schedules and postponement of activities such as the distribution of course materials, quizzes and examinations. Some participants said:

“…it is much stress when you prepare for an examination and just a day before the examination it is postponed…” (Keziah).

“…they [ referring to the University management ] are not consistent with the timetable they give us; they keep changing and that stresses me because it makes me keep changing my schedules at work …” (Hannah).

Another participant illustrated how students are stressed:

“The organisation of the school and the way of distributing modules [referring to reading materials] is appalling because it prevents us from studying since we don’t have the modules only to receive a module a week before the exam”. (Anita)

Unresolved complaints

Consumers expect that when they express their dissatisfaction about products, services or staffs of an organisation or institution, it would be acknowledged and the necessary actions carried out to ensure their satisfaction or grievances addressed. This makes the organisation or institution accountable to the public, improving its reputation and strengthening public confidence [ 79 ]. However, the findings of this study show that students’ complaints were unresolved. The participants explained that the unresolved complaint stresses them, so they thought of quitting the programme. Some participants expressed:

“Sometimes, if you have a problem, you complain several times, but it wouldn’t be solved until you go to the main campus.” (Keziah).

Another participant added that

“…also, some papers haven’t appeared on my results slip [transcript], and getting help to resolve it has taken me a year, but still it has not been resolved, and in fact, it frustrates me…” (Rebecca).

Academic workload

Most of the participants in this study reported being stressed due to the academic workload. They explained that many topics are taught within a day, so they have to spend much time reading their course materials. In addition, the participants explained that they are also given several assignments to complete, which adds to their workload. The following are extracts from the participants’ interviews:

“Yes, I once thought of stopping because of the workload. Sometimes, many different topics are taught on the same day, and I have three or more assignments to do at a time which I have little time for…” (Hannah).

“…I am thinking of stopping because the workload is too much for me to handle. We are given too many assignments.” (Rebecca).

The findings of this study imply that the distance education students involved in this study need much time to meet their academic demands. Hence, if a student enrolled on a distance education programme because of time constrain, as it has been identified by some studies [ 7 , 80 ] as one of the reasons why some individuals opt for distance education/learning, then it is likely that those individuals might put their thought of quitting the programme into action.

Financial strain

Financial strain was an issue of concern to some participants. The participants explained that stress resulting from financial difficulties fuels their intentions to quit the programme. They complained of expensive tuition fees and limited time of payment. According to some participants:

“Another reason is that the school fees [tuition fees] is too much [expensive] as compared to other institutions that offer a similar programme.” (Bridgit). “Also, the amount of fees is expensive and the duration to make payment before our courses are registered is too short for raising that amount to pay the fees” (Leticia).

Discouragement

Many students hope to secure better employment or be promoted in their careers or work after graduation. In this study, most of the participants are workers seeking to upgrade themselves or enhancing their professional development but have to opt for distance education due to work schedules. However, a participant shared her concerns about how some teachers discourage them. She explained that some lecturers retort that they would not be upgraded because her degree was obtained through distance education. She said:

“You know, most of us are teachers and want to upgrade, but it’s too stressful and it hurt to hear some of our teachers saying that after the distance programme, it won’t send you anywhere using your certificate…” (Anna).

Personal stressors

An advantage of distance education/learning is the flexibility of time and the opportunity for students to plan their learning and complete their academic courses at their own pace [ 81 ]. Therefore individuals who are not able to attend traditional face-to-face school due to but not limited to, work, financial, geographic, family and time constraints usually opt for distance education so that they can achieve their academic goals without interfering with or disrupting their personal everyday life [ 81 ]. However, our analysis revealed that work/employment and family demands (sub-themes) were the personal stressors that made participants consider quitting the programme.

Work/employment

Strain resulting from work/employment was a significant personal stressor, according to most of the participants. During our interview, most participants explained that they had thought of quitting their programme because combining work and academics was challenging since both require time and attention. They added that sometimes they have to be at work, and at the same time, they have to be at lectures. A participant illustrated how the combination of her work and academic work stresses her:

“ I am a worker; throughout the week, I am at work and leave (close from work) around 6 pm or even beyond. Therefore, sometimes it is not easy to get time to learn. Also, sometimes deadlines given for the submission of assignments are very short, putting us under a lot of pressure and stress. For that reason, it occurred to me once to quit. But I still gathered the strength to go on. (Leticia)

Some participants added:

“It is stressful combining examinations, projects, presentations, assignments, quizzes, managing my family, monetary issues, and online lectures…” Sometimes I feel I should just give up.” (Dorine).

A participant also said:

“I have no time at all; every day, I am busy. I go to work from Monday to Friday and sometimes close very late and tired, so I am not able to study…” (Anna).

Family demands

Participants explained that combining family demands such as cooking and taking care of children with academic work such as completing assignments and attending lectures is strenuous, so sometimes, they are tempted to quit studies. A participant illustrated how the need to meet her family demands and academic work stresses her:

“…also, I have to take care of the family and make sure our home is in order. So, it is very stressful to do all of these and assignments, prepare for quizzes and examinations.” (Anna).

Another participant said:

“I have thoughts of stopping because I hardly get someone to take care of my kids on Saturdays as my husband, too, is a health professional who goes to work on Saturdays. Travelling from my place of residence to Ho [the capital of the Volta Region where the study centre is located] along with my little children, is stressful” (Gloria).

Another participant, who looked frustrated, said

“Sometimes, I want to quit because of family pressure, especially when I am learning. ” (Bridgit).

The current inquiry investigated the work-related activities of female married distance education students, identify school-related perceived stressors of female married distance education students and examine their intentions to quit their programme. The findings indicate that the majority of the female married postgraduate students were full-time workers, with many working five days a week and eight hours a day. Additionally, the study findings showed that most of the students reported that conducting research imposes a higher burden of stress with the least reported stressors been term papers and individual/group presentations. Further, the research findings revealed that the majority of the students sometimes thought of quitting their postgraduate studies with few indicating they never thought of quitting the programme. The findings in this study are novel as it provides a qualitative perspective to help deepen the understanding of stress-related experiences of postgraduate students in the distance education programme. The general implication of these findings is that participants who enrolled on the distance education programme enjoy the benefit it offers about time flexibility [ 54 , 78 , 80 ], however, in meeting family demands, they become disappointed at a point of their studies. This latter outcome is a result of the possible effect of stress arising from the various demands (i.e., academic, work and family management) that impose a psychological burden that affects one’s quality of life. This result may therefore lead to attrition from the programme, poor academic performance, suicidal ideation, role conflict, decreased intrinsic motivation and many more negative tendencies. For instance, the findings showed that the majority of the students were in full-time employment, working five days a week and eight hours a day. This work-related engagement, when combined with academic demands, more so at the postgraduate level, may manifest negative physical, psychological and academic impacts [ 59 , 82 ]. Though related studies are rare to contrast, one analogous study found increased working hours and days to be associated with stress [ 83 ], which was also confirmed in the qualitative finding. Moreover, most female postgraduate distance education students have family-related responsibilities, such as nursing babies, which further compound their academic challenges. Plausibly, this observation could be the reason majority of the participants reported their intentions of quitting the programme. This argument is buttressed by qualitative findings, where the participants reiterated the stressful demand of caring for the family as an impediment to their academic progression. Alabi et al. [ 83 ] argued that the socio-cultural discrimination against women in Africa challenges their higher academic achievements. Since married women are entirely saddled with family care responsibilities which have a competing interest against their higher academic demands, therefore, these demands compel most women not to pursue higher education. These women opt for programmes like distance education just to be available at home to take care of the family, which comes with stressful demands [ 84 ].

Invariably, the findings revealed that most participants sometimes have thoughts of quitting their postgraduate education, with few indicating never thought of quitting the programme. This outcome means that the students may have reached a mental state of distress due to dissipated intrinsic and extrinsic motivated factors and poor system support either from the school, workplace and family support systems. By providing interventions that have proved to reduce stress and improve coping mechanisms and stress management, educational institutions can attempt to reduce the academic-related stress experienced by students. Also, extant literature has shown that educational programmes that increase students’ stress-coping abilities and skills directly and favourably affect academic achievement and reduce health risks [ 85 , 86 , 87 ]. For instance, a meta-analysis of 19 randomised controlled trials or quasi-experimental research discovered that student coping abilities were enhanced and stress symptoms were reduced by school programmes aimed at stress management [ 88 ]. A similar study in South Africa upheld the findings of the present study. For example, Silinda and Brubacher [ 89 ] found that postgraduate students in distance education programmes considered quitting the programme due to the accompanying overbearing stress and lack of support to mitigate challenges. The similarity in the finding may be due to the cross-cultural nature of academic-related stress issues. That notwithstanding, few students in the present study indicated no intention to quit the programme, which is a positive sign of resilience and noteworthy for further investigation in future research to find out their motivation. This outcome supports the assertion of Beccaria et al. [ 90 ] that these few students may be actively engaging in protective or resilience strategies to cope with their stressors, a situation worthy of emulation by others. Therefore, academic institutions running distance education programmes are encouraged to design and implement policies as well as active coping interventions that are learner-specific since individual students have different skills and motivation levels.

In furtherance, the findings also showed that most students reported that conducting research imposes a higher burden of stress with the least reported stressors being term papers and individual/group presentations. This result concurs with Silinda et al.’s [ 91 ] findings, where distance education students reported that dissertation and thesis writing imposes higher stress on them. The qualitative findings of Silinda and co’s study identified uncertainty about the research/writing process along with insufficient support from supervisors as their stressors and the reason for their intention to quit the programme. This link was confirmed in the qualitative aspect of the present study, where participants intimated institutional stressors such as inconsistent schedules, academic workload, unresolved complaints, and financial strain as precursors for their stress and intentions to abrogate their various programmes. These findings revealed the lack of or inadequate student support systems within the distance education programme of postgraduate education in Ghana. Besides, even if these support systems are available, they may not be effective in ameliorating the academic stress of students and need to be reviewed. This situation has been advocated for by the international “Healthy Universities” movement, which promotes the university’s role as a resource for promoting health and well-being among students, faculty, and the general society through instruction, research, information exchange, and institutional practice and not just strictly academics to the neglect of the students’ well-being [ 89 ].

The findings imply that institutions offering postgraduate distance learning programmes in Ghana should aid their students by providing training or counselling services that would cater for the needs of the distance learners, such as how to balance academic work with family and employment duties through integrated planning. Other implications include enhancing supervisors’ support of distance learning postgraduate students, such as through better communication, faster feedback delivery, and clearer correspondence, to help ensure that these students receive the guidance they need when writing their dissertation or thesis.

Strengths and limitations

The study’s relevance and strengths are bolstered using a two-prong mixed-methods perspective of evidence gathering to deepen and broaden understanding of the stress-related phenomena. Despite the study’s advantages, a few restrictions must be highlighted. First, it is structured as a cross-sectional design that examines the real world at a certain period. Such a strategy does not investigate longitudinal variations in perceived stressors across time. Also, we cannot completely rule out information bias because the data were gathered via self-administered questionnaires and/or devices. However, non of these limitations invalidate the findings of the study.

Conclusion and recommendations

This study investigated work-related activities of female married distance education students, identified school-related perceived stressors of female married distance education students and examined the intentions of female married distance education students to quit their programme. It can be concluded from this study that female postgraduate distance education students perform multiple roles as full-time employees with family and academic demands that can have a negative health and academic impact. Also, the majority of female postgraduate distance education students have a high propensity to quit their studies due to a lack of support from both academics and family. Lastly, conducting research imposes a high burden of stress on the participants compared to other academic-related activities.

Therefore, postgraduate distance learning students are encouraged to focus more on using active or functional coping strategies (e.g., integrated planning) rather than adopting behavioural disengagement. Active coping will assist distance learners to better initiate forearmed preparations for similar situations in the future and acquire relevant abilities to manage potential stressors. Also, orientation programmes on active coping methods offered by educational institutions and employers will be highly beneficial in helping distant learners achieve this aim. It is also advised that educational institutions provide academic counsellors to distant learners. These counsellors will advise distant learners on how to handle or manage their difficulties while pursuing their academic goals.

Data availability

Anonymized data is available upon reasonable request through the corresponding author.

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E.A.H. F.Q., and J.E.H. conceived the idea. E.A.H. and F.Q. performed the analysis. E.A.H., F.S., F.Q., E.K.A., M.S.S., J.E.H., F.A., V.A.S., and T.S. prepared the initial draft of the manuscript. All authors thoroughly revised and approved the final version of the manuscript.

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Adu Henaku, E., Sambah, F., Quansah, F. et al. Stress-related experiences and intentions to quit studies among female married postgraduate distance education students in Ghana. BMC Psychol 12 , 348 (2024). https://doi.org/10.1186/s40359-024-01839-x

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DOI : https://doi.org/10.1186/s40359-024-01839-x

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