Masters of Education In Leadership & Governance

  • About The Programme
  • Uniqueness of the Programme
  • Students’ Admission, Progression and Graduation

National Relevance

Globally, competent and strategic leadership and governance are recognized as key to economic and political success of a nation.   High growth organizations and institutions have been found to be characterized by effective leadership. Failed institutions have been diagnosed to have poor and incompetent leadership and governance structure. The core purpose of this programme therefore, is to develop a new crop of leaders that provide solutions to 21st century challenges. Graduates of the programme will be empowered to solve complex governance problems as well as leadership challenges and explore emerging global issues that affect governance and leadership in educational institutions, civil society, private and public sectors.

The programme targets education and training officers, principals, head teachers, private sector school leaders  in middle and senior level positions of educational institutions, agencies and organizatons who are looking up to greater responsibilities of being at the helm of globally competitive organizations and institutions. Learners will acquire required skills that will enable them to support the education sector to further the successes achieved through proper governance for economic progress. The thrust is   to empower learners with practical and research-based knowledge.

This is a one-year programme which provides a platform for middle and senior level leaders, to interface theory with practical experience in order to bring out innovative solutions in tandem with the ever changing environment. The programme is a learner-centered curriculum, which is geared towards widening one’s perspective in developing skills and strategies that focus on global governance environment as it affects institutions and organizations’ strategic market positioning. It seeks to attract professionals with diverse expertise across educational industry and functional governance areas. The programme will be run by experienced industry and academic professionals with excellent delivery skills and hands-on experiential learning.

Inadequacies in Skills

The institution should describe the inadequacies in skills in a particular sector which necessitates the mounting of the new programme and also demonstrate how the new programme will assist in overcoming the inadequacies in skills identified.

Leadership knowledge and skills are necessary for educational institution’s development. A survey conducted by National Teaching Council reveals that approximately 94.5% heads of government schools across the country, Ghana do not have formal school management  and leadership training as emphasized by the Minister of Education, Dr Yaw Adutwuwm. (EducationWeb,2022).

The inadequacies of the skills in school leadership and governance coupled with strategic change management and implementation is a phenomena of concern hence the introduction of this programme to help solve the situation.


The institution should state the purpose of the programme and its intended outcomes in broad terms.  

The programme seeks to develop competent, well-rounded education leaders in Strategic Leadership and Governance with clearer understanding of procedures and processes as well as necessary skills, knowledge and attributes that can transform public, private and civil society sectors.

 It will instill in learners the sense of accountability and direction in leadership and corporate governance for better education delivery and organizational effectiveness.



The programme has the following objectives.

  • To produce well rounded and skilled educational leaders who can transform educational institutions.
  • To develop the skills and knowledge of educational leaders who can contribute meaningfully to the development of education.
  • To equip educational practitioners with the relevant governance and leadership skills to enable them effectively manage and lead educational institutions.
  • To equip learners with good educational governance principles and accountability for effective education delivery.
  • To equip education practitioners with knowledge to apply leadership theories to practice for effective education delivery.
  • To equip learners with strategy to education delivery for a competitive advantage`

Intended/Expected Outcomes

The expected learning outcome includes:

  • Learners will acquire knowledge in the area of leadership practice and corporate governance to drive responsible discharge of top management duties in education.
  • Learners will acquire relevant skills in strategy design and implementation, skills in managing change and skillful application of innovation to leadership and corporate governance practice for better education delivery.
  • Learners will acquire competences in accountable corporate governance principles; and apply education theory to practices in ever changing education environment to drive education growth that contribute to national development through strategy design and implementation.

Target Market and Employ-ability:

Target group include principals of colleges, principals of senior high schools, institutional training officers and consultants, etc.

The content of the programme integrates leadership, strategy, change management, corporate governance and entrepreneurship and innovation and that make the content unique.

The programme’s uniqueness also lies in it flexible delivery mode where technology is leverage on to make the programme accessible for wider coverage; that is, learners study two weeks online and two weeks in person; and the modular system shall make room for international learners to travel occasionally to campus to study. The use of case studies, presentations, group discussions and the intermittent use of guest or industry professionals also make the programme unique.

By and large while making an emphasis on experiential learning, the Programme will blend real life situations and case studies, against a theoretical background that would create relevance to the Ghanaian and African context.

Globally, many educational and training institutions as well as organizations face leadership and governance challenges. This calls for highly qualified personnel with knowledge and research skills to take up leadership and governance roles in various organizations and institutions. Senior leaders in education management and in training institutions require high level skills to predict, analyse and develop strategies to deal with real life situations that they are likely to encounter in the competitive changing organisational environments within the educational landscape. The high dynamism in the current organizational and business environments requires senior leaders and managers to devise different ways of doing things that will enable them create sustainable competitive advantage over other institutions. This requires transformative leadership, integration of technology, holistic approach to corporate and business in courses such as strategic change management, strategic management, business ethics and governance, conflict management and negotiations, education inclusivity among others.

Current research supports the notion that senior leaders who have new skills in creativity, innovativeness and proper governance impact positively in their organizations. Likewise, senior leaders in management of today’s educational institutions are seeking higher skills. These skills would enhance their capacities as drivers of transformative leadership, improve their creativity and innovativeness and advance education success. Consequently, leaders would turn into change agents that would transform their educational institutions and the society at large.

Individuals in the public and private education sectors wishing to pursue courses in leadership and governance have limited opportunities in the training in leadership and governance competences. The Marshalls College’s Master of Science in Education Leadership and Governance Degree Programme   targets individuals who wish to take up leadership and governance responsibility in public and private sectors. The programme will equip its learners with skills and tools to interrogate real life situations to enable them develop innovative and transformative strategies that will not just make their institutions better, but also transform them into innovative entities. While making an emphasis on experiential learning, the Programme will blend real life situations and case studies, against a theoretical background that would create relevance to the Ghanaian context.

The following shall be eligible for registration for the Master of Science in Education Leadership and Governance degree in the Department of Graduate Studies:

  1. A First degree, preferably in a education related area or in a relevant field of study from any recognized/accredited institutions. Applicants with third-class degree or pass may be considered based on several years of relevant experience and have passed a selection interview, would be considered for admission.

ii.Any other professional equivalent qualification recognized by Ghana Tertiary Education Commission.

iii. UK Ofqual regulated level 6 Diploma or other relevant vocational equivalent qualifications. Such qualifications shall be referred to GTEC for verification and evaluation.

The minimum pass mark for each course shall be 50%. A candidate who fails to satisfy the requirement may be permitted to take supplementary examinations in the failed course in any semester. The maximum mark attainable in each course examined in supplementary examination shall be 50%.