Might Kojo Abreh (PhD)

Associate Professor

Dr. Might Kojo Abreh is a Associate Professor in Educational Planning at the Institute for Educational Planning and Administration (IEPA), a UNESCO Category II Centre of Excellence at the University of Cape Coast (UCC), Ghana. His role as a faculty includes research, programme design and evaluation, teaching, supervising and assessing dissertations and theses of postgraduate candidates within and without the University of Cape Coast.

In addition to these roles, Might also has the position of Head of Grants and Consultancy at IEPA, where he is responsible for assessing and improving the grant-seeking system and infrastructure and the writing and submission of grants on behalf of the IEPA.

Prior to joining IEPA, Dr. Abreh worked with the Institute of Education (IoE) and Centre for Educational Research, Evaluation and Development (CERED), both at the University of Cape Coast. He has worked in various capacities for 15 years, where he has led in winning, managing and reporting grants, consultancy and technical assistance activities on behalf of the University of Cape Coast. In addition, he is a Visiting Fellow at the Centre for Global Development (CGD) and Supervisor of Doctoral Programme Candidates at the University of South Australia. His experience in research; innovation and development; outreach, and community development has afforded him the expertise and experience that are strategic for the achievement of the teaching and other capacity-building efforts he pursues in his role at IEPA.

Might holds a PhD in Educational Planning from the University of Nairobi, an MPhil in Educational Planning and a Bachelor’s Degree in Mathematics Education from the University of Cape Coast. Beyond these qualifications, Kojo has long-standing practical know-how in institutional and individual grants and consultancy portfolio development and management. Might has acquired important leadership, communication, teaching, research, creative, technical, supportive, organizational and resourceful acumen to effectively and efficiently undertake his roles, particularly within IEPA’s current vision and mission as a UNESCO Category II Institute. Might seeks to bring this background to IEPA in order to attract, retain and grow the Institute’s academic and professional programme design, implementation and review, as well as inform policy through research.

I maintain that the connectedness of relevant knowledge, attitude and practice of academic disciplines are the fundamentals for advancing economies and dealing with the pressing demands of the time in point. The trust of the current viewpoint is underpinned by the understanding that the basic goals of instruction, teaching, learning and development should be the advancement of experiences of making things better than they are at present. I, therefore, face the realities of my class with the belief that my learners are the next generation of pace setters with diverse ambitions and expectations requiring marshalling authentic science and art to deal with their growth needs and requirements. In addition, I have always thought I am a linchpin to the learning and development experiences of my learners and their cohorts. Constructing scenarios for their learning outcomes enhancement is a must-undertake activity.  In that regard, I anchor my generic teaching philosophy on the socio-constructive orientation. 

The current dimension of the global and continental expectations of learners of the 21st century continues to engage teaching in higher education space. In that regard application of socio-constructive orientation is incomplete if applied in the context of technology use. Therefore, I fathom technology deployment as a reckoning undertaking for pedagogy advancement and a means of increasing the content needs of learners. Furthermore, the COVID-19 ramification has deepened my commitment to developing my expertise in designing and advancing technology in unparalleled ways to meet the expectations of my learners. My guarantee to learners is not what I teach but what they learn and what they can do with learning experiences.