About

Institute of Educational Research

Background

The Institute of Educational Research (IER) had its beginnings in the 1960s as a research, documentation and publication Unit. It was established as an arm of the Faculty of Education in 1968, in order to foster and coordinate research activities in the Faculty.  By 1983, the Unit had grown considerably to become an autonomous Institute and showed further growth when it absorbed what used to be the University Testing Center in 1987. In August 2000, the Institute was given a mandate to coordinate the Pedagogical Center for Higher Education at the national level to enhance the teaching-learning aspects of higher education. In September 2005, the Institute launched a graduate program in Educational Research and Development. The major activities of the Institute of Educational Research are research, community services and teaching-learning.  Currently, the IER is directly accountable to the Vice President for Research and Technology Transfer.

Vision

The Institute of Educational Research aspires to be the center of excellence in educational research, training, and testing through extensive usage of modern information and communication technologies at all levels so as to bring about change and improvement in the educational system of the country, which will in turn improve the socio-cultural and economic life of the society.

Mission

The overall mission of the IER is to foster educational research, testing, training and consultancy services in education and related fields. More specifically, the missions of the Institute are to:

  • Promote educational research that enables educational practitioners and policy maker make informed decisions;
  • Enhance the dissemination of educational research outputs through nationally and internationally recognized journals and related publications;
  • Ccoordinate or organize various forums (such as, conferences, workshops and seminars) for exchanging and disseminating research findings and information on education;
  • Develop and administer local diagnostic and educational tests, and administer international examination;
  • Provide pedagogic training to academic staff in higher education institutions;
  • Support academic staff in higher education institutions by building their capacity through various forms of training; and
  • Provide training and consultancy services for other institutions, the public and policy makers.