By Professor Paul Omojo Omaji
Vice Chancellor, Admiralty University of Nigeria
Lecture presented at the 2022 Distinguished Annual Public Service Lecture of
the University of Ibadan Alumni Association, Asaba Chapter, held at the Press Centre,
Government House, Asaba, Delta State on Thursday, 23rd June, 2022.
I salute the University of Ibadan Alumni Association, Asaba Chapter
(UIAA, Asaba) for allowing the subject matter of this Lecture to capture
its collective imagination at this time. Obviously, the Lecture is holding
during a period dominated by the four-yearly ritual of electing “political
leadership” for Nigeria. For some other organisations, it would have
been more ‘strategic’ to join the euphoria of political electioneering.
Afterall, the signs of what has now come to be known as the
‘dollarisation’ of politicking have been evident for quite some time. And
your Chapter, if so minded, could have jumped on the bandwagon. The
fact that the Governor of Delta State has now become a vice presidential
flagbearer would have made a politics-oriented lecture even more
attractive, in retrospect.
Nevertheless, your choice to spotlight the troubled university education
amid the current competing, and perhaps more salacious, interests,
demonstrates that the locus of your hearts remains firmly on the
business of your Alma Mater. I congratulate you for that. Since
University of Ibadan (UI) opened the vista of university education for
Nigeria (albeit as a University College) in 1948, it is fitting that its alumni
continue to relish critical opportunities to keep their Alma Mater’s core
business on the front burner. In a Convocation Lecture I gave at Port Harcourt about seven years ago, I went against a cardinal rule of presentation by telling the audience the conclusion of the Lecture right at the beginning. By so doing, I wanted to relieve them of the burden of suspense since the presentation was not a Hollywood or Nollywood drama which, as they say, requires such a spice. Then, I told them they could now snooze off anytime, if I bored them; and that I wouldn’t feel bad that my presentation, which was put together under hard labour – within a short notice while delivering a leadership workshop in Rwanda under the aegis of the Association of African Universities, was not served to my well-deserved patrons there present. In any event, I argued, it is a critical trait of effective leadership to “begin with the end in mind” (Covey, 1989).
I am tempted to do same today. Yes, UIAA Asaba gave me ample notice to prepare this Lecture. However, it ended up being put together under hard labour. The vicissitude of running the young Admiralty University of Nigeria (ADUN) as its pioneer Vice Chancellor and hosting the Governing Council in the weeks leading to this Lecture, robbed me of the precious time I needed to sit down calmly and write a ‘Nollywood’ lecture, with the expected finesse, for you today. Not even the well cultivated and widely acclaimed serenity of ADUN environment – which UI would envy – could settle me back into my usual intellectual self for
1 Omaji, P. (2015) “Raising Incorruptible Leaders: The Ethical Imperative For Tertiary Education”, Convocation
Lecture at Ignatius Ajuru University of Education, Rumuolumeni, Port Harcourt, Nigeria. 21 October, 2015.
today’s engagement. Therefore, to spare you the struggle of having to follow the rambling for the next one hour or so, I better give you the conclusion of the matter now. And, I will see your eyes again at the end when you open them with a sigh of relief that it is all over.
Beginning with the end
It is axiomatic that everything rises, stands and falls on leadership
(Maxwell, 1993; Omaji, 2015). Revitalising university education in
Nigeria is no exception. Leadership envisioned and established an
enviable university education – full of vitality (in integrity, hope,
aspiration and productivity), during the first 30 years in post-
independence Nigeria. Leadership failure destroyed that vitality. As we
clamour for revitalising university education in this country, it will also
take leadership (qua leadership) to actualise it. It is the type I call,
Virtuous Leadership. It is the key!
Let me present the essence of this point of arrival – in a syllogistic
framework: Major premise – In all matters pertaining to revitalising
university education, leadership is pre-existing and pre-eminent. Minor
premise – When the virtuous are in leadership, university education
rejoices; but when the wicked rule, university education mourns.
Deduction – Therefore, to revitalise (make joyful) university education,
we must put virtuous people in leadership at critical levels” (adapted
from Omaji, 2019).
The interface between revitalising university education and the
phenomenon of leadership, especially in the Nigerian context, needs to
be problematised and explored. The observable conundrum that
bedevils university education in Nigeria, despite the apparent political
homage paid to it, needs to be illuminated. Our experience at Admiralty
University of Nigeria (ADUN) provides for me a useful springboard from
which to launch such illuminative inquiry in this Lecture. It will, of
necessary, be brief in scope, but sufficient to provoke further
engagement with this crucial subject matter.
In this Lecture, I shall x-ray what has, over time, become of the
education that UI pioneered in Nigeria and the role that ‘leadership’ has
played in bringing that education to the point of provoking numerous
revitalisation discourses in the last three decades. The vista of these
discourses is wide and can hardly be treated exhaustively within the
constraints of time and space allotted to this Lecture. I shall, therefore,
limit my exploration to the issues of ‘system integrity’ and ‘productivity’
as they pertain to university education. With the conviction that
leadership trumps all other factors in the dynamics that education has
experienced over the period, I will give a reasonable attention to the type
of leadership that can put university education in Nigeria back on the
path to revitalisation.
The State of University Education in Nigeria
University education is a key driver of growth and development. This is
widely acknowledged locally and internationally. Otonko (2012) made
the point that “the entire developmental apparatus of the socio-economic
structure revolves around a good university education”. It was,
therefore, a historic moment when the colonial administration in Nigeria
established the University College, Ibadan (UCI) in 1948 as an affiliate of
the University of London. Though designed originally to produce lower to
middle level manpower for the colonial bureaucracy, it became the
premier University 2 ; and was joined by five others 3 , by and large, to
constitute the first generation Universities in post-independence Nigeria.
Following the geopolitical restructuring of Nigeria into 12 States at the
end of the civil war, and within the context of the National Development
Plan, 1975-1980, the Federal Government established the second
generation Universities – 7 in number 4 . In the decade of 1980 and early
1991, the Federal Government also created University of Abuja (from
the defunct Open University) and four specialised Universities of
Technology, as well as three Universities of Agriculture 5 . About seven
States 6 also established their own Universities during this period. The
total of 15 constitutes the third generation Universities in Nigeria.
From 1992 to 2022, additional 192 Universities have been established.
This brings the total number of licensed Universities in Nigeria to about
217 as of today: 49 Federal; 57 State; and 111 Private. The growth from
five full-fledged Universities as at 1962 to about 214 by mid-2022 is
relatively phenomenal. Even more remarkable is the exponential growth
in student enrolments: from 104 in 1948 (the foundation students of UCI
drawn from Yaba Higher College 7 ), to about 2000 in 1962 and to about
2.2 million in 2020. This expansion in the number of universities, should
in the normal course of events portend good, especially in relation to
providing the much-needed access to the teeming population of persons
increasingly seeking university education in Nigeria. However, it has
2 It became full-fledge University in 1963.
3 Namely: University of Nigeria, Nsukka, established in 1960; University of Ife (now Obafemi Awolowo University)
in 1962; Ahmadu Bello University, Zaria in 1962; University of Lagos in 1962; and University of Benin, in 1970.
4 Located in Calabar, Ilorin, Jos, Kano, Maiduguri, Port-Harcourt and Sokoto.
5 The former at Akure, Bauchi, Owerri and Yola; the latter at Abeokuta, Makurdi and Umudike.
6 Anambra, Cross-River, Imo, Lagos, Ondo, Osun and Rivers.
7 The first post-secondary institution in Nigeria, following the amalgamation of the Northern and Southern
Protectorates by Lords Lugard in 1914.
turned out to compound the challenges that have come to bedevil the
university system, particularly in the last three decades.
Once there were Universities
Before I highlight these challenges, it is pertinent to underline the fact
that the Nigerian university system had made laudable strides in the first
three decades of its existence, from 1960 to the beginning of the 1990s.
Its “system integrity” was palpable and widely acknowledged. And, the
“productivity” of its quality delivery was a notable factor in national
As the National Universities Commission (NUC) (2019, pxi) testified a
few years ago,
The early decades of the Nigerian university system were
characterised by impressive achievements. Graduates from the
system were reputed nationally and globally for skills that tilted
them high up on the relevance scale. Research output from the
system was adjudged about the most impactful in solving national,
regional and global challenges facing the society.
Those were the glorious early years, when strong political will and
determined institutional leadership for effectual university education held
sway. The pre-civil war years witnessed massive investment in
education. They were the years of high hopes and great dreams for the
future of Nigeria. The ruling elite competed among themselves on the
provision of infrastructural facilities and expansion of social amenities;
and various governments boasted of education as taking the ‘lion share’
of budgetary allocation (Babarinde, 2016, pp15-16).
8 Adapted from Achebe, C. (2013) There Was a Country. Penguin Random House, London.
In the 1970s and 1980s, the first generation Universities were centres of
academic excellence. Graduates of the university education led in the
(re)construction of critical national assets and the productivity of various
companies in the manufacturing sector; and a Nobel Laureate as well as
many international award-winning scholars littered the system’s
landscape. Little wonder, expatriates flocked to the system, both to
educate and be educated; and foreigners undertook medical tourism to
University Teaching Hospitals; among other laurels.
Decline of University Education: Leadership Complicity
In the last 30 years, the narrative has changed. System failure has
become rampant. Productivity has dwindled. The trend smacks of an
agenda to systematically destroy the Nigerian university system.
Consequently, a general decline now pervades the system. It is a classic
case of how are the mighty fallen!
This week, a clergy (Bishop Dr David O.C. Onuoha) remarked about the
parlous state of public schools in one of the States in Nigeria. What he
said can, with necessary adaptations, capture the state of decline in
We decry the state of public schools… The level of decay of
facilities as well as the near absence of teaching and learning in
these schools… is intolerable, unjustifiable, inexcusable,
regrettable and unacceptable. When one remembers that these
schools were once the pride of the various communities that had
them, as well as the hope for guaranteed future for both the pupils
and the entire society, one cannot but nurse a sense of pain,
regret and loss, as to why successive administrations… have
sustained this criminal negligence of the most critical sector of
human society (Sunday Vanguard, June 19, 2022, p18)
The NUC (Ibid, p14) had identified and ranked about 12 items in the
challenges that now confront university education in Nigeria. They are:
- Inadequacies in facilities for teaching, learning and research
- Inadequate funding
- Deficit in teacher quality and quantity
- Governance deficits
- Depressed quality of graduates
- Inadequacies in access
- Deficiencies in research and post graduate training
- Academic corruption and other social vices
- Regulation by NUC and other professional bodies
- Promoting ICT-driven universities
- Fostering skills development and entrepreneurship
- Gender issues.
A core argument in this Lecture is that, these items are artefacts of
leadership failure with regard to university education in Nigeria. They are
intricately interlinked – in genesis and manifestations, but I will select a
few to illustrate the failure principally at two levels of leadership: political
In the last 30 years, it is the failure of the political leadership that has
plunged university education in Nigeria into several challenges, including
the funding crisis; inadequacies in access as well as facilities for
teaching, learning and research; and deficiencies in research and post
graduate training. In the mid-1985s, governments in Nigeria took
International Monetary Fund (IMF) loans and implemented its structural
adjustment programmes. They did so in a manner that seriously
devalued and defunded higher education. Although the strategy was
upturned in the early 1990s, the misadventure had gone far enough to
foster the destruction of the then outstanding educational systems in
The unfettered political interference, under the guise of necessary
structural adjustments, resulted in, among other things, some Professors
being made political Vice Chancellors and their professorial positions
were politically influenced. The ensuing suppression of university
autonomy, the silencing of intellectual voices and the unpredictable
salary environment, gave rise to a mass exodus of many brilliant
lecturers from the Nigerian university system. Some left to join the rat
race in the business world and others left Nigeria.
The IMF influence also encouraged the Nigerian government and
members of the ruling class to make Nigeria a dumping ground for
imported products in the name of economic liberalisation, away from the
then prevailing indigenisation policy. Coupled with the Nigerian
government then preferring to patronise foreign firms, even in simple
projects, allegedly in return for 10% kickback, local industries lost the
market to support employment of university graduates and Universities
lost the opportunities to hone in on locally developed technologies or tap
into technology transfer by foreign firms manufacturing in Nigeria.
The failure of the political leadership at the federal level, which has
contributed to the loss of vitality in university education, also manifested
in unstable ministerial appointments for education. From 1960 to 2022, a
period of 62 years, there have been 46 ministers (26 – senior and 20 –
junior). The senior ministers served on average for two years, four
months. Between 2001 and 2010, a period of 9 years, it was even a
quicker turnover. There were 8 senior ministers, serving on average for
one year, one month. This has severely inhibited continuity in
implementation of university improvement (revitalisation) plans.
Since each [minister]wanted to be remembered for improvement
plans literally named after him or her, the education space became
littered with a staccato of such plans which were hardly scratched by
way of implementation (NUC, 2019, p10).
The reason for this scenario is not far-fetched. Most of the appointed
ministers where charactered as “political party lackeys”. The few who
could be described as “expert education ministers”, and under whom
education was said to have fared well, include: Aja Nwachuku, 1958-
1965; Professor Jubril Aminu, 1985-1989; Professor Babs Fafunwa,
1990-1992; and Professor Sam Egwu, 2008-2010 (see Ekundayo,
Recently, Olukoju (2022) provided a critical view on the political
leadership – governments at the State level who are creating multiple
universities and converting colleges of education and polytechnics into
full-fledged universities, without rigorous planning. This, he argued,
“amounts to an abusive of the university system and a lack of
understanding of how it works. And, that the approach stands in stark
contrast to “the planning, execution and funding that produced the
regional universities at Nsukka, Ile-Ife and Zaria” in the early 1960s.
He further averred that “it appears that the decreeing of universities is a
distribution of political patronage completely at variance with the idea of
a university”. He called them “toy universities” sited in politically strategic
places to win elections. The universities may get infrastructure from
TETFund, but how about the paucity of qualified staff – holders of PhD
degrees, grant winners and scholars with reputable publications? And,
where are the viable strategies for absorbing the graduates into gainful
employment, in the face of mounting rates of graduate unemployment
The most visible symbol of political leadership failure which has sent
university education in Nigeria into a tailspin, is in the area of funding. In
the last 30 years, the percentage of the budget allocated to education
annually has been abysmally low. For instance, as against the UNESCO
recommended 15%-26%, the federal allocations in the last seven years,
ranged downwards from 10.7% to 5.6%, averaging 6.5% (i.e. a total of
about N3.6 trillion for education out of about N55.4 trillion).
It is trite knowledge that the incessant strikes that have further
bastardised university education in Nigeria, emanated from this issue of
inadequate funding of public universities and lackadaisical attitude of the
political leadership to implement agreements around funding. Since the
Academic Staff Union of Universities was established in 1978 to
represent academic staff in Nigeria’s universities, there have been
several strikes, disrupting the academic calendar: 16 times since 1999,
spanning over at least 50 months. That is, 4 years, two months of
university education time lost to strikes in 23 years. As Bishop Dr David
O.C. Onuoha observed recently:
If there is anything an undergraduate in any public university in
Nigeria is sure of today, it is that he/she will not graduate on
schedule, no thanks to incessant strike actions that presently
define the university system in Nigeria… The inability or
unwillingness of government and the university staff to find a
lasting solution to the unstable academic calendar… is not only
inimical to the future of our youths, but may also be part of the
reasons for the worsening insecurity in our land (Ibid).
Laying the responsibility squarely at the feet of governments, Professor
Olukoju (2022) argued pointedly that, by and large, strikes are indicative
of a political leadership that is “not alive to its best interests of providing
a good university education system that runs on a stable calendar and
produces high quality, globally competitive products”.
A deeper reflection on the decline of university education in Nigeria
must, of necessary, bring one face to face with the failure at the
institutional leadership level as well.
A 19 th century Oxford University academic, Professor John Henry
Newman, once painted a picture of the “University” as the place in which
the intellect may safely range and speculate, where inquiry is pushed
forward, discoveries verified and perfected, rashness rendered
innocuous and error exposed by the collision of mind with mind, and
knowledge with knowledge. It is a place where the professor becomes
eloquent, and is a missionary and a preacher, displaying [their]science
in its most complete and most winning form, pouring it forth with zeal of
enthusiasm, lighting up [their]own love of it in the breasts of [their]
hearers… It is a place which wins the admiration of the young by its
celebrity, kindles the affections of the middle-aged by its beauty, and
rivets the fidelity of the old by its associations. It is a seat of wisdom, a
light of the world… (see Ogunruku, 2019, p115).
Describing ‘university’ as a seat of wisdom and a light of the world, is a
loaded code for seeing university education as the crucible in which
practical solutions and luminary leadership are formed. In the last
decade or so, I have focused on this perspective of university in my
intellectual outputs and professional practice as a university
administrator 9 . This is the backdrop our decision to recast ADUN’s vision
as a Global University Educating Luminary Leaders (GUELL).
At the intersection of this ‘theory and praxis’, I have established that
university education is uniquely essential to the production of righteous
graduates who would be competitive locally and globally; pursue
inexplicable goodness to make nations great; and contribute more
broadly to the upliftment of humanity in general through such things as
innovative and safe products as well as excellent and beneficial services.
Regrettably, the failure of the institutional leadership of universities 10 to
enact this core corporate objective, has compounded the challenges
See “Raising authentic leaders: a clarion call to Universities” (Omaji, 2013); “Raising Global Leaders: A University Mandate” (Omaji, 2015); Audacity of Leading Right: An Odyssey Towards Virtuous Leadership (Omaji, 2015b); “Raising Incorruptible Leaders: The Ethical Imperative For Tertiary Education” (Omaji, 2015); Lead For Life: 7 Essentials for Upright & High-Impact Leadership (Omaji, 2015c); and “Excellence in Academia” (Omaji, 2021).
10 Comprising the Chancellor, Pro-Chancellor, Vice Chancellor, Registrar, Bursar, University Librarians, etc, as well as the organs of Governing Council, Senate, Faculty Boards, and Departmental Boards.
bedevilling university education. In particular, such failure gives rise to
deficits in teacher quality and quantity, lack of entrepreneurship,
depressed quality of graduates, as well as academic corruption and
other social vices.
Talking about academic corruption and other social vices, part of the
lamentations over the dwindling fortunes of university education is that,
whereas the institutional leadership in the universities of the 1960s, 70s
and 80s enforced godly values and modelled uprightness in offices and
classrooms, such leadership in the last 30 years has abdicated this
responsibility. By so doing, they have allowed the ills of admission
racketeering, cultism, sexual harassment, ‘sex-for-marks’ and exam
malpractices or purchase of degrees/certificates in cash or in kind
without mastering what it takes to be worthy of the degree/certificates, to
thrive. That leadership failure has betrayed their institutions and exerted
additional toll on the running down of the university education.
Leadership Needed for Revitalising University Education
Let me now turn to the type of leadership needed to revitalise university
education in Nigeria.
Revitalisation presupposes a lost ‘vitality’ that needs to be restored. The
nostalgia today is that there was once a virile university education in
Nigeria; and that there will be no hope for a thriving country until such
education is re-enacted with all its development-oriented capabilities.
The core of my argument in this Lecture has been that a type of
leadership destroyed that education; and that it will take another type of
leadership to revitalise it. Thus, the question that guides this section of
my lecture is this: what type of leadership can deliver university
education in Nigeria from the body of death that has been placed on it in
the last 30 years?
At the political leadership level, it has been observed that since the
1980s, about 20 university system improvement plans had been
proposed but never implemented. The NUC (2019, pp9-10) found that
the major challenge to implementation is the inability of the political
actors to be faithful to the recommendations they willingly endorsed.
This lack of political will has caused many a “Blueprint” to pick up
dust on the shelves and turn brown for lack of attention to their
implementation. Another challenge is the overly ambitious targets in
the improvement plan. A third reason… is ego trip of political actors
who want to be credited with specific programmes and projects in
the university education sub-sector; [in such a situation], the belief
in the continuity of administration is not upheld… A fourth reason is
the short tenures of many ministers of education.
On display in this finding, were symbols of manipulative leadership:
proposing without implementing, failure to exercise political will,
ambitiousness, egotism or self-aggrandisement, and short-termism. The
ensuing circus show, lacking in sincerity of purpose, went on while the
university system spiralled through a slope of decline.
In the last decade of the period under reference, the Buhari
Administration seemed to have changed this course, when he made a
commitment to reverse the decline in 2016. Shortly after, the Honourable
Minister of Education, Mallam Adamu Adamu, who has lasted for almost
seven years in that portfolio (since November, 2015), directed the new
Executive Secretary, Professor Abubakar Adamu Rasheed, to work
within the Ministerial Strategic Plan 2016-2019 to begin the process of
developing a Blueprint for rapid revitalisation of university education in
Nigeria (Ibid, pxi). Professor Rasheed, in turn, tasked the NUC Strategy
Advisory Committee (STRADVCOM) to develop the Blueprint.
The ensuing document presented a five-year revitalisation plan (2019-
2023). It determined and ranked 12 challenges facing the university
system at this time. Further, it distilled 10 strategic goals – including
increased access, curriculum relevant for the production of high-level
human resources, upgrade of facilities for teaching, learning and
research, increase in globally competitive productivity by scholars,
reduction of academic corruption, and enactment of a sustainable
funding model for universities. The cost of implementing these goals was
put at N823 billion, shared as 75% from proprietors; 20% from IGR; and
5% from other sources, including alumni, endowment and donors.
Okebukola (2019) likened this Blueprint, which is part of what he
christened – the Rasheed Revolution in the Nigerian university system –
to the Marshall Plan of 1947 that was enacted to rebuild the economies
and spirit of western Europe which were battered during the World War
- He said the Blueprint has been receiving global endorsement and
support, such as the French Development Agency (AFD) and the World
Bank offering miscellaneous support for the implementation of the ten
strategic goals of the Blueprint.
Of a truth, a critical look at the Blueprint will show that it is a well-
thought-out revitalisation plan which, if fully implemented, can
reasonably create the stable conditions for university education to thrive
again in Nigeria. However, the budget allocation to education by the
Buhari administration since 2016 seems to be telling a different story.
The allocation has varied from year to year between 5.6% and 7.9%,
averaging about 6.5%, which is far below the UNESCO benchmark of
15%-26%. Further, it is not clear from the Blueprint whether the N620
billion share of the N823 billion cost of implementation that accrues to
the Federal Government is part of, or additional to, the annual budget
allocation that is already far low – not to talk of the actual releases which
are lower still.
To demonstrate that the Buhari administration has acted bona fide in
relation to this unique revitalisation plan, it should ensure that the
Blueprint is passed into law. That was one action the US President Harry
Truman took, i.e. getting the recovery plan signed into law, which made
it possible for the Marshall Plan to be very successful.
No matter how robust and genuine the interventions by the political
leadership might be, university education could still continue to flounder
in distressing challenges if the institutional leadership within the
Universities fails to tow the path of virtuousness.
An institutional leadership will be considered virtuous if it manifests
courage, temperance, justice, prudence, humanity and integrity. I dealt
with these variables in my work, Audacity of Leading Right: An Odyssey
Towards Virtuous Leadership (Omaji, 2015b). The work is essentially the
story of how I led Salem University, Lokoja, Kogi State, as its pioneer
Vice Chancellor, to keep transformational education in the University
and to keep academic corruption as well as other social vices out of the
University. To help us achieve a similar outcome at ADUN, we have
deployed virtuous leadership under the mantra or doctrine of “doing the
right thing, the right way, at the right time and for the right
A few months into my pioneer Vice Chancellorship at ADUN, one of the
proprietors who had noticed this doctrine at work, sent me an article by
Bolanle Bolawole, titled, “OAU: Where Integrity is Two-edged Sword”.
The story was about the then Vice Chancellor of Obafemi Awolowo
University, Ile-Ife, Professor Ogunbodede. After reading it, I sent a
message to this member of ADUN proprietor team, saying: “Great read,
my Admiral. I can plead mea culpa to an alter ego in Ogunbodede”.
In Professor Ogunbodede, I saw a practical illustration of the virtuous
institutional leadership we are trying at ADUN, which we have come to
believe would clean the Augean stable that has been suppressing the
enviable university education that Nigeria had experienced in the 30
years after independence. The parallels with our own leadership
approach are so overwhelming, that I have taken liberty to reproduce
much of what Bolawole wrote about VC Ogunbodede.
When Professor Ogunbodede was announced as the Vice Chancellor,
“Ife went gaga with joy” and the atmosphere at his installation was
‘carnival-like”. I can relate to that at my appointment. As Bolawole further
recounted, Professor Ogunbodede was “a workaholic, principled man and
stickler for excellence, regardless whose ox is gored. He would
listen, express sympathy but stick to his gun once he is certain it is
the right thing to do… Ife was up for a great turn-around with
Ogunbodede in the saddle. Three years down the road, he has not
disappointed. As VC, Ogunbodede has worked tirelessly to clean
the Great Ife’s Augean stable. Fortunately, he has had a good
Council to work with.
Again, I can relate to all this. ADUN community knows that our
leadership is driven by ADUN’s Motto of Excellence in Education; and
that we are very firm with our leadership mantra.
We are told that Ogunbodede’s mantra is: Once due process is adhered
to with honour and integrity, everything else will fall in their rightful
places and Great Ife will regain its lost glory and occupy its exalted
position in the comity of Ivory Towers. He was nicknamed: “that VC who
does not bend”! Clearly, I can relate to this attitude as well.
Ogunbodede had zero tolerance for such nonsense or vices as ‘sex-for-
marks’; and he had occasion to unmask, disgrace and hand over to the
police three errant Ife lecturers who engaged in the vice. Professor
Ogunbodede insisted that it is only when such cases are firmly treated in
an open and transparent manner that the cankerworm can be stamped
out and the university’s good image preserved. Interestingly, my
administration has recently terminated three lecturers, who were found
culpable for sexual harassment of students, for the same reasons of
running a university free from such contaminations.
Bolawole argued that, by and large, Ife has been the better for
Ogunbodede’s type of leadership. This remains our unbounded
aspiration for ADUN; and my leadership team is committed to
prosecuting it unapologetically.
The central point in all that has been said in the foregoing, is that: with
adequate resourcing by all the stakeholders, particularly the political
leadership, and the deployment of virtuous leadership at the institutional
(governance) level, “our universities can truly be the citadel of learning
they are meant to be”.
As UIAA Asaba would appreciate intimately, it is as emblematic of the
decline in education, as it is disturbing to our sensibilities, that your Alma
Mater (UI) that produced a Nobel Laureate (Wole Sonyinka) in 1986 is
not among the top 500 Universities in the world today. Needless to say,
the same university education had also produced the likes of Chinua
Achebe, Professor Awojobi, Dr Bala Usman and several other great
graduates. Many now see that same education as a bastardised version
of the ‘education legacy’ that the founding fathers of Nigeria bequeathed
in their own days.
As I have outlined in this Lecture, the dynamics of the Nigerian university
system, is intricately linked with the leadership phenomenon. I stated at
the beginning of this Lecture that everything rises, stands and falls on
leadership. I had observed in a previous work that
Today, more than ever before in the history of humankind, the
leadership question has become a matter of keeping a date with
destiny. It is the difference maker between compromised destinies
and fulfilled destinies. Individuals, organisations, communities or
nations that fail to grapple with [this axiom], do so at their own
peril. Such is the destiny-changing power of leadership that a
thousand lions following a lamb as their arrowhead would always
be defeated by a hundred lambs led by one lion… [W]hen it comes
to leading [virtuously]to post a flourishing destiny in a corrupt
world, it is the audacity of a fearless, ferocious and fervent lion that
can sustain (Omaji, 2015b, px).
As we commit ourselves to revitalising university education in Nigeria so
as to re-enact its full of vitality (in integrity, hope, aspiration and
productivity), let us deliberately seek out the leadership (qua leadership)
that can actualise our dream. Both the political leadership and
institutional leadership must aspire to pursue virtuousness in their
To capture the essence of this point of arrival, I invite you all to consider
this syllogistic framework: Major premise – In all matters pertaining to
revitalising university education, leadership is pre-existing and pre-
eminent. Minor premise – When the virtuous are in leadership,
university education rejoices; but when the wicked rule, university
education mourns. Deduction – Therefore, to revitalise (make joyful)
university education, we must put virtuous people in leadership at
critical levels” (adapted from Omaji, 2019).
If there is any alumni association that can hold all of us accountable to
this syllogism, it must the UIAA Asaba. You have the wherewithal – in
membership, requisite resources and access to powers that be, to stand
for the revitalisation of university education in Nigeria, and pressure all
critical levels of relevant leadership to do same. You will make your
Alma Mater proud if you discharge this responsibility with all the
seriousness it deserves.
Thank you for the privilege to share my thoughts and for your invaluable
Long live UI – the first and the best!
Long live ADUN, the upcoming best!!
Long live a revitalised university education in Nigeria!!
Babarinde, K. (2016) “Evolution, Development, Challenges and
Prospects of the Nigerian Higher Education System”, in in Faborode,
- and Edigheji, O. (2016) The Future and Relevance of Nigerian
Universities and Other Tertiary Institutions. Committee of Vice
Chancellors of Nigeria, Abuja and TrustAfrica, Dakar, Senegal. Pp9-
Covey, S. (1989) The 7 Habits of Highly Effective People. Free Press,
Ekundayo, (2019) “Nigeria’s Education is in a Mess. Five things to Fix it”,
Online, March 26, 2019.
Maxwell, J. (1993) Developing the Leader within You. Thomas Nelson
Publishers. Nashville, USA.
National Universities Commission (2019) Blueprint on the Rapid
Revitalisation of University Education in Nigeria. National
Universities Commission, Abuja.
Ogunruku, A. (2016) “Leadership and Governance in Higher Education –
Challenges and Prospects of Developing the Next Generation of
University Leaders, Academics and Researchers: HE Management
Models”, in Faborode, M. and Edigheji, O. (2016) The Future and
Relevance of Nigerian Universities and Other Tertiary Institutions.
Committee of Vice Chancellors of Nigeria, Abuja and TrustAfrica,
Dakar, Senegal. Pp113-152.
Olukoju, A. (2022) “Nigeria’s university strikes: winners, losers and the
way forward”, The Conversation Africa. Online
(www.theconversation.com) 9 June, 2022.
Okebukola, P. (2019) “Building a World-Class University in Africa: The
Role of Private Universities”, Convocation Lecture of Chrisland
University, Abeokuta, October 30, 2019.
Omaji, P. (2013) “Raising authentic leaders: a clarion call to
universities”. Occasional paper delivered to the Caleb Leadership
Academy Lecture Series, Caleb University, Imota, Lagos State. 13
Omaji, P. (2015) “Raising Global Leaders: A University Mandate”, Public
Lecture delivered at Botho University, Gaborone Botswana. 14
Omaji, P. (2015b) Audacity of Leading Right: An Odyssey Towards
Virtuous Leadership. Charleston, USA. ISBN 9 78099429080 9.
Omaji, P. (2015c) Lead For Life: 7 Essentials for Upright & High-Impact
Leadership. Charleston, USA. ISBN 9 78099429082 3.
Omaji, P. (2019) “Leadership, National Security and Sustainable
Development”, a Keynote Address at the 1 st FMSS International
Conference, Alex Ekwueme Federal University, Ndufu Alike, Ikwo,
Abakiliki, EBONYI STATE. 25-27 June, 2019.
Onuoha, D. (2022) “Heartless Thieves: Nigeria’s money in 50 public
officers’ hands can pay country’s debts, fund universities”, Sunday
Vanguard, June 19, 2022. Pp18-19.
Otonko, J. (2102) “University Education in Nigeria: History, Successes,
Failures and the Way Forward”, International Journal of Inclusive
Education, Vol.1, No. 2, December, 2012. Pp44-48.