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Speech Delivered by Osita Chidoka at Chukwuemeka Odumegwu Ojukwu University, Anambra State on the Occasion of the third Chukwuemeka Odumegwu Ojukwu Lecture Series, On 14 November 2024.
The Pro- chancellor/Chairman of the University Governing Council
Members of the University Governing Council,
Distinguished Vice-Chancellor,
Other Principal Officers of the University,
Esteemed Professors,
Other members of the academic Community,
Students, and Honoured Guests,
Thank you for this profound honour to speak at Chukwuemeka Odumegwu Ojukwu University, an institution that stands as a tribute to a remarkable man whose legacy continues to inspire us all—Dim Chukwuemeka Odumegwu Ojukwu.
Introduction: A Story of Conviction
Let me begin with a story that speaks to Ojukwu’s unique character. Imagine being the son of one of Nigeria’s wealthiest men, who spares no expense in securing your education at King’s College Lagos and Oxford University, envisioning a life of prestige in business or government. But instead of following this expected path, you choose to join the army. This was Ojukwu’s choice, and it infuriated his father. He had not invested so such in education just to see his son take a military path. But for Ojukwu, this decision was not about defiance; it was about conviction. This choice reflected his desire to serve, to lead, and to chart his path. From this story, we see the power of education—not as a ticket to comfort, but as a foundation for courage and purpose.
Conceptual Foundations: Education and National Development
Before proceeding further, let us clarify the key concepts that are central to today’s discussion: education and national development.
Understanding Education
Education is recognized globally for its power to shape individuals and societies. Fundamentally, education provides the knowledge, skills, and values needed for personal and societal transformation. The Collins English Dictionary defines education as “the act or process of acquiring knowledge, especially and systematically during childhood and adolescence.” Philosophers such as Aristotle and Plato also weighed in on its purpose—Aristotle described it as “the creation of a sound mind in a sound body,” while Plato saw it as the ability to feel pleasure and pain appropriately, a moral and emotional refinement.
Beyond these classic views, modern scholars such as Adesemowo, Abosede, and Sotonade (2022) see education as a dynamic process, “a life-long process that shapes social behaviour and conditions the mind toward positive transformation.” In this view, education includes formal and informal paths—structured schooling and unstructured learning from family, community, and life experiences.
Understanding National Development
On the other hand, national development encompasses the holistic growth of individuals and the nation. Ogai (2003) describes it as “a gradual manifestation of positive changes in the economic, industrial, political, social, cultural, and administrative life of a country.” Dudley Seers takes it further; highlighting that development should address poverty, inequality, and unemployment—not just economic growth. John F. Kennedy also emphasized its collective dimension, describing it as “the progress of man” in pursuit of freedom, justice, and the welfare of all citizens. Julius Nyerere stressed that national development must serve the common good, focusing on equitable resource distribution, social equality, and agricultural advancement.
From these perspectives, national development goes beyond economics; it is a holistic, human-centred process. Education is central to this vision, but must be aligned with the cultural and social values that define a society’s collective goals.
The Igbo Experience: Education as a Catalyst for Social and Cultural Transformation
In the story of Ndi Igbo, education has been transformative. Rising from agrarian roots, the Igbo people have harnessed education to create a global identity defined by entrepreneurship, mobility, and resilience. Education has been the foundation of progress, moving us from a forested land of farmers to a people renowned for their dynamism and resourcefulness.
Yet, despite this commitment to knowledge, Igboland is not realising the broad-based transformation seen in places like South Korea, Singapore, or Taiwan. Why is this so?
Lessons from the “Asian Tigers”: The Role of Education in Development
Let us examine the “Asian Tigers”—South Korea, Singapore, and Taiwan. Emerging from difficult conditions, these nations prioritised education not just within classrooms but as a national strategy. South Korea rebuilt its post-war experience by emphasizing innovation and technology in education. Taiwan’s focus on research turned it into a global hub for manufacturing, especially in tech. Singapore’s alignment of education with its economic strategy has produced a disciplined and skilled workforce capable of competing globally.
For these nations, education was not just about personal success; it was a means of building a nation. It was tied to collective goals, embedded within a framework of ethics, responsibility, and civic duty.
The Igbo Paradox: Education without Broader Development
In Igboland, we see a paradox. Education for Ndi Igbo has produced some of Africa’s brightest minds, successful entrepreneurs, and a diaspora that excels globally. However, this individual success has not translated into collective progress. If education is indeed a catalyst for national development, why are we not seeing this transformation on a larger scale in Igbo land?
The answer, I believe, lies in our need for a holistic model of education. Knowledge alone is not enough. Education must foster values, civic duty, and a commitment to the common good. Without these, we lack the cultural foundation that transforms education into a force for collective advancement.
Let us look at a powerful example from India—the Indian Institutes of Technology (IITs). IITs are a network of elite engineering institutions that serve as feeders to some of the world’s top universities and technology companies. Founded with a mission to produce world-class engineers and scientists, IITs have become synonymous with excellence, rigour, and global competitiveness. Today, graduates from these institutions occupy key positions in leading American technology companies, contributing significantly to global innovation.
Consider this: Indian professionals now hold high-ranking positions in some of the largest technology companies in the United States. Notably, Indian professionals lead major American tech companies:
Sundar Pichai, CEO of Alphabet Inc. (Google’s parent company)
Satya Nadella, CEO of Microsoft
Arvind Krishna, CEO of IBM
Shantanu Narayen, CEO of Adobe
The Indian IIT’s have distinguished themselves as an institutional feeder of global talent, as most corporate leaders are IIT alumni. This influence is no coincidence. India’s rigorous approach to higher education has fostered a culture of excellence that commands global respect and has made IIT graduates highly sought-after in the global job market.
Data and Admission Rigour: What Sets IIT Apart
The success of IIT graduates begins with an highly selective and competitive admission process. Each year, around a million students apply for a few thousand spots at IITs through the Joint Entrance Examination (JEE), which is considered one of the toughest college entrance exams globally. The acceptance rate is below 1%, making IITs as selective as the Ivy League in the United States. Only the most capable and determined students gain admission, ensuring that IITs cultivate a culture of intellectual elitism based on ability and performance.
By contrast, Nigerian higher education is still far from this rigour or global integration level. Although we have numerous universities and an abundance of bright, motivated students, our institutions lack the resources, global partnerships, and strategic focus to match the prestige and output of IIT. Consequently, while our students achieve individual success, our universities are not feeder grounds for global companies or prestigious institutions, limiting the broader impact of education on societal transformation.
The Elitism of Ability: Building Excellence through Merit
I am a firm believer in what I call the Elitism of Ability. Often, the term “elitism” is seen negatively, as it implies privilege by family, social, or cultural advantage. However, the elitism I advocate is different. It is a meritocratic elitism that rewards commitment, endurance, skill, and hard work. This type of elitism is fundamental in fields where excellence is not just desirable but essential. By elevating individuals based on ability and merit, we foster environments of rigour, discipline, and continuous improvement, benefiting society as a whole.
This elitism of ability is embodied in how elite teams and organizations across the world select their members. Let us consider some examples.
Navy SEAL Team Six: Precision and Endurance
SEAL Team Six is a premier U.S. military unit selected through one of the most rigorous training programs, known as Basic Underwater Demolition/SEAL (BUD/S) training. Candidates face extreme challenges, including “Hell Week,” which demands 120 hours of continuous exertion with minimal rest. This process assesses physical strength, mental resilience, problem-solving, and teamwork, resulting in a competent team entrusted with critical national security missions. This merit-based elitism ensures a skilled defence force for public safety.
Israel’s Unit 8200: Intelligence and Innovation
Unit 8200 is a prestigious intelligence and cybersecurity unit within the Israel Defence Forces. It is known for its selective recruitment based on intellectual and technical skills, and psychological resilience. The rigorous screening process identifies individuals capable of handling complex situations, many of whom later become top tech entrepreneurs. This unit plays a vital role in national security and economic development, ensuring that only the brightest serve.
Singapore’s Administrative Service: Rigorous Recruitment
Singapore’s Administrative Service is recognized for its high recruitment standards, selecting top graduates for crucial government roles. The multi-stage selection process evaluates analytical skills, leadership, and alignment with public service values. Successful candidates receive scholarships for further study and are groomed for leadership, resulting in an efficient government that bases policy decisions on expertise and societal needs.
Japan’s Elite Science Programs: the University of Tokyo
The University of Tokyo, or “Todai,” is Japan’s leading institution in science and engineering. Admission is based on rigorous standardized exams. Once admitted, students pursue intensive studies that set high educational standards. Alumni include Nobel laureates and pioneering scientists, who have contributed significantly to global progress in various fields. The meritocratic system fosters a culture of excellence, producing a steady stream of talent for Japan.
Observe that these elite groups I have mentioned serve their countries. They receive the elite training to contribute to national development of their respective countries.
The School as a Sanctuary of Transformation
Our schools must reclaim their role as sanctuaries of transformation. Consider Finland, where education emphasizes not just academic achievement but also the cultivation of responsibility and community. Japanese students participate in cleaning their schools and fostering respect for their environment. In Igboland, we must build schools that not only impart knowledge but also instil character and civic duty.
Imagine schools across Nigeria where students not only learn but also engage in service, where they are taught not only to succeed but to contribute. By embedding values in our educational model, we can foster a generation of leaders prepared to elevate society.
Restoring the Elitism of Ability in Igboland
For Igboland to break this paradox, we need a strategic overhaul that restores the elitism of ability and cultivates an ecosystem where our brightest minds can flourish on the world stage. I propose that southeast Governors begin by designating at least ten public secondary schools as model or special schools, each equipped with boarding facilities, high-speed internet, and a rigorous curriculum aligned with international standards. These model schools would foster a culture of excellence and serve as feeder schools for tertiary institutions in the zone.
To support this vision, these model schools would partner with institutions in Singapore, England, and the United States, allowing students to participate in remote lectures and cross-cultural learning experiences. By providing high-speed internet and inviting visiting lecturers, we could expose our students to the latest in global thinking, creating a strong foundation for future innovation.
Rebuilding Chukwuemeka Odumegwu Ojukwu University as a Flagship Institution
Next, we must reimagine tertiary education in Nigeria. We can show example with Chukwuemeka Odumegwu Ojukwu University as one of Nigeria’s flagship institutions of higher learning. Just as IITs have become synonymous with engineering excellence, Chukwuemeka Odumegwu Ojukwu University should aim to stand among Africa’s elite universities, benchmarking against Africa’s top universities, such as University of Cape Town, South Africa, University of the Witwatersrand, South Africa and University of Cairo, Egypt as a first step.
To achieve this, I propose a phased rebuilding and renewal of the university, raising admission standards, investing in high-calibre faculty, and increasing fees to attract the best talent and resources. A critical element of this revitalisation would be the establishment of research grants to enable cutting-edge research that aligns with both local needs and global standards. By setting benchmarks based on the University of Cape Town or the American Ivy League, we can ensure that our university remains at the forefront of academic and research excellence.
Establishing a 100 billion Naira Endowment Fund
To ensure the long-term sustainability of these initiatives, I propose the creation of a 100 billion Naira Endowment Fund, seeded by contributions from Anambra indigenes and managed by a professional board to ensure responsible investment and strong returns. This fund would support need-based scholarships for talented students who may otherwise lack the means to pursue this elevated educational path. Endowments guarantee that these new institutions and programs are not dependent on fluctuating budgets but can continue to offer quality education for generations.
Harnessing the Power of Education through the Chidoka’s KNVES Principles
To truly harness the power of education, I propose that we adopt what has come to be known as ‘’the Chidoka’s KNVES Principles: Knowledge, Vision, Execute, and Sustain’’. These principles provide a roadmap for using education as a lever for both personal and societal progress.
- Knowledge: The foundation of growth is knowledge. We must equip our young people with skills that are not just relevant but future-facing. In a world driven by technology, our curriculum must include Artificial Intelligence, Data Science, Blockchain, Renewable Energy, and other fields shaping the future. By offering the right knowledge and mentorship, we can prevent our youth from drifting into unproductive paths, such as cybercrimes, and instead channel them into constructive, forward-thinking careers.
- Vision: Knowledge without vision is like a compass without direction. Once equipped with skills, our youth must ask: where do we want to go as Ndi Igbo? As Nigerians? Vision is the bridge that turns knowledge into a purposeful journey, aligning our ambitions with a collective vision for the future.
- Execute: Vision must be translated into action. To do this, we need collaborative partnerships across sectors—what I term ‘School Adoption.’ Imagine if companies like Innoson Motors adopted faculties of engineering, offering internships, sponsoring practical workshops, and creating job pipelines. The entertainment industry, making global headlines, can also nurture young talent. By bridging the gap between academia and industry, we can create jobs, empower youth, and build a robust economy.
- Sustain: Finally, we must ensure that success endures across generations. True success is sustainable, building a foundation for future growth. Let us create templates that can be handed down to the next generation, just as our national anthem calls us to pass on a banner without stain. Sustainability ensures that each success adds to the last, establishing a legacy of progress.
Through the KNVES Principles—Knowledge, Vision, Execute, and Sustain—we can create a new educational framework that produces not only literate individuals but enlightened citizens ready to tackle the challenges of tomorrow.
A New Vision for Chukwuemeka Odumegwu Ojukwu University
Picture a university that not only bears the name of Ikemba Nnewi but also embodies his essence. The university should be a space that fosters intellectual renaissance where young minds are moulded into leaders, visionaries and innovators. Ojukwu symbolised a blend of strength and sophistication and a relentless pursuit of excellence. This university should capture that very spirit, emerging as a centre of learning that commands respect and recognition, not just locally but on the world stage. This is not just an aspirational dream; this vision is entirely achievable with the right investments, strategic partnerships, and clear direction.
Education, as we know, is the catalyst for societal development. However, the type of education must meet both immediate and future challenges head-on. Our beloved Southeast is grappling with pressing issues—erosion that scars our land, a land and water shortage that tests our viability as a homeland, rapid unplanned urbanisation that questions liveability in our small land area, and insecurity that threatens our peace and damaging our sense of community. The challenge of insecurity in Igboland is existential because at the root of our worldview is the idea that if we cannot endure the perennial hostilities visited on us for various reasons we can at least return home – that space that was our refuge in 1966 and in 1993. Imagine if any such event would happen today, many Igbos would be torn between the choice of dying from a pogrom or dying from the bullets of our gun wielding kinsmen.
We need new thoughts and ideas on securing our homeland, de-escalating the destructive violence around us and securing our space for meaningful development and attraction of talent and capital. We need new ideas about how to transform agriculture and livestock farming in our limited land space that produce yields comparable to Israel’s output. We need to think of new ways to produce and conserve water as we do not have large bodies of water. We need to find new methods and sustainable means of managing the growing menace of erosion that is threatening our geography.
Who will step up to find sustainable solutions to these challenges?
Who, if not us, will lead these efforts?
The answer lies in our academic institutions. Chukwuemeka Odumegwu Ojukwu University must rise to this call, positioning itself at the forefront of research and innovation that addresses the real issues facing our communities.
For the originators of the famed apprenticeship scheme, the Igba Boi system, there is a compelling case for establishing studies in Entrepreneurship and Generational Wealth Management right here at Chukwuemeka Odumegwu Ojukwu University (COOU). By offering non-degree certificate programs—such as executive and mid-career courses—we not only introduce practical field experience into the academic environment but also open up a significant revenue stream. This model has been successfully adopted by prestigious institutions worldwide, including Harvard University and Pan-Atlantic University in Lagos, which sustained itself for years through non-degree management courses. Our successful Igba Boi system graduates, from Nnewi to Onitsha, are potential candidates for such short courses, bringing their expertise back to the university and benefiting from structured, formal education.
From Alaba market, my brother and friend Chief Patrick Chidolue of the Chelsea Hotel fame became a graduate and a trail blazer for many Igbo traders that sought academic improvement from Lagos State University and University of Lagos. I am sure there are more Patty Chidolues in Onitsha and Nnewi.
One critical gap that has been long overlooked is the educational deficiency in training people skilled in public policy and research. The civil service, the backbone of societal development, depends on individuals who can translate academic theory into practical, impactful policies. This is where Chukwuemeka Odumegwu Ojukwu University must carve out its role. It should be the training ground for an elite group of policy thinkers, innovators, and researchers –people with the acumen to connect policy with the pulse of our culture to drive development in the Southeast and across Nigeria.
To bridge this gap, we must establish a foundation of excellence rooted in sustainable practices and a culture that champions academic rigor and practical outcomes. By doing so we can empower our youth not just to succeed within the confines of their coursework but to push beyond those limits – becoming a new generation of thinkers and doers. These are the individuals who will tackle the paradox of education without broader societal growth, forging pathways that bring tangible development to our region.
Chukwuemeka Odumegwu Ojukwu University should be more than just an institution. It should symbolise promise and transformation. It must become the birthplace of a new class of leaders – Nigerians whose passion is academic success and the protection, upliftment, and sustainable growth of their communities. These people will champion policies that are grounded in culture as they are in practicality, ensuring our solutions resonate with our people and serve their actual needs.
This is the vision: a university that moulds leaders ready to defend and elevate their communities through policies and innovations that create lasting change.
Let this be the legacy of Chukwuemeka Odumegwu Ojukwu University. In this place education meets action, where leaders are born and where the future of the Southeast and Nigeria begins to take shape.
Creating New Icons of Development
Dim Chukwuemeka Odumegwu Ojukwu, as the symbol of Biafra, represented resilience and a commitment to principles. Today, Ndi Igbo need new icons who will embody a vision of development grounded in holistic education. We need leaders who will invest in our youth’s moral, cultural, and civic formation. When we embrace these values, we can raise a generation prepared to build a prosperous society.
One example is the founders of Moniepoint, a Nigerian microfinance startup recently valued at over $1 billion. By applying their education and vision, these young Nigerians created a business that now provides jobs and economic opportunities for many. This demonstrates the potential of education aligned with purpose. We need a unicorn—a billion-dollar company—from graduates of Chukwuemeka Odumegwu Ojukwu University based in Awka or Onitsha.
Conclusion: A Call to Action for a New Educational Model
In closing, I urge —students, educators, and leaders—to imagine and work toward a new educational model for our society. Let us produce not only skilled professionals but also ethical citizens. Let us build schools that foster responsibility and courage, creating a society grounded in both knowledge and values.
Let us commit to a transformative educational vision to honour Ojukwu’s legacy. The future of Igboland, Nigeria, and Africa depends on how well we harness education to build a society grounded in shared values, discipline, and purpose.
Thank you, and may the legacy of Chukwuemeka Odumegwu Ojukwu continue to inspire us all.
God bless Chukwuemeka Odumegwu Ojukwu University.
God bless Ndi Igbo.
God bless the Federal Republic of Nigeria.
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