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I channelled pain of my father’s death into academic success – UNIZIK first-class graduate

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Despite facing intense financial challenges and losing her father in her final year, Chiamaka Obi, a 22-year-old mass communication graduate from Nnamdi Azikiwe University, Anambra State, tells TEMITOPE ADETUNJI how discipline, sacrifice, and unwavering faith helped her achieve first class.

How old are you, and what year did you gain admission?

I’m a fresh graduate of Nnamdi Azikiwe University, from the Department of Mass Communication. I’m 22 years old. I’m a native of Oguta LGA, Imo State, but I currently reside in Awka, Anambra State.

I gained admission in 2021 and completed my studies in 2024. However, my date of graduation was 27th September 2024.

Congratulations on your first-class degree! What was your exact CGPA, and how did you feel when you saw your final result?

My CGPA upon graduation was 4.69. I felt elated, happy, and fulfilled when I saw it.

Can you walk us through your background? What was growing up like?

I was born and raised in Lagos, specifically in Ijegun, Alimosho Local Government Area. I had both my primary and secondary education in Lagos.

I come from a family of six, and I’m the first of four children. Growing up, I had the mentality that, as the first child, I had to be a good example and look out for my younger ones. My dad, when he was alive, was a very strict disciplinarian. He would always sit us down to advise us and discipline us when necessary.

So, I would say proper parental guidance and learning to trust in God in everything I do played a big role in shaping me. As for academics, I’ve always taken my studies seriously since childhood. I was the kind of student who always came first in class. I believe God blessed me with brilliance, but I also worked hard for it.

My mum supported me a lot. She bought me storybooks, enrolled me in summer lessons, and constantly encouraged me to study. So, my journey to academic excellence started from a very young age. I was the best graduating student in my secondary school.

How old were you when you gained admission into the university?

I was 18 when I got admitted.

Mass communication is often seen as a competitive course. Why did you choose it?

I chose mass communication because it aligned with my interests. As a child, I had different dreams — one moment I wanted to be a banker, the next moment, a doctor or a lawyer. At some point, I also saw myself as a newscaster, reading the news on TV.

But I didn’t fully understand what I truly wanted until I got into the university. I’ve always been that outspoken child who loved to talk, do presentations, and speak publicly. During senior secondary school, I explored different fields — commercial, science, and arts — and I was good at all of them.

Eventually, I realised I was more inclined toward the arts, especially because I enjoy talking and couldn’t stand the sight of blood. So, medicine or nursing was definitely out of the question. In the end, I chose arts, and mass communication stood out to me.

When I registered for JAMB, I picked mass communication as my first choice in all the schools I applied to, and thankfully, I got admitted.

What are the misconceptions people have about mass communication?

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Some people think it is the easiest of all courses. I always tell my friends and those who are just getting to know me that it’s not about the nature of the course you study. I believe that even if I had chosen a science course, I would still have performed well academically.

The fact that I excelled in mass communication doesn’t mean it’s a simple course. It’s not. I went through a lot. No course is truly easy. From my experience, even people who studied the so-called small or underrated courses found them very challenging.

People have different strengths. I don’t believe that mass communication is an easy course. It’s not for everyone. Even in mass communication, people still fail. It’s a broad course with many branches.

As our education system improves, people will begin to specialise more. Mass communication includes PR, advertising, journalism, broadcasting — you get to experience a bit of everything. But imagine someone entering university knowing they want to study just advertising; they would get much more out of the course.

The misconception isn’t just from the public — it’s from those who haven’t experienced the course firsthand. Mass Communication isn’t easy at all. It’s for bright minds, too.

What would you say were your lowest moments while studying at UNIZIK—academically, emotionally, or financially?

I had a lot of financial challenges. I chose a federal university because I thought it would be less expensive compared to private or state universities, or even studying abroad. But when I got in, I was faced with all sorts of unexpected payments.

At some point, the school fees were doubled. My parents were still trying to get back on their feet financially at the time, so it was tough. We had to pay for everything—even something as small as handouts. It all added up.

Then the biggest blow came in my final year when I lost my dad. That moment shook me to my core. My dad was my main sponsor, and he had been ill for a long time. A lot of money had already gone into trying to get him well. So, when he passed away, everything felt like it was crashing.

It happened during my 400-Level, second semester. I was in the middle of my project when I got the news. I didn’t even know how to move forward. But I just had to. Thank God.

How did you manage the grief and still graduate with a first-class?

Honestly, it was just God. I told myself I had to pull through. A lot of people asked how I was going to cope, especially amidst academic stress and personal loss.

But I kept pushing. The whole situation was beyond my control. I cried a lot—daily. But I reminded myself that I could do it. I had to do it. I had to brace myself and thank God for the people around me. My mum was a huge support system. My friends also stood by me.

I just kept telling myself, ‘You have to do it.’ My dad would have been proud to see me come out strong after everything. And I already had a strong academic record, so I held onto that.

I believe that if you start well—Year 1, Year 2, Year 3—and stay consistent, then all you need is that final push in your last year. I gave it everything in my final year, despite all that happened.

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How many hours did you study daily?

I wouldn’t say I studied for a specific number of hours each day. But I was intentional about making studying part of my daily routine. So, while I can’t say I read for four hours every single day, I made sure I studied every day.

During exams, the pressure was intense, but I still didn’t set rigid hours. I just made sure that studying was something I did consistently.

Did you ever fail any test or course, and how did you handle academic disappointments?

I wouldn’t say I failed any course outright, but there were times I got grades I wasn’t happy with.

I got a C once, in my first year, second semester. It was in Introduction to Psychology. I’ll never forget it. I was so disappointed because I had already set a high academic target for myself. I knew that C was going to affect my GPA from the very beginning.

What sacrifices did you make for academic excellence?

I think there were times I had to sacrifice social activities—maybe not all of them, but definitely some. The sacrifices were enormous; you can’t count them all. There were times I had to read instead of being on my phone. Many times, I had to attend lectures rather than relax or socialise.

There were days when my friends were relaxing by the pool, and I would have to carry my backpack and head out to learn something new. Of course, finances played a role. When you don’t have money, you can’t do much—you just focus.

At different points, I gave up social life, leisure time, and even things like being in a romantic relationship because I just felt those things weren’t priorities at the time.

Mass communication also involves practicals—broadcasting, PR campaigns, writing, and so on. How did you balance the theory and practical aspects?

I was able to balance both because I wanted to go beyond the usual. I wouldn’t say I explored the practical side as much as I had envisioned in secondary school, but I did take some extra steps.

For instance, there was a time we were given the chance to go out for interviews, so I went to schools to conduct them. Also, I kept writing to develop myself beyond what we were taught in class. Whenever there were practical opportunities at school, I made sure I participated.

Right now, I’m interning at Anambra Broadcasting Service to help bridge some of the gaps in my practical experience.

Did you ever feel pressured to ‘tone it down’ academically—maybe from friends or classmates, or even family?

No, I didn’t feel that kind of pressure at all. My mum always encouraged me to be the best, to graduate as the best. I stayed focused.

Was there ever a time you considered quitting or switching your course?

Not quitting, but there was a funny time I thought I would go for law after mass communication. I started developing an interest in legal studies from watching movies and reading about law. But it wasn’t that I wanted to drop mass communication—I just thought maybe after graduation, I would pursue Law.

You studied in a public university in Nigeria, where there is poor infrastructure and inconsistent calendars. How did you stay focused and consistent?

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I told myself from the start that I would be better. Yes, we experienced strikes. Sometimes you want to study but have to focus on hustling for money instead. Infrastructure was poor, and some lecturers weren’t doing enough, but I made up my mind not to rely solely on what I was taught.

I knew that if I wanted to succeed, I had to go beyond the system. I couldn’t depend on poor structures or inconsistent lecturers. So, it started with a decision, and I took action from there.

Who was the one lecturer—or course—that had the biggest impact on you, and why?

I can’t say I had one favourite course because we had so many, but I loved broadcasting. It sparked something in me. Broadcasting, radio and television speech writing were my favourites. Prof. Chinwe Uzochukwu and Dr Henry Duru encouraged us to do more practical work—visit radio stations, do documentaries. They made us go beyond theory.

What’s your next step? Further education, working in media, or something else entirely?

I’m working in the media already, and I’m also planning to further my education.

If the President of Nigeria gave you a microphone for 60 seconds to talk about education, what would you say?

I would say that we’re doing better than before, but there’s still a long way to go—especially in public schools. Private schools are fine—they have good infrastructure and qualified teachers—but public schools need attention.

The government needs to focus on improving our public education sector. Many great Nigerians have come out of public schools, and they deserve better.

What advice would you give to an average Nigerian student struggling with poor facilities, depression, financial challenges, or fear of failure?

Just hang in there. There’s always light at the end of the tunnel. Whatever you’re going through now will pass. I’ve graduated, so I’m no longer worrying about deadlines or exams.

There were times I cried, felt depressed or unsure, but I made it through. How you manage that pain will determine your success. Don’t put your life on hold. Keep pushing. One day, you’ll look back and realise it was worth it.

What role did your friends or mentorship network play in your success?

A huge role: my family supported me, yes, but my friends were there during my loneliest moments. They provided emotional and sometimes financial support.

There were times we shared what little we had. Sometimes we cried together. They were there for me. I can’t thank them enough.

In all honesty, how did you feel the day you saw your final results?

I was honestly confused. There’s this saying at school that getting a first class is nearly impossible. Some lecturers said it hadn’t happened in our department in years.

I remember texting a friend and saying, “I’m going to get a first class. I don’t know how, but I will.” And I did.

It was a huge achievement for me. Not only did I graduate with a first class, but I was also the best in my department and faculty. I did something people didn’t expect.

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Education

Ondo sets up committee on safe school programme due to Insecurity

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The Ondo State Government has set up a steering committee for safe schools programme in the state.

This was said to be a part of the efforts to protect school children from kidnapping and other forms of criminalities in the state.

The Safe Schools Initiative is a Federal Government programme, designed to protect students, teachers, and educational infrastructure from violence, kidnappings, and others forms of attacks.

At the inauguration of the committee in Akure on Tuesday, the state Commissioner for Education, Science and Technology, Igbekele Ajibefun, explained that the committee was specifically created to carry out critical responsibilities, provide strategic direction, and enhance coordination among stakeholders.

According to him, members of the steering committee include , representatives from the Nigerian Army, the Nigeria Police Force, the Nigeria Security and Civil Defence Corps, the Amotekun Corps, religious and traditional leaders, and Parents-Teachers Association.

Charging the committee members, the commissioner who is the chairman of the committee said , “You are to support the implementation of the Safe Schools Programme and strengthen mechanisms to prevent security threats in the educational institutions of the state.”

As the chairman of the committee, Ajibefun emphasised that the success of the initiative largely rests on the active participation of all stakeholders.

Explaining that security is a shared responsibility requiring vigilance, preparedness, resilience and collective action, Ajibefun admonished the members to discharge their duties with diligence, commitment, integrity, and a strong sense of purpose.

Earlier in his welcome address, the Permanent Secretary of the ministry—who also serves as the secretary of the committee, Akindele Ige, stated that the establishment of the committee was s a direct response to the growing security threats targeting schools.

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Ige noted that recent attacks have reinforced the need for deliberate, coordinated, and sustained efforts to protect students, educators, and school infrastructure across the state.

He affirmed that “No meaningful teaching can take place where there is fear, and no effective learning can occur where there is insecurity.”

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Teacher’s detention sparks uproar among Lagos colleagues

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Colleagues of a Lagos teacher, Peter Shodipe of Ijaiye Ojokoro Junior College, have appealed to authorities to thoroughly review the circumstances surrounding a drama presentation that allegedly triggered panic among students in the school.

Shodipe was arrested after a co-curricular programme organised by the National Value Education Department of the school caused confusion when some students mistook a drama presentation on banditry for a real-life attack.

The incident, which occurred during a Wednesday co-curricular activity, later drew the attention of the police after frightened students shouted that bandits had invaded the school.

Speaking with our correspondent on Saturday, sources within the school maintained that Shodipe was merely carrying out an approved educational assignment.

A teacher in the school, who requested anonymity for fear of victimisation, said the programme had been planned as part of activities marking National Awareness Day and was intended to educate students about insecurity, particularly banditry and kidnapping.

According to the source, the National Value Education Department, comprising teachers of Social Studies, Civic Education, Security Education and History, had agreed to organise a pep talk, quiz competition and drama presentation focusing on the causes, effects and prevention of insecurity.

Shodipe, who was assigned to coordinate the drama, reportedly selected students from JSS3 for the presentation and supervised rehearsals a day before the event.

The source said, “The drama was not a standalone activity. It was part of a broader educational programme. We prepared quiz questions, assigned teachers to different responsibilities and planned awareness talks.

“The drama was intended to help students understand the realities of insecurity and the importance of vigilance. It was never conceived as entertainment or content for social media.”

The source explained that preparations for the programme began within the school compound on the morning of the event.

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The teacher specifically noted that the preparations were observed by officials of the Lagos State Neighbourhood Safety Corps stationed at the school.

“Students changed into costumes near the school gate while officials of the Lagos State Neighbourhood Safety Corps stationed at the school observed the preparations.

A staff member volunteered a bus to serve as a prop for the drama, and the vehicle remained on the school premises throughout the preparations.

“Some parents dropping off their children also saw students changing into costumes and understood that a drama presentation was about to take place,” the source added.

However, confusion reportedly erupted when the bus moved into position for the performance.

Some students who had not been briefed on the exercise allegedly began shouting, “Bandits! Bandits!” causing panic among other students and staff members.

The situation escalated as frightened students fled into neighbouring schools within the educational complex before some eventually ran onto nearby roads.

This also prompted concerned residents to alert security agencies.

Another teacher in the school, who also preferred not to be named due to the sensitive nature of the incident, said police officers later arrived and arrested Shodipe.

“When the officers arrived, they first went to the principal’s office. The principal later took them into the staffroom, where Mr Shodipe was identified.

“Education officials and school administrators subsequently made efforts to intervene, but by then the matter had already been escalated beyond the divisional level before the teacher was transferred to the state command headquarters,” the source said.

The detention of the teacher has generated concern among colleagues, particularly following comments made by the Lagos State Commissioner of Police, Tijani Fatai, who described the incident as content creation.

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Speaking during a strategic meeting with police officers on Friday, the police commissioner said, “I can recall a teacher tried to create content around banditry and some other students who were not there got to know of this, and this caused a lot of pandemonium within the school.”

He further warned content creators against raising false alarms, stating that anyone found creating unnecessary content around sensitive security issues would face the law.

However, the colleagues strongly disputed that characterisation, insisting that describing the activity as content creation misrepresented the context in which it occurred.

The teacher further said, “We were surprised to hear it described that way because this was not a skit designed for social media and nobody was creating content.

“Mr Shodipe is a classroom teacher. He was assigned by the department to coordinate one aspect of an officially approved school programme, just as other teachers were assigned to handle the quiz and awareness sessions. Everything happened within the framework of teaching and learning.”

The source said the existence of departmental plans, rehearsals and other programme components demonstrated that the exercise was educational in nature.

“If this had been a personal project, people might understand the allegation. But this was a departmental activity involving multiple teachers and students. There were meetings, preparations and assigned responsibilities. The unfortunate panic that followed does not change the original purpose of the programme.

“The programme involved several teachers and formed part of activities approved by the department. What happened was an unintended consequence of a role-play exercise, not an attempt to create online content or spread a false alarm,” the source added.

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The teacher acknowledged that communication gaps may have contributed to the misunderstanding but argued that any shortcomings should be treated as administrative issues rather than criminal conduct.

“We are not saying everything was perfect. Looking back, perhaps more people should have been informed because of the sensitive nature of the topic. But there is a difference between a mistake in planning and a criminal act. Nobody intended to cause panic, and nobody gained anything from what happened,” the source added.

The sources further appealed to the authorities to consider testimonies from parents, security personnel, students and staff members who witnessed the preparations before reaching any conclusions.

“What we are asking for is fairness. Let investigators speak with the teachers who planned the programme, the security personnel who witnessed the preparations and the parents who saw the students getting ready for the drama.

“We believe Mr Shodipe deserves a fair hearing and should not be punished for what appears to have been an unintended misunderstanding.”

It was gathered that efforts by Shodipe’s family to gain access to the detained teacher have so far been unsuccessful.

When contacted for a reaction, the Secretary of the National Union of Teachers in Lagos State, Gbenga Ayetobo, said the union had no information on the incident.

“No information for now, please,” he said.

The state Police Public Relations Officer, Abimbola Adebisi, could not be reached for comment as calls and text messages sent to her phone number were not responded to as of the time of filing this report.

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Education

OAU has fulfilled founding fathers’ vision, says TETFund boss

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The executive secretary, Tertiary Education Trust Fund, Sonny Echono, has said the Obafemi Awolowo University (OAU), Ile-Ife, Osun State, has lived to the ideals of its founding fathers, breeding experts in various fields of human endeavors.

Echono, while delivering a lecture to mark the 65th anniversary of Obafemi Awolowo University, Ile-Ife, Osun State, also said investment in research and innovation systems will generate practical solutions suited to local realities.

The TETFUND boss, in the copy of the paper obtained in Osogbo on Friday, paid glowing tributes to the pioneer and successive Vice Chancellors of the university for sustaining the legacies of the university’s founding fathers.

“The Great Ife has remained a symbol of commitment and purposeful leadership. Expectedly, the university has lived to the ideals of its founding fathers as the breeding ground for erudite scholars, legal luminaries, successful businessmen, diplomats, accomplished technocrats and administrators, including its legion of Nigerian National Merit Award Winners, who are contributing to national development, and have continued to uphold the reputation of the university,” he said.

Speaking on the concept of research and innovation, Echono noted that research and innovation remain key drivers of national development, saying nations that have achieved sustained economic growth and technological advancement have done so through deliberate investment in knowledge generation, scientific inquiry, and practical innovation.

He added that in present day global economy, development does not depend on natural resources, but on the capacity to create, apply, and commercialize knowledge.

“Research and innovation remain key drivers of national development. Nations that have achieved sustained economic growth and technological advancement have done so through deliberate investment in knowledge generation, scientific inquiry, and practical innovation.

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“In today’s global economy, development does not depend on natural resources but on the capacity to create, apply, and commercialize knowledge. Nigeria’s developmental challenges, though significant, also present opportunities for innovation-driven transformation.

“Addressing issues such as unemployment, insecurity, hunger, healthcare limitations, industrial underdevelopment, and technological dependence requires sustained investment in research and innovation systems that generate practical solutions suited to local realities,” Echono said.

Commending President Bola Tinubu for focusing on research and innovation that can provide solutions to challenges peculiar to the country and her people, Echono also stressed that building a fully functional and innovation-driven economy requires deliberate efforts to address issues of funding constraints, insufficient infrastructure, inadequate motivation, limited academia-industry collaboration, and challenges in commercialising research outputs.

He emphasised that the role of TETFund in enhancing the capacity of tertiary institutions in the country for research and development through its interventions activities has become increasingly strategic for strengthening Nigeria’s research and innovation ecosystem.

He further said that by supporting research funding, academic capacity development, innovation hubs, commercialisation initiatives, and entrepreneurship programmes, TETFund has been repositioning institutions in the country as active contributors to national development.

He declared that Nigeria’s “Sustainable development largely depends on how effective we are at leveraging knowledge, innovation, and technology to grow national economy, expand opportunities, create jobs and wealth, develop new products and services and improve the well-being of its people. This is essential for national growth, competitiveness, and long-term stability.”

Earlier, the Vice Chancellor of the university, Prof Simeon Bamire, said the institution has been recording steady growth since it’s establishment about 65 years ago and commanded the sacrifices and commitment of staff members and students towards sustaining legacies of excellence OAU is reputed for.

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The PUNCH reports that Bamire announced plans to unveil the N10bn President Bola Ahmed Tinubu Centre of Excellence in Intercultural Dialogue and Youth Empowerment on June 8 as part of activities marking the institution’s 65th anniversary.

Bamire said the centre was designed to serve as a platform for research, dialogue, leadership development, innovation and youth empowerment.

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