The Vice Chancellor of the Chukwuemeka Odumegwu Ojukwu University (formerly Anambra State University), Uli, Anambra State, and a one-time Commissioner for Education in the state, Professor Kate Omenugha, tells NAOMI CHIMA about her career, nation building and other issues

Did you always envision a career in academics, especially since you studied Mass Communication?

I had a very sheltered childhood. My parents were teachers, and they were very affectionate with each other. There’s nothing like growing up in a home built on love. That kind of environment shaped me into a happy woman. I laugh easily and I don’t allow people steal my joy. Happiness is free.

I lost my mother at a young age, but before she passed, she taught me so much about prayer, life in general, and even sex education. We were raised Catholic, and she nurtured my faith. She also introduced me to poetry. I remember writing and reciting poems for her, and standing in front of people to speak.

My father, on the other hand, introduced me to literature. Before I got into secondary school, I had read (books such as) Montezuma, King Solomon’s Mines, She, and more. My siblings often said I was like a tape recorder, because I had a sharp memory. We were always competing over who had read more novels. I even used to run to the toilet just to read in peace. That’s how deeply reading was embedded in our culture. Even after we got a black-and-white TV, it never displaced the importance of books in our home.

Did I know I would end up here? Not exactly. But, I always believed I would be successful, together with my husband. I didn’t dream of marrying a rich man; rather, I dreamt of being rich with the man I married. I also always wanted to be a professor. My fantasy was to marry a lecturer at the University of Nigeria, Nsukka, live on a quiet street on campus, and spend my life doing research. But, no lecturer approached me, so I married a medical doctor instead (laughs).

You’re now the Vice-Chancellor of Chukwuemeka Odumegwu Ojukwu University. What are your key priorities, and how do they align with your vision for education in Nigeria?

It all comes down to the three V’s— values, viability, and visibility. Our society today is suffering from a values crisis. Any serious educational reform must intentionally include values, whether at the primary, secondary, or tertiary level. We’ve lost the moral compass that used to guide us. Without foundational values, even the best reforms won’t be sustainable.

I remember when I was posted to Kano for my NYSC. People were shocked—“How can this young girl go to Kano?” My father didn’t say much. He simply said, “Don’t forget where you come from. Go well.” That was enough.

Can parents today still say such empowering things to their children? Are we raising children who define themselves by celebrities whose values they barely understand? We must reintroduce value-based education. If we do that, there’ll be no need to talk about exam malpractice, miracle centres, impersonation, or unethical grading practices. Why should students be rewarded for cheating while honest ones suffer? Why are some teachers skipping classes? Why are students engaging in drugs?

It all comes down to values—what we believe, what we model, and what we teach. Education is like an ideology; what you believe determines what you do.

How do we make education viable and relevant in today’s world?

It’s shocking that we still have graduates who can’t operate a computer or apply what they learnt in real life. That must change. Students need hands-on experience and marketable skills, or they’ll struggle to survive, let alone thrive.

At COOU, we have established an Entrepreneurship Centre, and a Centre for Artificial Intelligence and Robotics. We have integrated AI education into our policies. Every year, we hold trade fairs where students showcase things they’ve made, such as soaps, cakes, bread, trinkets, perfumes, even roasted corn. I wear slippers made by one of our students. Many of them use these businesses to pay their school fees.

From the next academic session, we will fully embed entrepreneurship into our curriculum. Every student must graduate with practical, usable knowledge. That’s how we ensure education remains viable.

As the first woman to attain your current position, what structural changes do you think are still needed to empower more women in Africa?

It starts from the family; that’s where gender roles are first defined. Parents must be intentional about empowering their daughters. Give them roles beyond house chores. Let them explore science, leadership, reading, and public speaking. Let them dream big.

My mother used to make me speak in front of people without knowing she was preparing me for leadership. When my daughter said she wanted to become a doctor, I supported her 100 per cent.

Unfortunately, some women—even professors—lack confidence. That’s why empowerment must be intentional. In journalism, we talk about empowerment reporting. The same principle applies; we must consciously seek and support women.

That’s why, in my position, I ensure gender balance in appointments. I go out of my way to find qualified women. When a woman is on the shortlist, she has often worked 10 times harder to be there.

Governments also have a role to play. Ensuring gender balance isn’t just a target but a reality. Whether it’s 30:70 or 50:50, the effort must be deliberate.

How has teaching evolved, especially with digital technology and Gen Z students?

Today’s students have more access to knowledge than we ever did, but many aren’t using it wisely. I often joke that Facebook prevents them from facing their books.

In our time, we typed thesis on typewriters. If you made an error, you had to start over. We also read extensively. I personally read over 50 novels in university. It was intense, but it shaped us.

Now, with smartphones and laptops, things should be easier. But tools are only as useful as their users. I just wish students understood the opportunities they have now.

During your time as Commissioner for Education, what initiatives did you introduce to promote reading culture?

When I served under Governor Willie Obiano, I was sent to Harvard University (in the United States) in 2018 in recognition of my work. That experience deepened my focus on authentic leadership.

At the time, I noticed students were failing Literature in English. I brought in the Reading Association of Nigeria. We mandated tests for Literature teachers, and many did not score up to 10 per cent; they weren’t reading the novels themselves.

We responded by supplying books, training teachers, and improving teaching methods. We launched the Learning Enhancement Achievement Project, and brought in experts from the US and other countries to train our teachers.

We also introduced a reading initiative called “Drop Everything and Read.” For one hour every week, the entire school would go silent, and everyone would pick up a book.

What drives your leadership style?

Authenticity. A true leader remains themselves but are also transparent, empathetic, and committed to growth for themselves and others. I believe in leadership that gives people freedom while still guiding them toward excellence.

What do you believe is the biggest hindrance to learning today?

Distractions. Society is noisy, both literally and mentally. From social media to misinformation, students are constantly overwhelmed.

Even lecturers are not immune. Some don’t research properly anymore; they just copy from ChatGPT without reflection. We are becoming lazy, and we don’t realise how dangerous that is.

What strategies should we adopt to change this narrative?

It must begin from the home. Unfortunately, many Gen Z parents are distracted too. They are multitasking with their phones while parenting. I saw a video where a child brought a chair to the mother to dress, and she didn’t even notice it wasn’t the child. That’s the world we live in.

People must start asking themselves: What kind of life do I want? Just like faith, focus must be intentional. Teachers, parents, and religious leaders all have a role to play. Even outside the classroom, we should be offering guidance and mentorship. But again, you cannot give what you don’t have.

Your strategic drive revolves around values, viability, and visibility. Can you break down how each of these pillars has shaped your leadership and the university’s transformation so far?

When we came on board, we adopted a strategic focus anchored on the three Vs. One year down the line, it is clear to everyone that we have become more visible. Our values are also deeply embedded in our student community.

We have fostered a strong town-and-gown relationship, where students develop both practical skills and moral values. We are student-centric and ensure our professors are empowered to truly earn the title of “professor.”

We also align our initiatives with the Sustainable Development Goals, particularly around poverty eradication and food security. We have begun developing various forms of agriculture— fish farming, vegetable cultivation, and more. Partnerships have played a key role in these achievements. The success we’ve recorded so far is because we have a clear vision and direction.

If you weren’t in academia, what other career path would you have followed?

Honestly, I don’t know. All my life, I have wanted to be a professor. That has always been the dream. I started early. I entered the College of Education at 16 and graduated by 19. I completed my NYSC around that time too.

Let me share a story. After my NCE, I went on to study Education and English at UNN. After getting married, I taught in a secondary school for 10 years. But, I became restless. I knew deep down it wasn’t where I was meant to be.

One day, I ran into one of my former lecturers, who was the Commissioner for Education at the time. I greeted her, and she asked if I had done my Master’s. When I said “no”, she simply walked away and said, “You are wasting away.” That hit me hard.

I went home and told my husband, “I’m going back to school.” My teachers may not remember these moments, but I do—they had a powerful influence on me.

Initially, I applied to study Educational Psychology, but one of my professors advised against doing it through a sandwich programme. That led me to a Master’s in Mass Communication instead. People were surprised. Some asked, “Why not English? What’s wrong with you?” I told them, “Mass Communication is also about using English.”

I recall another professor once telling me in class, “You look like someone who’ll join us in this business.” He was right. Years later, when he saw me at a conference, he laughed and said, “I told you.”

Even before they said anything to me, I admired my lecturers deeply. I followed them around like a shadow. I wanted to be like them. Truly, if I weren’t in academia, I don’t think I’d be anywhere else.

What’s your teaching philosophy?

For me, teaching must be exploratory. If you’re only doing rote learning, you’re not really teaching. Students should be encouraged to discover.

When I returned to the university system, I noticed many lecturers didn’t even enter classrooms. But, I was determined to have direct contact with my students. I taught International Public Relations, and we created a dynamic learning environment—asking questions, conducting research, and presenting findings. One student told me she never liked PR until she took my class.

What legacy do you hope to leave behind as a professor and vice-chancellor?

I want to be remembered as a woman who came, saw, and conquered.

One key issue we faced was climate-related damage—roofs being blown off buildings. I immediately implemented a policy requiring a minimum roofing gauge. We also launched a tree-planting initiative and now have a five-year plan to plant one million trees, not just on our campus but across other institutions. This is our contribution to climate action.

What advice would you give to young women and students who aspire to follow in your footsteps?

Develop resilience. I always say, I don’t accept failure. I believe nothing is impossible. If you hold onto that belief every day, there’s no limit to what you can achieve.

What does a perfect weekend look like for you?

I am hardly ever off-duty. But, I love starting my weekend with morning mass, walking around my compound, and enjoying a cup of coffee. If I have events to attend, I go. I also spend quiet moments with my family.

How do you relax after a stressful day?

Dancing brings me so much joy. I dance with my husband, with students, and with staff. It fills me with life.

What moment changed everything for you, as regards the trajectory of your career?

Getting a fully funded PhD scholarship from the University of Gloucestershire, United Kingdom. I didn’t pay a kobo. It was highly competitive, and I got selected. That was a major turning point.

What’s your favourite food?

Rice, with anything; stew, vegetables, you name it. But because of my age, I try to eat it less frequently.

Where is your ideal vacation spot?

I haven’t taken a vacation since 2022 because I’ve been so busy. But I love serene places, especially those near water. The last memorable one was a surprise from my kids. They “sent” my husband and I to a beautiful resort in Lagos for our 30th wedding anniversary. We stayed in a hut. It was unforgettable.

Don’t you think always working without a vacation is unhealthy?

Absolutely. But deadlines often make it hard. Still, I listen to my body. When I feel overwhelmed, I take a break. I will certainly go on vacation later this year.

How do you balance your many roles, as wife, mother, and acting VC?

I enjoy all of them. I cook for my husband, sit with him, speak to my children daily, play with my granddaughter, and dance with my husband. I bring passion into everything—academia, family, and faith. That’s how I find balance and still thrive.

As someone who has served in government, what do you think can be done better for education, policy-wise?

They must act with vision and intentionality. Look at what the Governor of Anambra is doing—building smart, ICT-driven schools, recruiting qualified teachers, and reforming the curriculum. He didn’t wait to be asked. That’s what leadership looks like.

During my time as commissioner, we tried to do the same—focus on capacity-building. It’s not just about giving laptops to teachers; it’s about training and retraining them to use those tools effectively.

What key areas should an intentional government focus on to develop the education sector?

Three areas: teachers, students, and infrastructure. You can’t treat education casually. Any government that doesn’t prioritise education lacks direction. Pay teachers promptly, create incentives, build modern classrooms, and ensure school infrastructure aligns with 21st-century needs. Everything must be purposeful and student-centered.

How are you applying this principle at your university?

Once we saw the governor’s direction with smart schools, we knew we had to step up. We asked ourselves, “How do we receive smart students in an analogue university”? That’s why we’re transitioning toward a smart university model—digital classrooms, modern labs, and a forward-thinking curriculum. (PUNCH)