The Oracle

The Oracle: The Plateau State Legislators’ Debacle: Between Law and Justice (Pt. 2)

Published

2 years ago

March 9, 2024

Eric

By Mike Ozekhome

INTRODUCTION

In the first part of this piece, we considered the background and grounds for removing legislators and posed the question: what is jurisdiction? We then examined APC’s case at the Election Tribunal after which we reviewed the consequences of determining a mater without jurisdiction. We further restated the reason why only a co-aspirant is competent to complain about primaries which produced a party’s candidate in an election. We reinstated the trite principle of law that a challenge to the conduct of a party primary ids a pre-election matter.
Today, we shall examine the following: the status of the court of appeal as the final court in legislative appeals, the refusal of the court to review the PDP law makers’ case and why the court cannot review or vary its own order made without jurisdiction. We shall also critically the plateau fiasco vis-à-vis the power of a court to review its own judgement given reasons why the Court of Appeal should have done same in the case of the Plateau state legislators. Enjoy.

COURT OF APPEAL AS FINAL COURT ON LEGISLATORS’ MATTERS

It appears that the Court of Appeal being the Court of last resort in respect of all appeals from the decisions of election petition tribunals in disputes arising from the conduct, outcome and legality of National Assembly and States House of Assembly elections becomes functus officio once it delivers its judgement and cannot reopen a matter it has pronounced upon with finality. In other words, a judgment once delivered by the intermediate court on National and State Houses of Assembly matters cannot be varied where it correctly represents what the Court decided. Nor shall the operative or substantive part of such judgement be varied or substituted. See the cases of Oyetibo & Anor v. Oyinloye (1987) LPELR-2883(SC) at 11-13. Dingyadi & Anor v. INEC & Ors (2011) LPELR 950 (SC); Udende v. Suswam & Ors (2023) LPELR-61304 (CA); and Owoo & Ors v. Edet & Anor (2013) LPELR – 22042 (CA).

THE COURT OF APPEAL’S RECENT DISMISSAL OF THE APPLICATION FOR A REVIEW INSTITUTED BY THE SACKED PDP PLATEAU LAWMAKERS

The sacked Plateau Legislators in an attempt to reclaim their lost positions in the light of the Supreme Court’s judgement in the Caleb Mutfwang case and it’s obiter pronouncement on the legislators’ injustice, filed a fresh application before the same Court of Appeal that had dismissed their appeal from the Plateau State Election Tribunal, requesting a review of the said judgement that sacked them. The appellate court however, as expected, on 28th February, 2024, dismissed the suit, describing it as a waste of judicial time, frivolous and lacking in merit. It further slammed a fine of N128 Million Naira (N8 Million per Applicant) on the already beleaguered Applicants.

BUT CAN A COURT THAT ACTS WITHOUT JURISDICTION IN THE FIRST PLACE NOT VARY ITS OWN JUDGEMENT DELIVERED WITHOUT SUCH JURISDICTION BY WAY OF A REVIEW?

The apex court had observed (on the Plateau Legislators’ case, albeit obiter), while delivering the judgment in the Governor Caleb Mutfwang appeal, that the lower tribunal and Court of Appeal erred as they acted without jurisdiction to have entertained the petitions sacking the lawmakers from the PDP over a matter bothering on internal affairs of their party. Couldn’t this issue of lack of jurisdiction as observed by the apex court have been further explored and subjected to the jurisdiction of the same Court of Appeal that delivered the judgement by way of review? Were the legislators wrong to have asked for a review? Let us have some guidance from earlier decisions of the Appellate courts. In Iteogu v. LPDC (2018) LPELR-43845(SC) 18-26, the Applicant had asked the apex court to revisit its decision concerning him which had been decided by the apex court in 2009. This application for revisitation stemmed from the fact that on the 12th July, 2013 and the 13th May, 2014, respectively, the Supreme Court had held in the cases of Aladejobi v. NBA (2013) 15 NWLR (Pt. 1376) 66, and Rotimi Williams Akintokun v. Legal Practitioners’ Disciplinary Committee that it had no jurisdiction to entertain an appeal directly from the LPDC. The Applicant’s posture in his case was that in those cases, the apex court had held that it lacked the jurisdiction to entertain appeals directly from the LPDC. He had therefore urged that there was the need to revisit his own case and declare that the decision or judgment of the apex court delivered in 2009 pertaining to him was given without vires and so set it aside and have his status restored as a legal practitioner. The apex court, per Justice Mary Ukaego Peter-Odili, JSC, while dismissing the application for review, held at pages 18 -26, inter alia, that aside the exception of the “slip rule”, the Supreme Court may only depart from its earlier decision in subsequent cases and thereby overrule itself. She emphasized that this:
“does not however mean that the previous decisions in those earlier cases differently decided would be given a new lease of life on account of this new development. The reason for this is self-evident as Oputa JSC stated in Adegoke Motors Ltd v Adesanya & Anor. (1989) 5 SCN113: (1989) 3 NWLR (Pt. 109) 250 at 274 thus:”We are final not because we are infallible, rather we are infallible because we are final.” …. In other words, the Supreme Court enjoys the finality of its decisions. Except for clerical mistakes, accidental slips, or omissions, it seldom re-visits its decisions by way of review, variation or setting aside. Once the Supreme Court has entered judgment in a case, that decision is final and will remain so forever. The law may in the future be amended to affect future matters on the same subject, but for cases decided, that is the end of the matter.” (Emphasis supplied)
See also Anyagham v. FBN PLC (2021) LPELR – 55905 (CA); Emezie & Ors v. Linus & Anor (2016) LPELR – 40514 (CA); and Onuh & Anor v. Ogbe (2019) LPELR-48361 (CA).

THE PLATEAU LEGISLATORS’ FIASCO

In the light of the above judgment of the Supreme Court, was there no remedy for those legislators who were wrongly sacked by the Court of Appeal? It is important to note that 22 PDP members in both chambers of the Nation’s and Plateau State Legislature were sacked by the Election Tribunals and the Court of Appeal, a development that left tongues wagging and ruckus generated across Nigeria. The legislators affected included two Senators – Simon Mwadkwon and Napoleon Bali; four members of the House of Representatives – Dachung Bagos, Beni Lar, Isaac Kwalu, and Peter Gyendeng Ibrahim; and 16 members of the Plateau State House of Assembly. They were all in PDP. Their constituents overwhelmingly voted for them. But the tribunal, supported by the Court of Appeal, felt otherwise. They took away the legislators’ victories and donated same on a platter of gold to the APC legislators who were roundedly trounced at the polls. The Plateau State people’s votes were rightly counted but the courts refused to make the votes count. This is what I have termed “Judocracy” in my OZEKPEDIA neologism, “as a genre of government practised only in Nigeria, where Presidents, Governors, Legislators and LG Chairmen are thrown up as having ‘won’ in an election. Their victory is immediately challenged. They get enmeshed in these legal calisthenics for the next 2 to 3 years of their corruption-ridden governance. Then, suddenly, they are conceived, incubated and delivered in the hallowed Chambers and precincts of our law courts, rather than through the ballot box. The will of the people is thereby subsumed in the decision and judgement of courts of law, the non-representatives of the people”. (https://www.youtube.com/watch?v=Yg8ByKVWWj)

SHOULD THIS PLATEAU STATE LEGISLATORS’ DEBACLE HAVE BEEN ALLOWED TO THRIVE UNREMEDIED?

Our case laws are decided based on precedents. Precedent is retrospective and ensures that a given posture is maintained even at the risk that harm may be caused by it.

The apex court in the Mutfwang’s case noted (albeit, by way of obiter), that the Court of Appeal was wrong when it sacked those legislators lawfully elected under the platform of the PDP, as it lacked jurisdiction to do so. However, precedent is saying, “Yes, we admit that there was an error. Nothing can be done about it.” I humbly disagree with this perpetuation of injustice under the thin guise of “my hands are tied”, or “that nothing can be done about it”. Surely, something can be done about it. I agree with Emmanuel Agim, JSC, when he noted in his judgement that, “it is high time the legal profession woke up before it became irrelevant”. This admonition is in tandem with the admonition of venerable Justice Chukwudifu Oputa (JSC), in Adegoke Motors Ltd v. Adesanya & Anor (1989) 3 NWLR (Pt. 109) 250 at 274, 275, to the effect that “When therefore it appears to learned counsel that any decision of this court has been given per incuriam, such counsel should have the boldness and courage to ask that such decision be overruled”. I also find solace in the complimentary and immortal words of Lord Denning in PARKER V. PARKER (1954) 2 All ER 22, where he illuminated thus:
“What is the argument on the other side? Only this, that no case has been found in which it has been done before. That argument does not appeal to me in the least. If we never do anything which has not been done before, we shall never get anywhere. The law will stand still while the rest of the world goes on, and that will be bad for both.”

Afterall, law is but a mere handmaid to deliver justice, which is why “ubi jus ibi remedium” (Bello v. AG Oyo State (1986) 5 NWLR 820). Going by this, I humbly submit that when it comes to the critical issue of the court deciding a case in which it lacked jurisdiction in the first instance, then certainly, such a court has jurisdiction to revisit the said judgement and review it under certain laid down conditions. This is not a blanket or open-ended cheque for exhumation of buried cases. No.

A COURT CAN REVIEW ITS JUDGMENT

Thus, by reason of a long line of decided cases by the Supreme Court itself, a court has the constitutional power to enforce, review or set aside its own judgements under special circumstances as provided for by law. This is not tantamount to the court sitting on appeal over its own judgements. In Stanbic IBTC Bank Plc v. L.G. C. Ltd (2020) 2 NWLR (Pt. 1707), pp. 17-18, paras. D-C, the Supreme Court, per Abba Aji, JSC, held that the court has the power and leeway to set aside its own judgement and rehear a case, inter alia, under the following circumstances:
“…where any of the other parties obtained judgement by fraud or deceit…. When judgement was given without jurisdiction…”.

WHY THE PLATEAU STATE LEGISLATORS’ JUDGEMENT OUGHT TO HAVE BEEN REVIEWED BY THE COURT OF APPEAL

Surely, the judgement in the Plateau Legislators’ matter was dubiously obtained as there was no disobedience to any court order at all as rightly found by the Supreme Court in the sister Mutfwang case. All the cases had emanated from the same facts and circumstances. Secondly, both the Election Tribunal and the Court of Appeal lacked the requisite jurisdiction to have entertained the Legislators’ case the way they did in the first instance.

The reason or rationale behind this position in the above Stanbic IBTC case was graphically painted by Oputa, JSC, in Adegoke Motors Ltd v. Adesanya & Anor (1989) 3 NWLR (Pt. 109) 250 at 274, 275, inter alia, thus:
“We are final not because we are infallible, rather we are infallible because we are final. Justices of this court are human beings, capable of erring. It will certainly be shortsighted arrogance not to accept this obvious truth. It is true that this court can do inestimable good through its wise decisions, similarly, the court can do incalculable harm through its mistakes. When therefore it appears to learned counsel that any decision of this court has been given per incuriam, such counsel should have the boldness and courage to ask that such decision be overruled. This court has the power to overrule itself (and had done so in the past) for it gladly accepts that it is far better to admit an error than to persevere in error.” (Emphasis supplied).
Thus, where a judgment of a court was obtained without jurisdiction; or is tainted with illegality; or was obtained by fraud, the court surely has the vires, constitutional power and jurisdiction to revisit such judgement, even if time had since elapsed. This is because time cannot and does not run against illegality or fraud. A party cannot be allowed to benefit, or continue to benefit from the product of its own illegality and void conduct. This position was emphasized by the Supreme Court in Nwosu v. APP & Ors (2020) 16 NWLR (PT 1749) 28, where it held thus, through many of its justices as follows:

Per Eko, JSC: “No person is allowed to benefit from illegality as illegality confers no right”

Per Peter-Odili, JSC: “It is difficult in the light of the damming facts well pushed in this appeal wherein illegality was enthroned to be surveyed into endorsing of such acts and to allow the perpetrator of such profane acts to derive or profit from his own wrong.”

Per Amina Augie, JSC: “The court cannot close its eyes to it (illegality) and allow itself to be used as a tool to perpetuate illegality, in whatever form or guise”

See also the cases of GTB V. Innoson (Nig.) Ltd (2022) LPELR-56657 (SC); Enterprise Bank Ltd v. Aroso & Ors (2015) LPELR – 24720 (SC); Oladosu & Anor v. Olaojoyetan & Anor (2012) LPELR – 8676 (CA) and Eco Bank v. Teak Naturale Investment Ltd & Ors (2017) LPELR – 42389 (CA).

The Court of Appeal which was approached by the grieving PDP Legislators sure had the power and jurisdiction to have calmly looked at and reviewed its judgements which have since been irretrievably punctured by the Nigerian people and the apex court itself (albeit, obiter). It should have meticulously reviewed its earlier judgements, all of which were delivered without following judicial precedents as laid down by the Supreme Court on the very issues dealt with in those appeals. Law is about justice. Being Siamese twins, one without the other is an orphan. The Plateau Legislators’ cases hallmarked a dangerous precedent where neither the law nor justice was followed or attained. The Court of Appeal ought to have seized the opportunity of the fresh application to correct itself. If for nothing else, at least for the sake of posterity, justice, fairplay, equity and good conscience. I so humbly submit.

(Concluded).

The Oracle

The Oracle: The University As Catalyst for Societal Development (Pt. 6)

Published

5 days ago

January 30, 2026

Eric

By Prof Mike Ozekhome SAN

INTRODUCTION

The last episode of this intervention examined the following core functions of universities as tools for societal development; character formation and value inculcation; research and innovation; economic development; civic engagement and social responsibility; cultural and global influence; social mobility and equity. This week, we shall continue with same theme-focusing on political development; cultural and social transformation. We will thereafter outline the challenges posed to those roles by such factors as underfunding and infrastructural decay and academic brain-drain. Enjoy.

CORE FUNCTIONS OF UNIVERSITIES AS TOOLS FOR SOCIETAL DEVELOPMENT (CONTINUES)

Social Mobility & Equity

One of the most profound contributions of the university to societal development is its role in advancing social mobility and equity. At its best, the university serves as a ladder, a structure through which individuals can ascend beyond the limitations imposed by birth, background, or circumstance. For those born into poverty, marginalization, or restricted opportunity, the gates of a university are not merely doors into lecture halls—they are portals to a transformed life. Education at this level arms the disadvantaged with skills, credentials, and networks that can dramatically alter the trajectory of both their personal fortunes and the fortunes of the communities from which they come.

Empirical evidence substantiates this reality. Research by The Sutton Trust reveals that young people from low-income homes who attend university are four times more likely to achieve upward social mobility than their peers who do not. The study further notes that while elite institutions play a role, even less selective universities are critical engines of social advancement, enrolling large numbers of disadvantaged students who go on to secure higher-paying roles and greater social standing. This shows that the university does not merely reproduce privilege. It has the capacity to disrupt it, provided it remains accessible and responsive to the needs of wider society.

Beyond individual ascent, universities contribute to societal equity by narrowing class-based disparities. They create a relatively level platform where students from diverse backgrounds can compete on the same intellectual field. In this regard, the OECD report Equity in Education: Breaking Down Barriers to Social Mobility emphasizes that when educational systems are designed to promote fairness, students from different socio-economic backgrounds achieve more comparable outcomes in learning, well-being, and professional life.

This is not only a moral good; it is a civic necessity. A society where upward mobility is possible is a society less fractured by resentment, instability, and despair.

In the wider sense, the university’s pursuit of equity strengthens the social fabric itself. Graduates who have risen through the crucible of disadvantage often become symbols of possibility for their communities. Their success challenges fatalistic narratives that consign the poor to perpetual poverty, inspiring others to strive. Furthermore, by producing leaders, innovators, and professionals from diverse backgrounds, universities ensure that the corridors of power, policy, and influence are not monopolized by the privileged few, but reflect the pluralism of the society they serve.

In sum, the university as a catalyst for social mobility and equity is not a theoretical ideal but a demonstrable fact. It provides the opportunity for disadvantaged individuals to rise, contributes to a fairer society, and in doing so, strengthens the moral, economic, and political foundations of a nation. As long as universities remain committed to widening access and supporting success across socio-economic divides, they will continue to be engines not merely of knowledge, but of justice and transformation.

Political Development

One of the most profound contributions of the university to societal development lies in its role as a crucible for political development. A healthy society does not stumble into good governance; it must intentionally raise leaders, nurture public servants, train policy experts, and instill civic consciousness in its citizens. The university is the most natural and potent environment for this training because it combines intellectual discipline with exposure to real societal challenges. Within its walls, young minds are sharpened not only by textbooks but by debates, student politics, and the constant testing of ideas against reality. Thus, the university is not merely a factory of professionals but a nursery of statesmen.

Universities function as training grounds for political leaders, administrators, and policy thinkers who later become the architects of national progress (Time, “It’s Time Africa Had Its Own Harvard.’ Inside a University Training African Leaders to Solve African Problems” https://time.com/5603886/african-leadership-university-mauritius-fred-swaniker/). Institutions such as the African Leadership University (Mauritius) and Senghor University (Egypt) were designed with this vision in mind. The former grooms young Africans to tackle pressing issues like climate change, governance, and entrepreneurship by applying knowledge directly to leadership challenges. The latter, founded in 1990, deliberately trains cadres in public administration, international cooperation, and policy development to equip Africa with leaders capable of addressing its development needs. These examples reveal that universities are more than academic sanctuaries; they are political incubators shaping the competence and vision of future governance.

Equally important, universities act as laboratories of democracy and civic activism. History demonstrates that some of Africa’s greatest liberators and political thinkers first tasted civic responsibility in the university environment. The University of Fort Hare in South Africa stands as a monumental example (Wikipedia, “University of Fort Hare” https://en.wikipedia.org/wiki/University_of_Fort_Hare?utm). It produced Nelson Mandela, Oliver Tambo, Robert Sobukwe, Julius Nyerere, and Robert Mugabe—figures who later became the faces of African liberation and governance Fort Hare was not simply an academic space; it was a political furnace where the ideas of freedom, equality, and justice were hammered into steel. This legacy underscores that the democratic consciousness of nations is often first awakened in their universities.

In contemporary Africa, universities continue to serve as strongholds for human rights, democracy, and civic resilience. The University of the Western Cape has institutionalized this role by hosting the African Universities Hub for Human Rights (AUH). Through summer schools and training programs, it equips human rights defenders and civic actors with strategies to strengthen democracy and resist authoritarian drift.

In sum, the university plays a catalytic role in political development by producing leaders, sharpening public administrators, cultivating policy expertise, and incubating civic consciousness. Societies that neglect this function risk raising generations of technically skilled graduates but politically barren citizens.

Cultural and Social Transformation

Universities are not merely academic institutions; they are crucibles of cultural and social transformation, playing powerful roles in shaping values, identities, and movements that redefine societies. Through their educational and research activities, universities nurture and reinforce social norms. Subjects like sociology, anthropology, and gender studies help students understand societal dynamics; whether appreciating the need for democratic governance or confronting entrenched caste and class structures, thus guiding reflection and change (https://teachers.institute/higher-education-its-context-and-linkages/higher-education-social-stability-change/? > Accessed on 9th September, 2025). Institutions also foster identity formation through community rituals, academic traditions, and public intellectualism. Universities that actively promote diversity and inclusivity further shape institutional culture. For example, the University of Rijeka in Croatia has implemented a Gender Equality Plan (2021–2025) (https://uniri.hr/wp-content/uploads/2024/10/University-of-Rijeka-Gender-Equality-Plan-2021-2025_signature.pdf> Accessed on 9th September, 2025), embedding gender perspectives across its curriculum, institutional policies, and organizational culture. Similarly, Nelson Mandela University in South Africa has made deliberate efforts to normalize female leadership, appointing women to key roles such as Vice-Chancellor, Chancellor, Deputy Vice-Chancellor, and most deanships—demonstrating how universities can lead shifts in cultural expectations and identity norms (https://iol.co.za/news/south-africa/2025-01-14-nelson-mandela-university-leads-gender-transformation-in-academia/> Accessed on 9th September, 2025).

Across the globe, universities have also become battlegrounds and incubators for gender equality and inclusion. Times Higher Education’s 2025 list of top universities advancing the UN SDG 5 (gender equality) includes institutions like Walailak University in Thailand, which actively supports this (https://www.timeshighereducation.com/student/best-universities/top-universities-tackling-gender-equality? > Accessed on 9th September, 2025). Charles Darwin University in Australia shows a different but equally impactful example: it partnered with Our Watch—a national violence prevention organization—to eliminate gender-based violence and promote gender equality across its campuses through curriculum updates, staff training, revised policies, and outreach programs (https://www.couriermail.com.au/subscribe/news/1/?sourceCode=CMWEB_WRE170_a_GPT&dest=https%3A%2%2Fwww.couriermail.com.au%2Fnews%2Fcdu-partners-with-our-watch-to-combat-gender-violence-and-promote-equality-across-campuses%2Fnews-story%2F9d46cdfc400682895c08f1cd11fa01aa&memtype=anonymous&mode=premium&v21=GROUPA-Segment-2-NOSCORE> Accessed on 9th September, 2025). In Africa, Honoris United Universities has played a notable role in promoting gender equity across its campuses and alumni network. Their gender-focused programs, including a virtual bootcamp that engaged 540 women entrepreneurs, and sustained efforts to increase female participation in STEM, demonstrate the power of inclusive education to catalyze socio-economic transformation (https://honoris.net/education-for-impact/community-initiatives/gender-equity-pan-african-initiatives-for-catalyzing-change/ > Accessed on 9th September, 2025).

Universities are also frequently epicenters of protest, resistance, and reform. More recently, European campuses have become rallying grounds for political expression, as seen in widespread protests against the Gaza war in 2024 (https://www.lemonde.fr/en/international/article/2024/05/17/protests-against-gaza-war-take-hold-across-european-campuses_6671727_4.html> Accessed on 9th September, 2025). Indian higher education has produced thought leaders such as Dr. B.R. Ambedkar and Medha Patkar, who used their university experiences as platforms for social justice and environmental activism, demonstrating how campuses can nurture reform-minded leaders committed to equity and democracy (https://teachers.institute/higher-education-its-context-and-linkages/universities-social-change-leadership/google_vignette> Accessed on 8th September, 2025).

Taken together, these examples demonstrate that universities wield profound influence beyond academics. They shape societal values, challenge entrenched norms, and foster identity through scholarship and inclusive culture. They promote social justice and gender equality via proactive institutional policies, outreach, and partnerships. Most importantly, they serve as vibrant spaces for social movements and reform, giving rise to leaders and movements that transform nations.

CHALLENGES HINDERING UNIVERSITIES AS CATALYSTS

Underfunding and Infrastructural Decay
In the grand drama of societal progress, the university ought to be the altar where knowledge is forged, innovation is sparked, and ethical leadership is nurtured. Yet, this noble sacrament is desecrated when the institutions themselves are starved, starved of funds, starved of capacity, starved of dignity. Underfunding is not a mere budgetary gap; it is the severance of the lifeline that binds society’s promise to its tomorrow.

Across Nigeria, the scars of neglect are unmistakable. At the University of Ibadan, once a temple of learning, lecture theatres now bear cracked walls, peeling paint, and leaking roofs; roofs under which the flicker of erudition struggles to glow. Trenchard Hall, symbol of legacy, is now more memorial than monument. Students endure broken seats, dim lighting, erratic power that forces reliance on noisy generators, and water scarcity that sullies hygiene. The libraries (vaults of intellect) are diminished by antiquated facilities and limited spaces. This is no allegory. It is the everyday reality (Independent, “University Of Ibadan: A Legacy Under Threat Of Decaying Infrastructure” https://independent.ng/university-of-ibadan-a-legacy-under-threat-of-decaying-infrastructure/?utm).

Brain Drain of Academics

The university, ideally a crucible of ideas, innovation, and national advancement, is being hallowed out, not by design, but by neglect. The exodus of academics from Nigeria, committed scholars, researchers, lecturers emigrating in search of sustenance and scholarly dignity, is not a mere migration. It is a hemorrhage of the mind and conscience. A man of the world must call this what it is: a betrayal of potential, a systemic failure, and a moral wound.

In Nigeria, the push factors are undeniable: chronically low salaries, delayed allowances, incessant strikes, insecurity, and the corrosion of academic autonomy all conspire to drive brilliant minds abroad. Lecturers earning a mere ₦195,000 monthly (around US $195), while their peers in Niger or Chad earn more, demonstrate the absurd disparity that compels intellectual flight (Dateline, “The Persistent Brain Drain in Nigeria’s University System” https://dateline.ng/the-persistent-brain-drain-in-nigerias-university-system/?utm). The weight of poor compensation, compounded by delayed Earned Academic Allowances (EAA), overwhelm moral appeals; the youth of academia (the most promising) flee when their dignity is denied. (To be continued).

THOUGHT FOR THE WEEK

“Education is the most powerful weapon which you can use to change the world” – Nelson Mandela

The Oracle

The Oracle: The University As a Catalyst for Societal Development (Pt. 5)

Published

2 weeks ago

January 23, 2026

Eric

By Prof Mike Ozekhome SAN

INTRODUCTION

The last instalment of this treatise examined the theoretical frameworks and models linking university education to Societal Developments; Modernization Theory; Social Learning Theory; Dependency Theory and Knowledge Economy Theory. This week’s feature continues same theme with the Tripple-Helix Model. Later, we shall examine The Role of Universities as Tools for Societal Development. Enjoy.

CORE FUNCTIONS OF UNIVERSITIES AS TOOLS FOR SOCIETAL DEVELOPMENT (CONTINUES)

Character Formation and Values

One of the most profound contributions of the university to societal development lies not in laboratories or lecture halls, but in the shaping of character and the cultivation of values. A nation does not collapse because it lacks resources; it collapses because it lacks men and women of integrity to administer those resources. Thus, while universities are often celebrated as centers of intellectual training, their deeper and more enduring mandate is to mold individuals whose lives are governed by honesty, responsibility, discipline, and accountability. A degree may secure a desk, but only character secures trust—and trust is the currency of every lasting institution.

The university, when functioning at its highest ideal, is not merely a dispenser of certificates but a forge of virtue. It is a place where the youthful energy of students is refined into principled citizenship. Within its walls, young men and women are exposed not only to technical skills but also to systems of discipline, codes of conduct, and ethical debates that prepare them to lead with conscience as well as competence. In shaping values such as respect for truth, fidelity to promises, and reverence for justice, the university forms the bedrock upon which any sustainable development must rest. Research confirms that this role is neither abstract nor ornamental. A mixed-method study on Iranian universities found that moral character—encompassing virtues, social responsibility, and ethical learning—significantly influenced both academic performance and civic maturity. The study concluded that fostering moral character within the university environment directly enhances students’ contributions to society.

Similarly, the Jubilee Centre for Character and Virtues at the University of Birmingham emphasizes that higher education must cultivate “holistic character development” as a foundation for societal flourishing. Their Framework for Character Education in Universities stresses that virtues like integrity, resilience, and empathy are not optional add-ons, but essential outcomes of a complete education.

The implication is clear: societies that neglect character education, even while producing skilled professionals, risk raising a generation of clever rogues—men and women who know how to manipulate systems but not how to steward them. Corruption, injustice, and exploitation are rarely the fruits of ignorance; they are the products of unformed character. By contrast, a university that deliberately prioritizes moral formation produces leaders who are trustworthy, citizens who are responsible, and professionals who recognize that true progress is not measured merely in profit, but in justice, dignity, and accountability.

In this sense, the university is a moral compass for the nation. It does not simply transmit knowledge—it transmits values that safeguard the soul of society. And where such values are missing, no amount of technical expertise can prevent decay. Therefore, strengthening universities in their role as cultivators of character is not just an academic necessity; it is a national imperative.
Research and Innovation

The university as aforementioned is a hub for research and innovative discoveries that further mankind in different spheres. Research promotes critical and analytical thinking leading to new knowledge and better understanding of one’s field of study. Further, the significance of research is compounded by the fact that it often leads to innovation which in turn contributes to a growing national economy. The university system in basic and applied researches has made significant contributions to the world/field of science, technology and policy. Student and educators alike, involve themselves in deep research amounting advances in important fields such as the medical field, helping with the formulation of vaccines and medications as well as helping to deepen the understanding and understanding of diseases, bringing us a step closer to formulating cures.
Courses such as robotics have aided in the creation of machines which have helped in the development of the society and nations at large by allowing for ease and speed in certain tasks, even in the creation of Artificial Intelligence which now aids research amongst a number of things in vast fields of study.
The university in providing the intellectual foundation, empirical evidence, and innovative ideas necessary for informed decision-making and progress, allows for innovative thinking amongst humans aiding the development of societies in policy formulation that better the coexistence of nations and societies.
Universities often provide resources and support for both faculty and students to develop entrepreneurial skills and launch new ventures, including spin-off companies. They administer research grants and funding opportunities to support faculty in exploring new research ideas and developing innovative solutions, thereby encouraging innovation and creative thinking.

Economic Development
The university system aids economic development through the creation of job opportunities in its various faculties. It allows for employment of teachers, researchers, even down to construction workers and cleaning services, thereby reducing unemployment rates in societies. The University is usually of hub of commerce and serves as a local economic stimulus through the creation of demand by the students and staff as well the institution itself spending on local goods and services, and by increasing the “supply side” of the economy through the development of human capital (skilled graduates) and innovation (research and technology). These contributions enhance the local workforce, attract new businesses, help existing ones innovate, and generate a multiplier effect from increased local expenditures. They also attract students from other region who will be in need of housing, food and other services encouraging the building of infrastructure.

This directly create the need for the establishment of businesses necessary for the smooth running of the university, such printing businesses, restaurant, demands which are then supplied by the local populace of the location of the university, reducing unemployment in the area and serving as an opportunity for a sustainable source of income for the local populace.
Human capital development is another major way in which universities contribute to economic growth. By educating a skilled and adaptable workforce, universities equip individuals with the knowledge and competencies needed to meet the demands of an evolving labor market. Regions with strong university systems tend to attract employers looking for a well-educated workforce, which can lead to higher wages, increased productivity, and greater economic competitiveness.
Furthermore, universities create an opportunity for regional development. As aforementioned, due to sudden demand in the region due to the establishment of the university, there is attraction talents, influx of entrepreneurs as well as the building of infrastructure, this inevitably urbanizes the region. This urbanization transforms economically depressed regions into vibrant innovation hubs, demonstrating the strategic importance of higher education institutions in shaping regional economies.

1. Civic Engagement and Social Responsibility
Universities affect not only the intellectual prowess of individuals but engages their sense of civic engagement and social responsibility. Being an institution of higher learning it focuses not only on being an incubators for critical thinking, but encourages ethical reasoning as well as social awareness. Through the structured academic programs, extracurricular activities, and community-based initiatives, universities help students understand their role within society and encourage them to become active and responsible citizens.
On one hand, many universities partner with local governments, non-profits, and schools to address pressing community needs. These partnerships often include joint research projects, educational outreach programs, and economic development initiatives. By aligning academic resources with social impact goals, universities demonstrate a model of institutional responsibility that extends beyond campus boundaries, and serve as first hand examples to the students. Universities provide a platform for democratic dialogue and sharing of ideas, through events, publications, or reports to policy makers.

Through the encouragement of unions for students, the university allows for a civic, social and political consciousness. The conduction of electoral campaigns, elections as well as other student union affairs such as altruistic activities, the university helps to fight civic apathy and awakens the sense of responsibilities of individuals.

The universities being such a diverse community exposes individual to an innumerable number of cultural backgrounds and ideologies, and nurture a broader worldview in the minds of individuals as well as cultivates tolerance and empathy. This is a necessary attribute for the creation of a society of responsible citizens. The diversity forces individual to confront their biases and see things from different viewpoints and broaden their knowledge of issues and concepts. It allows for the learning of peaceful exchange alternatives ideas, laying the groundwork for more inclusive and equitable civic participation.

Universities significantly influence civic engagement and social responsibility by shaping students’ values, knowledge, and actions. Through academic programs, community partnerships, and diverse campus experiences, they prepare individuals to participate meaningfully in public life.

2. Cultural and Global Influence
Modern universities are a power force for cultural sharpening as well as preservation and exerting global influence. Universities contribute significantly to how societies develop, preserve, and share their cultural identities. The presence of students from diverse cultural backgrounds enriches campus environments, it allows for cross-cultural dialogue and provides the opportunity for deepened understanding of diverse cultural experiences among domestic students and communities. Universities often engage with the local community, serving as important partners in regional growth and cultural activities.

Culturally, universities serve as custodians and creators of knowledge, history, art, and language. They preserve cultural heritage through research, archives, museums, and literature while simultaneously pushing cultural boundaries through new forms of artistic and academic expression. Faculties of humanities, fine arts, and social sciences explore cultural practices, critique societal norms, and inspire reflection and change. Through lectures, exhibitions, performances, and publications, universities influence public discourse and help shape national and international cultural narratives.

Universities are key contributors to cultural vitality and global influence. They promote cultural preservation and innovation, foster international understanding, and serve as bridges between nations and peoples. As the world faces increasingly complex and interconnected challenges, the cultural and global role of universities becomes not just beneficial but essential for a more cooperative and enlightened future.

3. Social Mobility & Equity
One of the most profound contributions of the university to societal development is its role in advancing social mobility and equity. At its best, the university serves as a ladder, a structure through which individuals can ascend beyond the limitations imposed by birth, background, or circumstance. For those born into poverty, marginalization, or restricted opportunity, the gates of a university are not merely doors into lecture halls—they are portals to a transformed life. Education at this level arms the disadvantaged with skills, credentials, and networks that can dramatically alter the trajectory of both their personal fortunes and the fortunes of the communities from which they come.

This is not only a moral good; it is a civic necessity. A society where upward mobility is possible is a society less fractured by resentment, instability, and despair.

The Oracle

The Oracle: The University As a Catalyst for Societal Development (Pt. 5)

Published

3 weeks ago

January 16, 2026

Eric

By Prof Mike Ozekhome SAN

INTRODUCTION

CORE FUNCTIONS OF UNIVERSITIES AS TOOLS FOR SOCIETAL DEVELOPMENT (CONTINUES)

Character Formation and Values

Research and Innovation

Further, the significance of research is compounded by the fact that it often leads to innovation which in turn contributes to a growing national economy. The university system in basic and applied researches has made significant contributions to the world/field of science, technology and policy. Student and educators alike, involve themselves in deep research amounting advances in important fields such as the medical field, helping with the formulation of vaccines and medications as well as helping to deepen the understanding and understanding of diseases, bringing us a step closer to formulating cures.

Courses such as robotics have aided in the creation of machines which have helped in the development of the society and nations at large by allowing for ease and speed in certain tasks, even in the creation of Artificial Intelligence which now aids research amongst a number of things in vast fields of study.

The university in providing the intellectual foundation, empirical evidence, and innovative ideas necessary for informed decision-making and progress, allows for innovative thinking amongst humans aiding the development of societies in policy formulation that better the coexistence of nations and societies.
Universities often provide resources and support for both faculty and students to develop entrepreneurial skills and launch new ventures, including spin-off companies. They administer research grants and funding opportunities to support faculty in exploring new research ideas and developing innovative solutions, thereby encouraging innovation and creative thinking.

This is not only a moral good; it is a civic necessity. A society where upward mobility is possible is a society less fractured by resentment, instability, and despair.