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Stakeholders differ on take-home assignments to pupils, students

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5 years ago

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Stakeholders differ on take-home assignments to pupils, students

Stakeholders differ on take-home assignments to pupils, students

Stakeholders in the education sector have expressed divergent views on the take-home assignments given to pupils and students by teachers, especially in private owned educational institutions.

The stakeholders from the South East Zone, who spoke to journalists in separate interviews, however, maintained different opinions on the issue.

READ ALSO: N10 Billion Debt: FCTA Seals Federal Ministry Of Works, Others

While some schools of thought condemned the action of the teachers, another school of thought believed that the exercise would help the school children to appreciate home studies.

Some stakeholders, who opposed take-home assignments, maintained that engaging pupils and students in academic activities at home would deprive the pleasure of resting after school activities.

Those in favour of homework, however, opined that the measure would complement their classroom work and keep them off from ‘gallivanting’ and indulging in unproductive activities.

Mrs Agnes Umeh, a retired civil servant, who opposed take-home assignments to school children, said that it was a strategy devised by teachers to shun their responsibilities.

According to her, take-home assignments given to children were topics expected to be taught to them which the teachers usually evade.

“Some parents end up helping their children to solve the assignments and in most cases, some uneducated parents and guardians end up misleading their children on the homework.

“These children at times come back home from school with five or more assignments on different subjects to be done and submitted the following school day.

“The action affects children’s social development because the time they will use to engage in other non-academic after-school activities is invested in solving homework leaving them no time to play at home.

“Again, most of the teachers engaged by most private school owners are not trained in education and lack requisite professional skills needed for effective teaching,” Umeh said.

Another respondent, Mr Francis Okah, blamed incessant take-home assignments on a lack of supervision by appropriate education authorities.

He called for collaboration and effective synergy between government and private school owners to enhance proper monitoring and supervision in schools.

“Many schools especially those owned by private individuals do not have needed resources to employ qualified teachers, hence they resort to engaging quacks who indulge in unwholesome teaching methodology.

“Little home assignments help to keep the children to their toes but because most of the teachers lack teaching skills, they over-burden the children with a lot of take-home assignments,” Okah said.

Meanwhile, Mrs Blessing Ibiam, a teacher in one of the public schools in Abakaliki, opined that take-home assignments enabled pupils and students to develop a spirit of industry and hard work that would help them in life.

She added that the take-home assignments to children helped parents and guardians get involved in their children’s learning process as well as reduced the hours they would use watching television and engaging in other unproductive frivolities.

“Take-home assignments are a necessary academic exercise needed to keep school children busy at home and limit the time they will use to indulge in playing around in the house.

“Teachers give homework to their pupils and students to assist them to develop the habit of studying to excel in their academic pursuits not to punish them or shy away from duty.

“The initiative also helps parents understand their intellectual capacity as well as bond well with them in the teaching and learning process.

“Take-home assignments are an aspect of the school curricular which enable children to privately engage in after school academic work at home,” Ibiam said.

Mr Stephen Anya argued that the era of digital satellite televisions and internet browsing had ushered in distractions and the only way to keep children away from overindulgence in watching television and surfing the internet was to engage them in academic exercise at home.

“We leave on the internet and 24 hours digital satellite television service age which can keep the children glued to the television screen and their mobile phones watching series and browsing the internet.

“The homework they bring back from school becomes the antidote needed to keep them a bit of television and browsing the internet on their mobile devices,” Anya said.

In Abia, some residents of the state also expressed mixed reactions over the practice in some schools, where teachers give pupils difficult take-home assignments.

While some blamed the trend on the engagement of unqualified teachers by proprietors of private schools, others attributed it to the unhealthy rivalry among private schools.

According to them, most private schools use curricula without the corresponding human and material resources to meet the expectations of the curriculum.

A caterer, Mrs Salome Njoku, said the Ministry of Education should ensure strict monitoring of private schools so that teachers would be made to develop lesson notes and plans for every topic.

“This is an effective way to help the teacher to have a good grasp of the subject or topic to be taught in class.

“I am aware that this is one of the strategies being adopted by public schools,” Njoku said.

A housewife, Mrs Mary Frank, said that most private school proprietors in a bid to present their schools as the best, offer subjects that their teachers did not have the capacity to teach effectively.

Frank charged the government to strengthen the implementation of policies to ensure that private schools stopped sacrificing the educational training of the pupils on the altar of competing for recognition.

A civil servant, Mrs Chidinma Ugochukwu, described the practice where teachers give take-home assignments they could not solve to pupils as worrisome.

Ugochukwu urged teachers to give take-home assignments based on the lessons properly taught in class, saying that the measure would help the child solve the assignments with little or no assistance.

A businesswoman, Mrs Nma Ezechukwu, narrated her experience where her daughter’s teacher would mark all the answers to the questions in the take-home assignments right, including the ones that were incorrect.

Ezechukwu said that the issue of transferring responsibilities to parents through take-home assignments was prevalent among teachers from private schools that did not have the resources to engage the services of qualified teachers.

She said that she considered the giving of difficult take-home assignments by teachers as a strategy employed by the schools to create an impression that they were using the best curriculum.

Ezechukwu said that teachers in public schools were qualified and experienced, adding that they have the capacity, which helped them to live up to their responsibilities.

She said that it was unfortunate that the same could not be said for teachers in most private schools.

However, a public affairs analyst, Mr Imeremba Imeremba, holds a different view.

Imeremba said it was necessary for parents to view teachers as their partners in the business of training their children and not to consider take-home assignments as a ploy by teachers to transfer their responsibilities to them.

“Teachers have the obligation to give assignments on each topic, while parents are expected to guide their wards to do the homework but not doing it themselves.

“Most parents do not even involve their children in doing the take-home assignments.

“Some even delegate their maids or siblings living with them to always do the children’s assignments for them, which is very wrong.

A cross-section of teachers in Owerri, the Imo capital, are of the opinion that students’ take-home assignments are a major part of the academic curriculum.

A teacher and school proprietress at Tendertouch International Academy, Emekuku in Owerri, Mrs Nnenna Ugochukwu, described take-home assignments as a ‘major part of the academic curriculum which must not be taken for granted.’

Ugochukwu, who insisted that take-home assignments helped students and pupils to remain mentally alert and focused, added that the school curriculum must not be selectively followed.

“When you look at the curriculum, you notice that there is room for take-home assignments, and we cannot afford to choose what we like out of the curriculum. Everything contained therein should be followed,” she said.

Also speaking, a retired school principal of Living Foundation Nursery and Primary School, Owerri, Mrs Betty Uwaoma, said a child’s academic upbringing was a collective responsibility of both parents and teachers.

She said that while teachers fulfil their own part of the obligation in school, parents do likewise at home “in line with the provisions of the academic curriculum”.

Also, Mr Emmanuel Okereke, a secondary school teacher, said take-home assignments tested the resolve of parents and their level of commitment to the academic welfare of their children.

He advised parents to always ensure that their children did their take-home assignments which he said, could form part of the continuous assessment.

Mr Anthony Dike, a parent, however, said that take-home assignments offered parents an opportunity to communicate with their children, ascertain their challenges, and properly bond with them.

He argued that while some parents might not have time off work to stay with their children, the opportunity presented itself when they returned home with take-home assignments.

Also, another teacher, Mrs Amaka Chigozie said that teachers were not abandoning their responsibilities by giving out take-home assignments.

According to her, the assignments are a part of the curriculum, not an abandonment of responsibility.

Mrs Christiana Uba, who has taught for 28 years, said that take-home assignments made parents worthy stakeholders in the business of education as according to her, it gave them a sense of belonging.

She added that to keep children focused, some parents have hired private lesson teachers to keep them busy hence, the need for take-home assignments, which served the same function and are without any extra cost to parents.

Mr Jovita Arazu, Anambra President of the All Nigeria Confederation of Principals of Secondary Schools (ANCOPSS) said that teachers gave assignments to their students as part of academic exercise and not to the parents.

Arazu said that students were expected to do their assignments at home independently as proof of their understanding of what had been taught them in school.

“This is an aspect of teaching skill demonstrated by teachers to avail parents the chance to assess the academic performance of their children and give feedback to teachers.

Arazu, who is also the Principal of Igwebuike Secondary School in Awka South Local Government Area of Anambra, said that nothing was wrong in giving assignments to students but everything was wrong when parents chose to do the assignment for their children.

Dr  Rose Mbachi, a school proprietress said that teachers could not handle teaching alone as parents should be part of the process.

“The worry today is that the modern-day parents do not want to take responsibility,” Mbachi said.

A retired teacher, Ms Nypha Ndigwe, said that the government needed to build teachers’ training schools and increase teachers’ salaries and other welfare packages to build their capacity.

She said that a qualified teacher could not transfer her responsibility to the parents of her student because she knew the consequences.

Ndigwe suggested that government should employ more teachers in government schools, “if not, by 2023, majority of the schools would have no trained teachers but only left with Parent Teachers Association teachers who were paid minimum salaries of N25,000.

She said that to checkmate the transfer of duties the government should extend the year of retirement and service of teachers so as to have a long time to teach the students and mentor younger teachers.

Ndigwe said that appointments in the education sector should be given to well-trained teachers both those in service and retired for efficient service.

She said also said that government should call back some retirees to coach the untrained teachers that were in the field.

“Teaching should be attractive to attract the male folds into the system who will instil discipline into the young students to become responsible youths when they pass out.,” she said.

Miss Mmesoma Chiadikoabi, a student said that take-home assignments brought out the creativity in students and allowed them to acquire more knowledge on their own terms.

Chiadikaobi however, said that too much of a take-home assignment was not advisable because the students also needed some time for themselves.

However, some parents in Enugu State said that most primary and secondary schools were in the habit of giving their pupils and students too much homework which took away the time that could be spent on physical activities.

An Educationist in Enugu, Mrs Jacintha Nweke said her worry with take-home assignments was the number given to a child in a day.

Nweke, a retired teacher from Comprehensive Secondary School, Amechi, Enugu, said that it should be looked into by education authorities.

Mrs Helen Onyeje, a resident at Uwani, said it was unhealthy for a child to continue writing throughout the day without having a rest or getting involved in other activities outside academic work.

“Classroom time is important, playground time is also important. If children are given too much homework, they will not have enough playtime, which can impact their social development and learning.

A father of two, Mr  Emeka Agu, said that children usually sit long hours in their classrooms and give too much homework often extending hours spent in school.

According to Agu, such long hours spent in school and during their homework period at home could lead to sedentary lifestyles which could be dangerous to health because it takes away the time for other social activities. 

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Education

Global Partnerships, Local Impact: Nile University of Nigeria Transforming Medical Education

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2 weeks ago

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October 21, 2026

By

Professor Dilli Dogo, Vice Chancellor Nile University of Nigeria


Global Partnerships, Local Impact: Nile University of Nigeria Transforming Medical Education

By: Dr. James Bwala

The quality of a nation’s healthcare system depends largely on the quality of its medical education. Well-trained doctors are better prepared to diagnose illnesses accurately, provide effective treatment, respond to emergencies, and protect the dignity of their profession. For this reason, universities that train medical professionals carry a serious responsibility. They must provide not only theoretical knowledge but also practical skills, modern equipment, ethical instruction, and opportunities for international collaboration. In this regard, Nile University of Nigeria is emerging as an important institution in the development of medical education in Nigeria and across Africa.

This progress was highlighted on Wednesday, 21 October 2026, when the Vice Chancellor, Professor Dilli Dogo, announced that 126 universities across the world are in partnership with Nile University of Nigeria. He made the disclosure during the fifth attestation ceremony of the MBBS class of 2025/2026. The ceremony, which featured the attestation of 75 medical graduates, provided an opportunity to celebrate the achievements of the institution and to examine its contribution to the future of healthcare. The university’s growing network of international partnerships, investment in modern facilities, and emphasis on professional ethics demonstrate that Nile University is well positioned to become a leading center for medical training.

The partnership between Nile University and 126 universities around the world is particularly significant. In the modern academic environment, universities cannot operate successfully in isolation. Medicine is constantly changing as new diseases emerge, new technologies are developed, and new methods of diagnosis and treatment become available. International partnerships enable institutions to exchange knowledge, share research findings, improve teaching methods, and expose students and staff to global best practices.

READ ALSO: https://newsng.ng/professor-ahmed-ahidjo-a-new-medical-elder-rises-at-nile-university/

Such partnerships can also create opportunities for student exchanges, joint research projects, academic conferences, clinical training, and professional development. Medical students who interact with international institutions are more likely to understand healthcare beyond the Nigerian context. They can learn how other countries organize hospitals, respond to public health emergencies, use digital technology, and address medical challenges. This wider exposure can help them become more adaptable and innovative professionals.

For Nigeria, these global connections are especially valuable. The country faces several healthcare challenges, including shortages of medical personnel, inadequate facilities in some areas, unequal access to healthcare, infectious diseases, maternal and child mortality, and the increasing burden of non-communicable diseases. Training doctors through a globally connected institution can help produce professionals who are prepared to confront these issues with modern knowledge and practical confidence.

Professor Dilli Dogo attributed the university’s progress to modern equipment and the quality of its academic and professional staff. These two elements are central to effective medical education. A medical student cannot become fully competent by studying textbooks alone. Medicine is a practical discipline that requires direct experience with diagnostic equipment, laboratory procedures, surgical instruments, simulation technologies, and real clinical situations.

READ ALSO: https://newsng.ng/professor-ahmed-ahidjo-a-new-medical-elder-rises-at-nile-university/

Modern equipment allows students to learn under conditions that resemble the environments in which they will eventually work. It helps them understand how to conduct tests, interpret results, identify diseases, and choose appropriate treatments. It also reduces the gap between classroom instruction and hospital practice. When graduates are familiar with current technology, they can begin professional service with greater confidence and efficiency.

However, equipment by itself does not guarantee quality education. It must be used under the guidance of competent and committed teachers. Experienced lecturers, clinicians, laboratory scientists, and other healthcare professionals play a vital role in shaping students’ knowledge and character. They do more than explain medical concepts. They teach students how to think critically, communicate with patients, work in teams, make responsible decisions, and remain calm under pressure.

The combination of modern facilities and quality staff therefore gives Nile University an important advantage. It enables students to acquire both academic knowledge and practical competence. It also supports the university’s claim that it is producing doctors who are ready to meet the challenges of contemporary healthcare. In a profession where mistakes can affect human lives, graduates must be trained to apply their knowledge carefully, accurately, and compassionately.

READ ALSO: https://newsng.ng/professor-ahmed-ahidjo-a-new-medical-elder-rises-at-nile-university/

Professor Dogo’s account of the university’s development also shows the value of leadership and institutional commitment. He recalled that when he assumed leadership, he had fifty million naira to begin the process of transforming the institution. He compared the task to raising a toddler, suggesting that the university was at an early and demanding stage of development. According to him, the effort has now produced significant results, as Nile University has become a major institution for medical training.

This transformation is important because strong institutions are not built overnight. They require vision, financial investment, careful planning, qualified personnel, consistent evaluation, and a willingness to improve. The progress described by the vice chancellor indicates that institutional growth can occur when leaders remain focused on long-term goals. It also demonstrates that investment in education, particularly medical education, can produce benefits that extend far beyond the university itself.

A university that trains competent doctors contributes directly to national development. Healthy citizens are more productive, children are more likely to attend school, families face fewer financial burdens caused by medical emergencies, and communities become more resilient. By producing doctors with strong clinical skills, Nile University is not merely serving its students. It is contributing to the strengthening of Nigeria’s healthcare system.

READ ALSO: https://newsng.ng/professor-ahmed-ahidjo-a-new-medical-elder-rises-at-nile-university/

The vice chancellor further stated that the university now ranks among the best institutions for medical training, not only in Nigeria but across Africa. This assertion should be understood in the context of the standards required for medical education. Excellence in medicine involves much more than graduating students. It includes the ability of graduates to diagnose accurately, treat safely, communicate effectively, observe professional ethics, conduct research, and respond to the health needs of diverse populations.

The reported 98 percent employment prospects of the university’s graduates are also significant. Employment opportunities are an important measure of the relevance of an academic program. When graduates are able to secure professional positions, it suggests that employers recognize the quality of their training and that the program responds to the needs of the healthcare sector. It also gives students and parents confidence that the years and resources invested in medical education can lead to meaningful careers.

Nevertheless, employment statistics should be connected to professional responsibility. A doctor’s success cannot be measured only by obtaining a job. The true test lies in the ability to serve patients competently, protect human life, continue learning, and act with integrity. Medical knowledge changes rapidly, so doctors must remain committed to lifelong learning. They must update their skills, follow evidence-based practices, and be willing to improve whenever new information becomes available. This professor, Dilli Dogo, stressed. 

READ ALSO: https://newsng.ng/professor-ahmed-ahidjo-a-new-medical-elder-rises-at-nile-university/

The presentation of startup tools to the 75 graduates was another important aspect of the attestation ceremony. By providing these tools, the university demonstrated that it wants its graduates to begin their professional journeys with practical resources. Medical instruments are essential for diagnosis, examination, and patient care. Although tools alone cannot replace knowledge and experience, they can improve readiness and support the transition from university training to professional service.

Professor Dogo’s statement that parents can begin to confirm the ability of their children to diagnose and treat patients from the first day was a strong expression of confidence in the graduates. It reflected the belief that the students had received sufficient preparation to begin contributing to healthcare. At the same time, such confidence must be accompanied by humility and professional caution. Newly qualified doctors must recognize the limits of their knowledge and seek guidance whenever a case exceeds their experience.

Diagnosis and treatment are serious responsibilities. They require careful history-taking, physical examination, appropriate investigations, sound clinical judgment, and clear communication. Doctors must avoid careless assumptions and must not allow pressure, fatigue, or personal interests to compromise patient safety. They must also respect confidentiality and treat every patient fairly, regardless of social status, religion, gender, ethnicity, or financial capacity. This is the vice chancellor’s warning. 

READ ALSO: https://newsng.ng/professor-ahmed-ahidjo-a-new-medical-elder-rises-at-nile-university/

The vice chancellor’s final admonition to the inductees was therefore especially important. He urged them to live by their training and uphold the ethics of serving lives. Medical ethics is the foundation of trustworthy healthcare. It requires doctors to place the welfare of patients at the center of their professional conduct. It includes respect for autonomy, informed consent, confidentiality, honesty, fairness, compassion, and the commitment to do no harm.

A doctor may possess advanced technical skills, but without ethics, those skills can be misused. Patients often meet doctors during moments of fear, pain, and uncertainty. They depend on medical professionals not only for treatment but also for reassurance, guidance, and respect. A doctor who listens carefully, explains options honestly, and treats patients with dignity can make a significant difference, even when a cure is not possible.

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The graduates of Nile University must therefore understand that their attestation ceremony is not the end of their education. It is the beginning of a lifelong obligation. They are entering a profession in which every decision can affect an individual, a family, or an entire community. Their conduct will reflect not only on themselves but also on their university and on the Nigerian medical profession.

READ ALSO: https://newsng.ng/professor-ahmed-ahidjo-a-new-medical-elder-rises-at-nile-university/

Nile University’s achievements also place a responsibility on the institution to maintain and improve its standards. Partnerships with international universities must lead to measurable benefits, including stronger research, improved clinical training, better faculty development, and greater opportunities for students. Claims of excellence must be supported by continuous assessment, transparent standards, accreditation, and evidence of positive outcomes. The university should also ensure that its graduates are prepared to serve both urban and rural communities, where medical needs are often greatest.

* James Bwala, PhD, writes from Abuja.

Global Partnerships, Local Impact: Nile University of Nigeria Transforming Medical Education

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Professor Ahmed Ahidjo: A New Medical Elder Rises at Nile University

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2 weeks ago

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October 21, 2026

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Professor Ahmed Ahidjo: A New Medical Elder Rises at Nile University


Professor Ahmed Ahidjo: A New Medical Elder Rises at Nile University

By: Dr. James Bwala

The medical profession is built not only on scientific knowledge, technical skill, and clinical experience, but also on mentorship, leadership, service, and the willingness to inspire future generations. It is against this background that Professor Ahmed Ahidjo’s recognition as a medical elder by Nile University of Nigeria is both appropriate and significant. His career reflects the highest ideals of medical practice and academic excellence. As a former chief medical director of the University of Maiduguri Teaching Hospital, the first professor of interventional radiology, and a distinguished teacher and mentor, Professor Ahidjo represents the kind of medical leader whose contributions deserve national recognition.

His presence as guest speaker at the 5th Attestation Ceremony of the 75 MBBS Class of 2025/2026 gave the occasion a deeper meaning. The ceremony was not merely a formal event marking the professional transition of medical students. It was also an opportunity for the students to encounter a model of what their careers could become if they combined discipline, knowledge, leadership, and compassion. By conferring on him the title of Medical Elder, Nile University acknowledged not only Professor Ahidjo’s past achievements but also his continuing relevance to the future of medicine in Nigeria.

Professor Ahidjo’s professional record is compelling. During his tenure as Chief Medical Director of the University of Maiduguri Teaching Hospital, he led a remarkable expansion of the institution from approximately 600 beds to more than 1,600 beds. This achievement was not simply a matter of increasing physical capacity. It represented an expansion of access to healthcare, an improvement in institutional ambition, and a demonstration of what purposeful leadership can achieve even in a challenging healthcare environment.

READ ALSO: https://newsng.ng/2027-no-sacred-cows-atikus-record-must-face-scrutiny/

A hospital’s development requires more than administrative authority. It demands strategic planning, effective resource management, staff motivation, infrastructure development, and a clear understanding of the needs of the surrounding population. Expanding a teaching hospital to such a scale requires the ability to coordinate medical personnel, administrators, government institutions, academic bodies, and patients. Professor Ahidjo’s achievement therefore illustrates a rare combination of clinical knowledge and institutional leadership.

The growth of the University of Maiduguri Teaching Hospital under his leadership also highlights the importance of strong public medical institutions. Teaching hospitals are not only treatment centers; they are also places of learning, research, professional training, and innovation. Their strength determines the quality of doctors, nurses, radiographers, pharmacists, and other health professionals produced for the country. By strengthening the hospital’s capacity, Professor Ahidjo contributed not only to the immediate needs of patients but also to the education and training of future healthcare professionals.

His achievements have earned him numerous honors, reflecting the respect of his colleagues, students, institutions, and the wider medical community. However, the most meaningful aspect of these honors is what they represent: years of dedication to medicine, education, leadership, and public service. Recognition is important when it brings attention to a life that has made a difference in the lives of others. In Professor Ahidjo’s case, his honors are evidence of sustained contribution rather than isolated success.

READ ALSO: https://newsng.ng/2027-no-sacred-cows-atikus-record-must-face-scrutiny/

His recognition at Nile University was particularly fitting because the university is committed to producing competent and socially responsible professionals. Medical education must go beyond memorising facts or passing examinations. It must prepare students to address complex health problems, communicate effectively with patients, adapt to technological change, and serve society with integrity. The presence of an accomplished physician such as Professor Ahidjo reinforced this broader purpose of medical education.

During his address, Professor Ahidjo commended the vice chancellor of Nile University of Nigeria, Professor Dilli Dogo, for the mentorship he provided while they were students at the medical college of the University of Maiduguri. This aspect of the speech held particular significance, as it illustrated that professional success seldom occurs in isolation. Behind many accomplished physicians are teachers who provided guidance, encouragement, discipline, and intellectual direction.

Mentorship is one of the most powerful traditions in medicine. Medical students require more than textbooks and lectures. They need experienced professionals who can help them understand the responsibilities of the profession and guide them through its difficulties. A mentor helps students develop confidence without arrogance, ambition without selfishness, and technical competence without losing compassion. Professor Dogo’s influence on Professor Ahidjo and his colleagues shows how one generation of medical educators can shape the next.

READ ALSO: https://newsng.ng/2027-no-sacred-cows-atikus-record-must-face-scrutiny/

By publicly acknowledging Professor Dogo’s mentorship, Professor Ahidjo also offered an important lesson to the graduating students. They should not regard their education as the result of their efforts alone. Their progress has been supported by lecturers, clinical supervisors, parents, colleagues, administrators, and the wider society. Gratitude, humility, and a willingness to support others are essential qualities in medical professionals.

Professor Ahidjo’s lecture also addressed an area that is often misunderstood: the distinction between radiology and radiography. Although the terms are closely related, they refer to different areas of professional practice. Radiography generally involves the use of imaging equipment to produce diagnostic images, including X-rays, computed tomography scans, and other forms of medical imaging. Radiographers are trained to operate imaging equipment, position patients appropriately, ensure image quality, and maintain radiation safety.

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Radiology, on the other hand, is a medical specialty concerned with interpreting medical images and using imaging techniques to diagnose and sometimes treat diseases. Radiologists are medical doctors who undergo specialized training in the interpretation of images and, in some cases, in performing image-guided procedures. Clarifying this distinction is important because misunderstandings about professional roles can affect public perception, teamwork, and the quality of healthcare delivery.

READ ALSO: https://newsng.ng/2027-no-sacred-cows-atikus-record-must-face-scrutiny/

Modern medicine depends heavily on collaboration among different professionals. Radiologists, radiographers, nurses, surgeons, physicians, laboratory scientists, and other specialists must work together to provide accurate diagnosis and effective treatment. When each professional role is properly understood and respected, the healthcare system becomes more efficient. Professor Ahidjo’s explanation therefore went beyond technical definitions; it promoted a clearer understanding of how different professionals contribute to patient care.

A particularly significant part of his presentation was his discussion of interventional radiology. As the first professor of interventional radiology, Professor Ahidjo is exceptionally qualified to explain the importance of this specialized field. Interventional radiology involves the use of medical imaging to guide minimally invasive procedures for diagnosing and treating diseases. Instead of relying solely on open surgery, specialists can often reach affected parts of the body through small punctures, catheters, needles, or other instruments.

His comparison of interventional radiology to plumbing work offered a simple and effective way of explaining the specialty. Just as a plumber clears a blockage in a pipe without replacing the entire system, an interventional radiologist can treat a blockage in an artery without performing extensive surgery. Through imaging guidance, the physician can identify the problem, navigate to the affected area, and restore blood flow or deliver treatment with minimal disruption to the patient’s body.

READ ALSO: https://newsng.ng/2027-no-sacred-cows-atikus-record-must-face-scrutiny/

This approach can reduce pain, shorten hospital stays, lower the risk of complications, and allow patients to recover more quickly. Procedures that once required major operations may now be performed through minimally invasive techniques. These advances are especially important in cardiovascular care, cancer treatment, stroke management, vascular disease, and several other medical conditions.

The development of interventional radiology demonstrates how medical practice continues to evolve through the combination of science, technology, and clinical expertise. It also shows why medical education must remain dynamic. Future doctors cannot depend only on traditional methods of diagnosis and treatment. They must understand emerging technologies and be prepared to collaborate across disciplines. Institutions such as Nile University have an important responsibility to expose students to these developments and encourage them to participate in research and innovation.

Professor Ahidjo’s presentation was persuasive because it connected advanced medicine with simple explanations that students and members of the audience could understand. A medical expert’s ability to communicate complex ideas clearly is as important as technical knowledge itself. Doctors must explain diagnoses, treatment options, risks, and procedures to patients who may have little medical background. Clear communication promotes trust, improves compliance, and helps patients make informed decisions.

READ ALSO: https://newsng.ng/2027-no-sacred-cows-atikus-record-must-face-scrutiny/

The conferment of the title Medical Elder on Professor Ahmed Ahidjo should therefore be understood as more than a ceremonial honor. It is a recognition of a life dedicated to strengthening medicine in Nigeria. It celebrates his contributions as a physician, professor, administrator, mentor, and pioneer of interventional radiology. It also places upon him the symbolic responsibility of continuing to guide and inspire younger professionals.

At the same time, the honor reflects well on Nile University of Nigeria and its leadership under Professor Dilli Dogo. Universities should recognize individuals whose work advances their academic and professional communities. By honouring Professor Ahidjo, the institution has affirmed the value of experience, service, innovation, and mentorship. It has also sent a message to its medical students that professional success should be measured not only by personal achievement but also by the positive impact one makes on patients, institutions, and society.

The MBBS Class of 2025/2026 is fortunate to have received its professional inspiration from such a distinguished figure. Their attestation marks the beginning of a demanding journey. They will face difficult decisions, long hours, emotional pressure, and the constant need to update their knowledge. Yet Professor Ahidjo’s career demonstrates that challenges can be transformed into opportunities for service and institutional growth.

READ ALSO: https://newsng.ng/2027-no-sacred-cows-atikus-record-must-face-scrutiny/

As these new set doctors progress in their careers, they should remember the central lessons of the occasion: leadership must be accompanied by service; knowledge must be joined with humility; innovation must respond to human needs; and success becomes more meaningful when it is used to lift others. They should also appreciate the value of mentorship and, in time, become mentors to those who follow them.

Professor Ahmed Ahidjo is deserving of his place as a new medical elder at Nile University of Nigeria. His record of transforming the University of Maiduguri Teaching Hospital, his pioneering contribution to interventional radiology, his academic achievements, and his commitment to mentorship all establish him as an exceptional medical leader. 

* James Bwala, PhD, writes from Abuja.

Professor Ahmed Ahidjo: A New Medical Elder Rises at Nile University

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Education

A Time To Read, Reflect, and Learn

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3 months ago

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August 10, 2026

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A Time To Read, Reflect, and Learn

By: Our Reporter

As predicted by many, during his two-week leave, Vice President Kashim Shettima, by custom, takes time for study and reflection.

Leadership is sustained by the willingness to keep learning. Sometimes, stepping away from the daily rush creates the space to examine ideas more carefully and return to responsibility with greater clarity.

For the Vice President, the period is also an opportunity to deepen the knowledge required for continued service to Nigeria.

Learning does not end when responsibility begins. In many ways, greater responsibility makes learning even more necessary.

A Time To Read, Reflect, and Learn

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