PROF. Joyce Ogwezi is a seasoned academic and communication expert whose journey in education spans several decades. From teaching primary school students to shaping the minds of university scholars, her dedication to empowering young people has remained unwavering.
Now a professor at Dennis Osadebay University (DOU), Asaba, she reflects on her life’s work in development communication, social change, and the importance of nurturing not just job seekers, but job creators.
In this conversation with Rita Oyiboka, Prof. Ogwezi opens up about her journey, her vision for education, and the values that continue to guide her work.
Could you introduce yourself, please?
I am Prof. Joyce Ogwezi, a professor of Development Communication and Social Behavioural Change Communication Management. Currently, I lecture at Dennis Osadebay University, Asaba, where I’ve been teaching for the past two years. Before this, I spent over 30 years at Delta State University (DELSU), Abraka, serving as the pioneer Head of the Department of Mass Communication. When Dennis Osadebay University was established in 2022, I made the transition to continue my work in shaping the next generation of communicators.
I am originally from Ethiope East Local Government Area and married to an Ukwani man so I am proudly Deltan both by birth and by marriage.
Where did your teaching journey begin?
I’d say I’ve been a teacher all my life. My teaching journey began right after obtaining my WAEC certificate in 1973. I started teaching in primary schools, then moved to secondary schools, teacher training colleges, and eventually to the College of Education in Warri before progressing to the university level. In between, I went back for more degrees and certificates.
It’s a profession I genuinely enjoy. I’m internally driven by the desire to make a difference and add value to the lives of young people.
Besides being a teacher, you are famed as a communication expert, could you tell us how you ventured into this area?
Teaching is inherently a “mouth business,” if I may put it that way. Communication is at the heart of teaching, and over the years, I’ve taken on various training roles as well. I worked in the private sector for several years with a multinational company, where I was involved in staff training on topics such as community relations, human rights, women and youth development, entrepreneurial skills, and strategic communication.
Even public speaking is an extension of teaching, and I’ve been privileged to present at international conferences and events. In fact, during The Pointer’s 30th anniversary, I was the keynote speaker. So, training and teaching have been lifelong pursuits, and each platform, whether it’s the classroom, a conference, or the pulpit as a pastor has allowed me to facilitate learning and development in unique ways.
You’ve also done training for journalists. Do you have a vision for shaping the field of journalism?
Absolutely. I don’t believe in training simply for training’s sake. While my students earn degrees or certificates as evidence of their studies, my aim goes beyond formal qualifications. I want to build people’s capacity to excel at what they do.
When I train journalists, for example, I aim to help them understand the dynamics of their profession, internalise essential concepts, and ultimately become relevant contributors to the industry. I help them hone their existing skills whether in writing, presenting, or broadcasting and encourage them to look beyond the horizon in their day-to-day duties and understand the broader impact of their work.
You mentioned “looking beyond the horizon” in their careers. Could you elaborate on what that means?
If there’s one constant in life, it’s change. The world, as we knew it even a few months ago, has changed dramatically. Technology has transformed every industry, and fields like ICT and AI have reached unprecedented heights. For instance, today AI can assist with writing or even conducting interviews, and tools like ChatGPT can generate comprehensive write-ups in minutes. These advancements are the current reality.
If professionals, especially journalists, aren’t attuned to these changes, they risk becoming obsolete. Looking beyond the horizon means recognising these shifts and ensuring you have the relevant skills to navigate them. To stay ahead, one must constantly ask, “What has changed in my profession, and am I equipped to thrive in this new landscape?”
Many years ago, I was offered a role in a multinational company. As a social scientist, my expertise lies in human behaviour rather than the sciences. However, the company wanted someone who could understand community dynamics, human interactions, and societal responses.
Realising I needed more skills to meet their expectations, I invested in attending conferences and training programmes, building competencies that allowed me to add value to the company. What was supposed to be a one-year role turned into a decade-long tenure because I made myself indispensable by continuously adapting and expanding my skills.
Still on adapting and expanding skills, how can we overhaul the education system to prioritise practical skills and entrepreneurship, while also addressing the cultural mindset that values paper qualifications over job creation?
Yes, of course. Let’s revisit the educational provisions. When the government introduced the 6-3-3-4 system which adds up to 16 years of education, the “six” refers to primary education, which includes Primary One to Primary Six. However, how many children complete Primary Six now? Many don’t even reach Primary Five anymore. This leads us to interrogate the policy itself.
The problem in Nigeria isn’t the policies; it’s the implementation and monitoring of those policies, coupled with a lack of sincerity and political will to enforce them.
Now, as for the “three” in the 6-3-3-4 system, it represents Junior Secondary School (JSS). By the time a student reaches JSS Three, we should be able to determine whether they are inclined towards sciences, commerce, entrepreneurship, or other fields. Can you tell me of any secondary school that has effectively implemented this? Have they assessed students from JS One to JS Three and advised them, for instance, that they would excel in carpentry or another trade? Instead, students are encouraged to pursue degrees that may not be relevant to their actual skills or interests.
Do we have adequate workshops in our secondary schools? Are there proper facilities for subjects like Home Economics or Catering? Without these resources, what’s the point? The policy intended for entrepreneurial development should have students begin their practical training from SS One. By SS Three, when they are taking their trade examinations, those who wish to continue in academia could do so, while others could pursue vocational training.
It’s a well-structured policy on paper, but it’s not being implemented effectively. When students reach university, we have the General Studies (GST) courses. For instance, the new curriculum now includes a generic course called “Entrepreneurial Development.” Students must take this course, but many may not see its relevance to their chosen fields of study.
Our education system should be restructured to de-emphasise paper qualifications and place greater importance on skills acquisition and entrepreneurship.
As a mother, would you permit your child to attend university and study photography? Likely not. The problem lies not with the intentions behind these educational reforms, but rather with the execution. Education is inherently tied to the culture of a people. If we are going to overhaul the education system, we must also address the cultural factors that drive the pursuit of paper qualifications.
The emphasis should not solely be on job seeking but on nurturing job creators, what we referred to in my day as “self-starters.” That is the core issue.
After decades in academia, what are some of the achievements that you hold most dear?
I don’t often focus on them. I think they’re already out there. Ultimately, I attribute my success to God’s grace.
Looking ahead, what are your aspirations for the future?
I want to live a life that leaves a legacy for the next generation. When my time comes, I want to die empty, to leave all the knowledge, creativity, and wisdom I’ve accumulated in the lives of young people. I want to see the next generation not just inherit what I’ve learned but improve upon it.
If you could meet three figures, dead or alive, who would they be and why?
As for the people I’d like to meet, I’ve been fortunate enough to meet some extraordinary figures. One was Prof Grace Alele-Williams, the first female vice-chancellor in Nigeria. Her simple, humble life even in old age had a profound impact on me. Despite all the challenges she faced, she overcame them with grace, and I had the privilege of spending time with her and carrying her bag at the event. She once told me, “I see fire in your eyes. I see in you what I was like as a young girl.” She has left an indelible mark on my life.
Another inspiring figure was Prof Joy Ogbu, who was the Director General of the National Institute for Legislative Studies. Her brilliance and leadership were an inspiration to me. And I can’t forget Emeritus Prof Sam Oyovbaire, who gave me my first major break. He took a chance on me when I least expected it and put his trust in me. He saw something in me that I didn’t see in myself at the time, and I will always be grateful for that.
Tell us something about you people do not know.
Something many people don’t know about me unless they’re very close to me: I am a woman of great faith and courage. Despite all the odds, I refuse to give up. Growing up in a polygamous home, I was not expected to receive an education beyond secondary school. But I wasn’t prepared to settle for that. I told myself that no one could stop me except for me. And with faith and determination, I earned a PhD. Even in marriage, I was unable to conceive for 25 years before having my daughter. I kept professing that my womb must carry a child. That’s the spirit I carry with me today, and it’s what has brought me to where I am.
