Opinion

Still On Modification Of Journalism

Published

3 years ago

January 30, 2023

Would it be fashionable, in this era of “fake news”, for any university offering journalism-related courses not to develop the verification and fact-checking skills of its students? Can you train a medical doctor without the skill of diagnoses? Can you produce a lawyer without the skill of differentiating fact from fiction? So, the idea of mainstreaming fact-checking and media literacy into the curriculum of Universities offering journalism related courses is not out of place. The challenge of information disorder – with labels such as fake news, misinformation, disinformation, mal-information, satire, propaganda, imposter contents especially in the digital public sphere – is universal. Nigeria is having its fair share of this challenge in all spheres of her national life – politics, religion, governance, economy, social, tribal etc. There has been hue and cry about how this phenomenon is not only polarising the nation but also frustrating efforts at putting the nation back on track. There have been different proposals on how the virus of “fake news” could be curtailed including using a legal approach (proposal of death sentence) to stem the tide of the alarming rate at which it is being weaponised to create and spread fear, discord, diseases and even death.
Why should we then as intellectuals, ignore a well acceptable solution to this problem? Fact-checking and media literacy are undeniable models in combating the challenges associated with information disorder which has also found its way to the mainstream media. Fact-checking was institutionalized into the Nigeria media operations in 2016 by Africa Check and it has now been expanded by Centre for Journalism Innovation and Development (CJID) with Dubawa fact-checking project. I conducted a study in 2020 documenting the efforts of media organisations in Nigeria at combating information disorder. The findings exposed challenges encountered by these organisations in responding to the problem. One of the challenges is the lack of verification and fact-checking skills among journalists in Nigeria, inadequate professional fact checkers and geometric spread of misinformation with no corresponding growth of the fact-checking landscape. Purveyors of disinformation take advantage of media illiteracy of Nigerians to up their games. Thereby making their victims willing tools for their dastardly act.
A study conducted by eight communication scholars including the founder of Africa Check, Peter Cunliffe-Jones also noted the low mark Nigeria scored integrating media into schools’ curriculum. Part of the research titled: “The State of Media Literacy in Sub-Saharan Africa 2020 and a Theory of Misinformation Literacy”, explains the limited elements of media and information literacy (MIL) that are included in the curricula in the seven countries including Nigeria. “The authors propose six fields of knowledge and skills specific to misinformation that are required in order to reduce students’ susceptibility to false and misleading claims. Identifying obstacles to the introduction and effective teaching of misinformation literacy, the authors make five recommendations for the promotion of misinformation literacy in schools, to reduce the harm misinformation causes.” As it stands, media, fact-checking and non-governmental organisations have over the years invested in media literacy projects but tertiary institutions in Nigeria have not done much in this respect. Aside from researching this phenomenon, tertiary institutions offering journalism related courses have the obligation to mount fact-checking and media literacy courses to bridge the knowledge and skill gaps in the Nigeria media information ecosystem.
We should provide locally made reading and course materials for specific needs of our tertiary institutions. We can build on UNESCO’s training handbook manual on fact-checking edited by Professor Lai Oso of the School of Communication, Lagos State University (LASU). Be it public relations experts, advertising practitioners, development communication experts or professional journalists, fact-checking/verification skill is a must. So, if this is the case, asking departments, colleges or faculties offering communication-related courses in integrating fact-checking and verification into the 30 percent course allowance is timely. The long term goal is to convince the Nigerian Universities Commission (NUC) to include fact-checking and media literacy to the 70 percent in the Core Curriculum Minimum Academic Standards (CCMAS). And if hazard of journalism is so pronounced, why would trauma literacy not included in its curriculum? To justify why trauma literacy should be included in communication-related courses in the CCMAS by the NUC, I will quote extensively from the call for papers for an international conference and knowledge exchange event scheduled for 15th to 16th June, 2023. It is organised by the Journalism Education Trauma Research Group (JETREG) and hosted by the Department of Journalism Studies at the University of Sheffield, UK in partnership with the University of Lincoln, UK. The conference titled: “Living to tell the tale – building community resilience in journalism” responds to the persistent work-related problem of emotional and psychological stress in journalism practice:
“Journalists are one of the first responders to traumatic events and the last to leave, but they are the least likely to receive training in trauma informed literacy and resilience, unlike their counterparts in the police, nursing, ambulance services and fire brigade.” “Previous studies show that many journalists are reporting either post traumatic stress disorder (PTSD), associated symptoms, depression, and/or substance use while many journalists feel ill-prepared for assignments, which involve reporting on critical incidents and events that carry a risk of being traumatised.””Some scholars have blamed journalism’s deep-seated objectivity norm, which is central to journalism education and the ‘macho’ views to be found in some newsrooms, as one of the reasons why journalists are reluctant to talk about the emotional and psychological effects of exposure to traumatic events on their health and wellbeing.””Studies show that journalism students are also ill-equipped to deal with their own emotional reactions and to assess what they experience from an ethical perspective.” “The academic conference aims to highlight current multidisciplinary research into trauma, emotion and resilience in journalism and media work; psychological and emotional safety of journalists/media workers, pedagogical approaches and best practice to trauma literacy in journalism education/training and the various experiences of trauma, emotional labour or (un)happiness in journalism/media.” “We also seek the perspectives of scholars from different disciplines, practicing journalists/freelancers/editors on coping strategies and/or newsroom support that may have pedagogical relevance.” Six out of the 13 topics of the conference relevant to this advocacy are: Trauma informed journalism practice and pedagogy and challenges to normative assumptions around objectivity and detachment; Skills and capacity to cope with the effects of exposure to traumatic events; Addressing barriers to trauma literacy in journalism practice and education. Others are: Emotional literacy and psychological safety in journalism; Best practices and innovation in journalism pedagogy in building emotional resilience; and Mental health/wellbeing among journalists and journalism students/trainees. So, if journalism safety is of interest to universities offering communication-related courses, then the integration of trauma literacy should be considered in the new CCMAS.

By: Folarin Jamiu

Jamiu is a lecturer in the Department of Mass Communication, Crescent University, Abeokuta, Ogun State.

Opinion

Agony In Ivory Tower

Published

7 hours ago

March 9, 2026

The Tide

Quote: A university that tolerates missing scripts, result manipulation and ‘sorting’ is not merely failing students—it is quietly destroying the moral foundation of education itself.”

The sad cases of missing scripts, compulsory Sorting, inputting of wrong results and other obnoxious practices in some public universities, leave much to be desired. One cannot imagine how a student will be compelled to suffer consequences of the flagrant negligence of a Head of Department, a lecturer, Department staff or an ICT staff.Many academic and non academic staff in several public universities seem to be performing far below standard, thus unproductive to the university system. The unacceptable cases of sorting, missing scripts, missing results, inputting of wrong grades to students, should not be mentioned in a university, not even in any academic community. This is because people who are employed to work in various positions should have cognate work experience and unquestionable competence. They should not be seen as certificate welding illiterates but people who have been proven to be worthy in learning and character, diligent and competent to carry out assigned responsibilities with minimal or no supervision.

The university as a citadel of learning should boast of men of integrity, people who are repositories of applied knowledge and competence to drive the much desired holistic development in a nation that functions on quality teaching and learning. A situation where a student having gone through the crucibles of learning and written a prescribed semester examination or class-based evaluation test, is told that his or her script is missing or that he or she did not participate in that academic exercise, or must sort to pass, is an unpardonable error and a height of callousness. In fact some lecturers and staff of Departments are using the seeming systemic defect (which is their architecture) as an opportunity to extort students. Sometimes it is discovered much to students chagrin that the supposed missing script was later discovered when a ransom was paid.

Since a lecturer, or Head of Department has in their disposal both Yam and the knife and determines who takes what (if they wish to give without strings), students have no alternative but to submit to their importunate demands in order to graduate at record time.Such practices should be unheard of in an institution that should be a vanguard of moral and ethical values and conduct. What people learn in school constitute their behavioural patterns in the society. Where the school as an agency of socialisation cannot drive positive change first in its immediate environment, then the objective of education as a bedrock for the development of society, is inevitably compromised and counter-productive. The German Reformer, Dr. Martins Luther was quoted as saying, “I advise parents not to put their wards or children in any school where the Bible is not being used as a rule of life because such institutions will unnecessarily be corrupt”.

Gleaning from Luther’s sentiment one can deduce that the lack of respect and regard for values as well as the absence of the fear of God is the greatest undoing of most public schools. Another major challenge is that lack of Information, Communication and Technology literacy or compliance on the part of some lecturers and heads of department, may have informed the decision to give students’ scripts to secretaries to compile and input students results thereby making the secretaries the determinants of students’ fate. It is not saying a new thing that some of the secretaries in the process of compiling results have inputted wrong results, omitted names or down graded some students or given unmerited grades to others.Society today is ICT-driven and ICT-literacy enhances efficiency, speed and a reasonable degree of accuracy if the person behind the computer is level headed, articulate, competent, alive to responsibilities and is aware that negligence on his or her part is not only tantamount to a disservice to the university but to the students who may not graduate at record time because of his or her (computer operator’s) gross ineptitude or carelessness.

The ICT era makes the carrying of hard copy of results obsolete as lecturers through the Heads of Department can log on to the central server of the Exams and Records (if any) or ICT unit and input students’ results directly. By so doing the incessant cases where result on spread sheet is different from the one published online, more often than not, caused by abject negligence, will be avoided. The process will also end the intermediary services of some staff in the universities’ Information, Communication and Technology Department which has become a money spinner-a lucrative source of income to many of them. In fact some ICT staff reserved the power to award grades to students depending on students’ degree of compliance to terms and conditions. They can dubiously make or unmake a student. The university community should be considered too lofty to have careless, negligent, immoral and academic or professionally deficient people as academic or non-academic staff.

The Governing Councils and Senates of universities should be proactive in addressing the menace of missing Script, inputting of wrong results and sorting. This is necessary to end the slogan “Education is scam” so the system can produce quality students who are truly found worthy in learning and in character by operators who exemplify diligence, moral and ethical values. The much-needed reform must begin within the institutions themselves, because the future of any society is shaped in its classrooms.

By: Igbiki Benibo

Opinion

Strength of Emotional Equality

Published

7 hours ago

March 9, 2026

The Tide

Quote: “Love thrives not when one gives more, but when both give fully — not in competition, not in performance, but in partnership.”

In every healthy relationship, there exists an invisible balance. It is not measured in grand gestures, expensive gifts, or public displays of affection. It is measured in something quieter and far more significant: emotional equality. When couples stand on equal emotional grounds, love becomes less of a negotiation and more of a partnership. Emotional equality does not mean both individuals express love in identical ways. It does not require matching personalities or mirroring temperaments. Rather, it speaks to balance — a shared willingness to invest, to communicate, to be vulnerable, and to grow. It is the difference between two people walking side by side and one person constantly trying to catch up.

In many relationships, imbalance begins subtly. One partner initiates most conversations. One apologizes more frequently. One carries the emotional labor — remembering important dates, managing conflicts, sensing tension, and attempting reconciliation. Over time, this uneven distribution of emotional effort breeds exhaustion. The partner who gives more begins to feel unseen. The one who gives less may grow comfortable in emotional passivity. Love, in such a space, starts to tilt — slowly at first, then significantly. Resentment can creep in quietly, disguising itself as patience. Silence may replace honest dialogue. What once felt effortless begins to feel heavy.

When couples stand on equal emotional grounds, responsibility is shared. Both people are accountable for the health of the relationship. If conflict arises, neither hides behind silence nor dominates through control. Instead, they engage. They listen. They speak honestly without weaponizing words. Equality creates safety — and safety strengthens intimacy. It allows both individuals to express needs without fear of ridicule or rejection. One of the most overlooked aspects of emotional equality is vulnerability. True connection requires courage. It demands that both partners risk being misunderstood. But when vulnerability is one-sided, it becomes exposure rather than intimacy. If one person consistently opens up while the other remains guarded, trust cannot fully deepen.

Equality ensures that emotional risks are mutual. Where one shares fears, the other shares too. Where one admits weakness, the other responds with openness rather than judgment. In such a space, authenticity flourishes. Another crucial element is validation. In emotionally balanced relationships, both partners feel heard. Their concerns are not dismissed as “overreactions.” Their feelings are not minimized or compared. When couples operate on equal emotional ground, they acknowledge each other’s experiences as legitimate. They may not always agree, but they always respect. Validation does not mean surrendering one’s viewpoint; it means recognizing that another’s emotional reality matters.

Equality also protects individuality. Contrary to popular belief, healthy love does not erase personal identity — it enhances it. When both partners are emotionally secure, they do not feel threatened by each other’s independence. Personal ambitions are encouraged, not resented. Friendships are respected, not restricted. Growth is celebrated, not feared. Standing on equal emotional grounds means neither person shrinks to accommodate the other. Instead, both expand, knowing the relationship is strong enough to hold their evolution. Power dynamics often expose emotional inequality. When one partner controls communication — appearing and disappearing unpredictably, withholding affection, or using silence as leverage — imbalance emerges.

Emotional dominance weakens intimacy. It creates anxiety instead of assurance. But when couples share emotional power, there is consistency. There is clarity. There is no need to decode affection because it is offered freely and intentionally. It is important to understand that equality does not imply perfection. Couples will still disagree. They will face stress, miscommunication, and moments of frustration. However, when emotional footing is equal, conflict does not threaten the foundation. Instead, it becomes an opportunity for understanding. Both partners approach challenges as teammates rather than opponents. They choose resolution over ego and repair over pride.

Time often reveals whether emotional equality truly exists. In the early stages of love, intensity can disguise imbalance. Enthusiasm feels mutual. Effort appears equal. But as routine settles in and novelty fades, the structure of the relationship becomes clearer. Who still initiates? Who still invests? Who still shows up consistently? Sustainable love requires sustained balance. It is built not merely on attraction, but on deliberate reciprocity. Standing on equal emotional grounds requires intentionality. It demands honest conversations about needs and expectations. It requires both partners to examine their habits — whether they withdraw during tension, avoid accountability, or rely on the other to carry the emotional weight. Emotional maturity is not about avoiding conflict; it is about handling it responsibly and returning, again and again, to shared ground.

Perhaps the greatest benefit of emotional equality is peace. There is no constant anxiety about where one stands. No guessing games about commitment. No fear that affection may suddenly disappear. Instead, there is stability. There is reassurance. There is mutual effort. In a world where relationships often blur the lines between attention and commitment, equality offers clarity. It reminds us that love should not feel like competition or performance. It should feel like partnership. When couples stand on equal emotional grounds, they build something resilient. They build trust that does not fracture easily. They build respect that does not depend on mood. They build a connection rooted not only in passion but in balance. And in that balance, love finds its strength — not in who gives more, but in how both give fully.

By: Sylvia ThankGod-Amadi

Opinion

NDDC: Time To Illuminate Homes

Published

1 week ago

March 2, 2026

The Tide

Quote:“Twenty-five years on, the Niger Delta cannot celebrate illuminated streets while families sit in darkness. Development must begin inside the home — where children study, businesses grow, and lives are built — before it glows on the roadside.”

The Niger Delta Development Commission (NDDC) was established in 2000 with a clear and urgent mandate: to facilitate the rapid, even, and sustainable development of Nigeria’s oil-producing Niger Delta region. The creation of the Commission followed decades of agitation over environmental degradation, infrastructural neglect, and socio-economic marginalization in the region. Its core mandate included the development of roads, bridges, electricity, water supply, health facilities, education, housing, environmental remediation, and economic empowerment initiatives. At inception, expectations were high that the Commission would transform the Niger Delta into a model of regional development. Over the years, the NDDC has indeed implemented numerous projects across the nine Niger Delta states. Roads have been constructed and rehabilitated in several communities, easing transportation challenges.

Schools have been renovated, and new classroom blocks have been provided in underserved areas. Health centres have been built or upgraded, improving access to primary healthcare services. The Commission has also awarded scholarships to students, including foreign postgraduate scholarships, empowering thousands of youths academically.Skills acquisition and youth empowerment programmes have helped many young people gain vocational competencies.Through various interventions, the NDDC has contributed to job creation and local economic stimulation.Solar-powered street lighting projects have been widely implemented in urban and semi-urban communities. These streetlights have improved visibility at night and contributed to enhanced security in some areas. Markets, highways, and public spaces illuminated by solar lights have experienced extended business hours.

For these efforts, the Commission deserves acknowledgment and commendation. However, development must always align with foundational mandates and pressing grassroots realities. A growing concern among residents is that while streets are illuminated, many homes remain in darkness. Rural electrification and household power access remain inconsistent and inadequate across large parts of the region. In riverine and remote communities, families still rely on generators, kerosene lamps, or complete darkness after sunset. The irony of brightly lit streets juxtaposed with powerless homes cannot be ignored. Electricity at the household level directly impacts education, health, and small-scale enterprise. Students cannot effectively study at night without reliable indoor lighting.Families cannot preserve food or power essential appliances without stable electricity.

Micro and small businesses struggle to grow without dependable energy access. While street lighting enhances public aesthetics and security, it does not substitute for domestic electrification. The proverb “charity begins at home” is especially relevant in this context. True community development must first empower households before beautifying public spaces. The Commission’s original mandate emphasizes integrated and sustainable development, not isolated infrastructural gestures. Balanced development requires that energy interventions prioritize homes alongside streets. Solar technology presents a unique opportunity for decentralized household electrification in off-grid communities. Extending solar solutions to individual homes would have a transformative social impact. Home-based solar systems could power lights, fans, small appliances, and communication devices.

Such interventions would reduce poverty, improve living standards, and stimulate grassroots productivity. By broadening its energy focus, the Commission would better reflect the spirit of its founding legislation. This is not a call to abandon street lighting projects, which have their merits. Rather, it is an appeal for balance, inclusivity, and alignment with core developmental objectives. Strategic planning should ensure that rural electrification and household access form a central pillar of ongoing interventions. Community engagement and needs assessments can help determine priority areas for household solar deployment. Twenty-five years after its establishment, the NDDC stands at a reflective moment in its institutional journey. The people of the Niger Delta say: thank you for the efforts so far—but not very much—because true appreciation will come when development begins at home and radiates outward, not merely when streets shine while houses remain in darkness.

By: King Onunwor