Ethics from Higher Institutions to Lower Institutions as Clubs in Schools

Ethics from Higher Institutions to Lower Institutions as Clubs in Schools

Our challenge, your solutions

Ethics from Higher Institutions to Lower schools in clubs

Bridging ethics value chain through empowering lower schools as stakeholders and actors in societies' ethical transformation through the formation of clubs in schools under the drive of Higher Institution interns as models and facilitators.


Team: Drivers of change through ethics in schools

Team members

Chukwudi Johnpaul Okolo and Ebelechukwud Catherine Odinachi (PhD)

Members roles and background

Chukwudi Johnpaul Okolo is the lead member of the team who drives the initiative, raising critical and technical concerns and engaging in dialogue, and developing the concepts into a fine solution. He is a graduate of Public Policy from the Willy Brandt School of Public Policy at the University of Erfurt, Germany, and has over 10 years of experience working in the development sector. He is a team player who believes in the enthronement of ethics and values as a societal driver for change. He is passionate to see children as actors of change through empowering their ethical convictions and life.

Ebelechukwu Catherine Odinachi is a member of the team who has over 15 years working in the development sector. She has been the desk officer taking charge of over 700 children, catering for their educational wellbeing through the CIDJAP sponsorship programme. Her passion for change and her human concern which leads her to give up her place for the less privileged drives her to see a world where all humans are equal and share equal opportunities. She believes in ethics as a tool to achieving this and she is happy to join the team as a secretary to ensure records are kept and lives are touched.

Contact details, +2348038844985

Solution description

This solution proposes to institutionalize an ethics feeder channel for Higher Institutions through the establishment of ethics clubs in Primary and secondary schools. This is possible through the internship programs of Higher Institutions graduates who work in the mid and lower Institutions to establish, influence, and oversee the initiative.

However, children learning good conduct in ethics helps them to ensure doing the right and avoiding the wrong whose impact in digital education puts its usage as a right tool for the right activities. Digital education entails independent work with less monitoring and oversight, which leaves the option of an increase in vices. It, therefore, requires the right ethical background to serve as a guide in the effects of digital education.

The measurement of this solution comes in different stages. The very first will be the number of interns who are commissioned by the Higher Institutions on the ethical journey. The other will be the number of ethics clubs in schools and their membership. There are also activities to be designed to engage members of these clubs and ensure that they are on the right ethical behaviour which will make them outstanding and a model for other students. These different factors will serve as indicators whose growth will imply the success of the activities, implying a positive impact.

The mission of focuses on inculcating ethical values that will contribute to building a sustainable, just, and peaceful society. drives towards this through Ethics in Higher Education which empowers the Higher institutions. This solution does two things: 

  1. Bridging or linking up the Higher Institutions with the Lower Institutions and ensuring no gaps
  2. strengthening ethics in Lower Institutions through character formation of the young at early ages in Primary and Secondary schools.

Solution context

There is a call for making the world a better place for all humanity both in Nigeria and elsewhere. 

Nigeria is facing the problem of decaying moral and ethical consciousness which is reflected in her rising corruption and failing institutions. The foundations of integral and sustainable human growth which is embedded in ethics and a value-driven character formation is lacking in schools which have been mentioned by scholars as to the reason for the failures in education, health, civic life, politics, and holistic development. The consciousness of educators is lacking, the conviction of other stakeholders who should drive value transformation is not motivated due to a gap in the ethics value chain. An honest intervention should focus on the formation of children and innocent minds whose convictions and motivations are innocent and uncompromised. 

There seem to exist a gap in trickling down the effect of Ethics in Higher Education because of a disconnect with Lower Institutions as actors. In the mission of leaving no one behind, this solutions targets to include the Lower Institutions which include Primary and Secondary schools as actors in driving a transformation towards building a sustainable, just, and peaceful society.

This solution will engage both actors in Higher Institutions and Lower Institutions and therefore complete the value chain of ethics which involves each actor as an important player.

Solution target group

This solution targets different sets of beneficiaries:

  1. Teachers and Educators in Higher Institutions. They are the modelers and influencers who train the mind of young people in Higher Instutions of learning. They change the character of the young through their activities in the classroom. They are the opening of the value chain of ethics.
  2. Graduates of Higher Institutions. They become the disseminator of ethics after graduation. They transport ethics into the society as well as Lower Institutions where they work. They do this through their internships and practicum exercises.
  3. Children in Lower Institutions. They are the recipients of the values trickling down from the teachers and actors in the Higher Institutions. They in turn stand as the foundation of ethics through their behaviors which stand as models for others. Whatever is learned at this stage becomes enduring because it becomes part of them and which they transmit to society.
  4. Nigerian society and the world at large. Society is the meeting place of all humans of different backgrounds, ages, colours, sizes, and other peculiarities. These humans also come with their values which form the behavioral pattern of that society. Society becomes good when good people with good moral and ethical standing come together. This will be a benefit for bo

Solution impact

The transformation of society and the world to a sustainable, just and peaceful society is the long-term impact of this solution. Society is the end beneficiary of this solution where justice, fairness, equity, understanding, and love will drive human activities.

The immediate impact is a transformed lifestyle of children in schools where they influence each other as models of good behaviour in good conduct. The impact will be the transformation which they live out and the joy they experience with the direct mutual benefits of goodness which they receive in the reciprocity of their goodness.

Measuring this impact will be through the societal transformation which happens gradually but is reflected in the long term. However, there are immediate transformations in the lives of children in schools who become living testimonies of the effect of this new life and the benefits and life experiences they share.

Solution tweet text

Reinventing ethics in Lower Institutions through empowering Primary and Secondary Schools as stakeholders as major actors in the mission of sustainable ethical transformation. This leverages the existing structure of internships to initiate change activities.

Solution innovativeness

It can be said to be new to think of children as stakeholders whose contribution to ethical transformation is impactful and determinant. this solution deploys existing channels of internship programs to achieve this. This is where the innovation can be identified.

There may be similarities but this is an attempt that is hoped to be deployed in Nigeria and aimed at bridging the gap between Higher Institutions and Lower Institutions.

Important to note is that this model has been tested and was successful in 2016 at Holy Rosary College in Enugu Nigeria where the team engaged young girls and were guided through a facilitator in their school for a period of 10 months. The result was super and transforming as testified by the children, their parents, and themselves.


Solution transferability

This solution is largely transferable because it is policy-driven and development-oriented. Education is the bedrock of societal transformation through the formation of the mind. This happens everywhere and is not limited to space or culture or climatic conditions. This is why this model can be adapted to other regions with little or no modification.

Solution sustainability

The intervention requires expert set-up plans of the activities in schools which is one-off and grow on their own with a structured impact of the internship graduates who are committed to engaging and influencing the Lower Institution actors.

This solution will be a gradual and evolving process that is aimed in the long term to becoming institutionalized and a way of living for children in schools. It will rather start with few children and few schools. On the course of the intervention and setting up, incentives will be deployed in agreement with the school authorities to encourage these children towards perseverance.

Solution team work

This is a product of long-time reflection and sharing both in classrooms and offices and in social gatherings. It is a product of a larger team through sharing and will be successful with the impact of the team. The successful implementation of this work is dependent on the team players who are ever willing to join hands and drive this change.

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DigiEduHack 2021 partners & supporters

DigiEduHack is an EIT initiative under the European Commission's Digital Education Action Plan, led by EIT Climate-KIC and coordinated by Aalto University. In 2021, the main stage event is hosted by the Slovenian Presidency of the Council of the European Union in cooperation with the International Research Center on Artificial Intelligence (IRCAI) under the auspices of UNESCO.

EIT Climate-Kic

Aalto University

European commission

Slovenian Ministry of Education, Science and Sport

International Research Center on Artificial Intelligence

EIT Community: Human Capital