APPOINTMENTS OF COORDINATORS OF TWO NEW CENTERS

*THE NOL-UNIVERSITY MESSENGER*- 

_The NEWSLETTER of the NENWE ONLINE UNIVERSITY_  (VOL.1 of 22ND AUGUST 2025)

Series #1: THE APPOINTMENT OF COORDINATORS.

The NOL Board is profoundly delighted at the continued growth trends of the NOL- UNIVERSITY as gauged by the number of daily logins over the course of its existence. This rapid growth is predominantly driven by the younger segments of the demographics of the Nenwe Community, which is the primary constituents of the University. And that is very encouraging to the V.C,(Mr Chukwubike O C.)the Board, and the University. 

Each visitor or student comes into the University in search of a pathway & the best options available to fulfill his or her  life or career needs, entertainment in uniquely Nenwe culture, and some, as matter of fact, even visit for an opportunity to meet a life partner. The Board recognizes those aspirations as legitimate human needs which the University must position itself to serve, if it wishes to remain alive to its mission.

Arriving at this juncture has been an incredible journey powered, in part, by the elite academics who constitute the faculty, and the sterling qualities of our students, both driven by their exceptional zeal for scholarship. 

In this #1 of *The University Messenger* series, The Board pauses for a moment to recognize their invaluable contributions, and to offer them a well deserved thoughtful appreciation.

The Board intends to do more than that in this *newsletter* series: It is announcing its new hires to run the newly created Centers.These two academic leaders have been charged with the responsibility of fashioning out how the University can better cater for the needs of the growing number of, and diversity in the interests of the students and the Community we serve.

In furtherance of that, The Board invites the University Community to join in  welcoming the leaders of the new academic & learning centers.

1. Coordinator,*CENTER FOR FOUNDATIONAL & EARLY CHILDHOOD EDUCATION*.

With excitement The Board has named Teacher Charity Ogechi Ani, a practicing teacher in Enugu State to the position of Coordinator for the newly established *Center for Foundational and Early Childhood Education* 

Teacher Ogechi comes into this leadership role of the new Center with the knowledge and experience of an insider in the area of education having been a classroom teacher for 17 years and counting. She earned a Post Graduate Diploma in Education following a Bachelor's in Mass Communication.

Through her advocacy and professional advice, the Coordinator will lead the University's efforts at securing and retaining the interests of the Nenwerians  and others in education in their earliest years through young adulthood using the agency of their parents and other educational models. Under the leadership of Teacher Charity Ogechi Ani, the Center will be a hub of information exchanges on educational trends and innovation in the engagement of the youth in community service for development.

Teacher Charity Ogechi Ani is deeply involved in a number of community services outside her professional calling. She, for a period, served as a UNICEF designated PEER Educator Trainer in endemic and emergent health threats in HIV/AIDS, etc.

2. Coordinator, *CENTER FOR THE UNDERSTANDING OF RELIGION FOR HUMAN AND COMMUNITY DEVELOPMENT*

The Board is proud to have chosen Mr. Ifeanyichukwu Harrison, a Head Pastor at a district headquarters of the Church of God Mission International to be the Coordinator, of the newly established *Center For  The Understanding of Religion For Human and Community Development*.

Mr. Harrison is coming to this position with an uncommon combination of expertise. As his primary academic background he holds an M. Sc. in Human Resources Management & Industrial Relations, and a Professional Diploma in Bible Studies & Theology. With this unique background, Mr. Harrison straddles between the world of business and theology. The Board considered this background important as he is expected to lead  this new Center in the untraditional NOL - University with a new, 21st Century perspective at the intersection of Religion, Business and Human development for the progress of our changing community. 

The Board is confident that he will meet and exceed the challenges of his position while drawing experience from his impressive career that spans from Head pastor  to Senior Lecturer, All Nations For Christ Bible Institute, and to HR cooperate trainer, all in Lagos, Nigeria.

The pioneer Coordinator of the new Center of the University is also a textbook author and public speaker.

Signed.

Fidel Nwabueze-Ogbo (Phd)

Editor (ad interim)

THE MESSENGER NOL-U

*The Messenger*

Nenwe Online University’s periodical Newsletter

Official lunching.

"*Empowering Minds, Bridging Distances through learning*"

 A Message from the VC thro’ the Editor( Fidel Nwabueze-Ogbo PhD)

 

Welcome to the inaugural edition of The Messenger, your gateway to updates, achievements, new programs /products and opportunities at Nenwe Online University! As we embark on this journey together, our goal is to keep you informed, inspired, and connected to our vibrant global community and all about learning. Whether you’re a student, faculty member, lecturer or partner, this newsletter is your compass for navigating the exciting world of NOL-U.

The first Newsletter follows later this evening.

Thanks 

The VC

Charles O Chukwubike 

Nenwe Online University

nenweonlineuni@gmail.com 

SEX EDUCATION

Sex education programs should be age-appropriate and progressive, starting with foundational concepts in primary school and building to more complex topics in secondary school. In primary school, focus should be on building positive relationships, understanding emotions, and recognizing healthy boundaries. In secondary school, discussions should expand to include topics like puberty, sexual health, consent, and online safety. 

Primary School (Ages 5-11):

• Early Primary (Ages 5-7):

  Introduce basic concepts of family, friendships, and healthy relationships. Focus on body awareness, including naming body parts and understanding hygiene. 
• Late Primary (Ages 8-11):

  Introduce puberty, body changes, and reproduction in plants and animals. Discuss online safety and the importance of respecting others. 

Secondary School (Ages 11-16):

• Early Secondary (Ages 11-14):

  Build upon primary school topics, delving deeper into puberty, sexual health, and contraception. Address online safety and cyberbullying, including the risks associated with sharing personal information.
• Late Secondary (Ages 14-16):

  Explore more complex topics like sexual health, consent, healthy and unhealthy relationships, and the impact of social media. Discuss the legal and ethical implications of online behavior and relationships. 

Key Considerations:

• Parental Involvement:

  Schools should involve parents in the process, providing information about the curriculum and resources, and offering opportunities for open communication. 
• Age-Appropriateness:

  Ensure that the content and language used are appropriate for the developmental stage of the students. 
• Sensitivity:

  Address sensitive topics with care and respect, creating a safe and inclusive learning environment. 
• Local Authority Guidance:

  Schools should follow local authority guidance and policies on Relationships and Sex Education (RSE). 
• Resources:

  Utilize a variety of resources, including age-appropriate books, videos, and online materials. 
• Ongoing Support:

  Provide ongoing support and resources for students and families, addressing their questions and concerns. 
• (Copied)

CONTEMPORARY HISTORY (THE BIAFRAN WAR)

Today 30th May, is dedicated to the day ( though a sad one for many) Nigerian contemporary history with great emphasis on the civil war also called the Biafran war.

We shall start the lectures with posts on the importance of history in the national building and the risks of *negationism*( denial of historical facts).

Please feel free to share your own story here, our Facebook page and our departmental WhatsApp group.

Thanks 

nenweonlineuni@gmail.com

MULTICULTURALISM & FOOD; Culture, Identity And Ethnocentrism PART1 (Complied by Charles O. Chukwubike)

When Food Brings People Together: The Magic of Multicultural Potlucks

Dr. Debbie Almontas

Introduction

The table is set, the aroma fills the air, and the sound of laughter and chatter signifies more than just a meal; it's a multicultural gathering. Food has an uncanny ability to bring people together, crossing borders and transcending cultural barriers. In today's diverse society, multicultural potlucks serve as a melting pot where traditions, flavors, and stories coalesce. Let's delve into how these communal meals create a unifying cultural experience.

The Universal Language of Food

There’s a reason why food is often called the universal language. Whether you're in Tokyo enjoying sushi or in Istanbul savoring baklava, food serves as a gateway to a culture's heart. A multicultural potluck elevates this experience, allowing participants to sample a world tour of flavors in one meal.

More Than Just A Meal

Multicultural potlucks are not just about food; they're about storytelling. Each dish comes with its history, anecdotes, and symbolism. It serves as an opportunity for people to share their heritage, traditions, and even familial recipes that have been passed down through generations.

Inclusion at Its Best

Potlucks are an exercise in inclusion. When individuals bring dishes from their native countries, it fosters a sense of community and mutual respect. The act of sharing food signifies trust and acceptance, breaking down stereotypes and promoting understanding.

Learning Through Eating

Sampling various cuisines also serves as an educational experience. You learn about different cooking techniques, ingredient histories, and the unique ways each culture approaches flavors and textures. Whether it's the subtle intricacies of a French ratatouille or the robust flavors of Indian curry, each bite is a lesson in diversity.

How can food education promote cultural diversity and inclusivity?

Food education can play a significant role in promoting cultural diversity and inclusivity by fostering an appreciation for different culinary traditions, food practices, and cultural perspectives. Here’s how food education can achieve this:

1. Cultural Food Exploration: Food education provides opportunities for children and young people to explore and learn about the diverse culinary traditions of various cultures. Students can study the history, ingredients, cooking techniques, and significance of traditional dishes from different ethnic backgrounds. This exposure encourages cultural appreciation and understanding, as students gain insights into the rich food heritage of various communities.
2. Food and Cultural Identity: Food education helps children and young people recognise the deep connection between food and cultural identity. By exploring how food shapes cultural practices, celebrations, and traditions, students develop an understanding of the role of food in preserving and expressing cultural heritage. They learn to respect and value diverse food practices as an integral part of individual and collective identity.
   
   
   
3. Inclusive Curriculum: Food education curricula should include a wide range of cultural perspectives and food traditions. Teachers can incorporate diverse examples, recipes, and stories from various cultures to ensure that all students feel represented and included. This inclusive approach helps students see their own culture reflected while appreciating and learning about other cultures.
4. Community Involvement: Engage the local community, including parents, community leaders, and cultural organisations, to share their food traditions and experiences with students. Guest speakers, cooking demonstrations, or food-related events organised by community members can provide first hand knowledge and experiences, promoting cultural diversity and inclusivity within food education.
5. Language and Terminology: Incorporate food-related vocabulary, names of dishes, and cooking terms from different cultures into food education lessons. Introducing and using diverse terminology helps familiarise students with various languages and cultures, promoting linguistic diversity and inclusivity.
6. Food Exchanges: Organise food exchanges where students can share dishes from their own cultural backgrounds. This allows students to experience the diversity of flavours, ingredients, and cooking techniques first hand, fostering cross-cultural appreciation and understanding.
7. Storytelling and Oral Traditions: Encourage students to share personal stories or family traditions related to food and cultural practices. This can be done through oral presentations, written assignments, or classroom discussions. Students gain insights into each other’s cultural backgrounds, promoting empathy, respect, and a sense of belonging within the diverse classroom community.
8. Food Sustainability and Global Perspectives: Incorporate discussions about sustainable food practices, the impact of food choices on the environment, and global food systems. Highlight the interconnectedness of food production, distribution, and consumption on a global scale. Students can explore the cultural, social, and environmental dimensions of food systems, fostering a sense of global citizenship and an understanding of the need for inclusive and sustainable food practices.
9. Addressing Food Inequities: Food education should address food inequities and disparities within different cultures and communities. It should explore topics such as food access, food justice, and the impact of social and economic factors on food security. By raising awareness of these issues, students develop a sense of empathy and engage in discussions about promoting equal access to nutritious food for all individuals and communities.
10. Respectful Cross-Cultural Engagement: Food education should emphasise respect, appreciation, and sensitivity when learning about different food traditions and cultural practices. Teachers can guide discussions that promote understanding, challenge stereotypes, and encourage open-mindedness. This approach helps students develop cultural competency and become respectful global citizens.

AN OVERVIEW

Food is a powerful vehicle for exploring and understanding multiculturalism, offering insights into cultural practices, identities, and global connections. By examining food traditions, ingredients, and culinary techniques across cultures, individuals can gain a deeper appreciation for the diversity of human experience.

Here's how food intersects with multiculturalism:

1. Food as a Cultural Expression:

Food is more than just sustenance; it's a fundamental part of cultural identity, traditions, and family history. 

Specific dishes, cooking methods, and ingredients often hold symbolic meaning within a culture, reflecting its values and beliefs. 

Food traditions can be passed down through generations, serving as a tangible link to heritage and cultural identity. 

2. Food and Identity:

Food choices can reflect and reinforce an individual's cultural identity, especially in multicultural societies. 

People may draw upon their food heritage to maintain a sense of belonging and connection to their roots. 

Food can be a way for individuals to express their cultural identity in new environments and communities. 

3. Food as a Bridge:

Food can be a powerful tool for intercultural understanding and communication. 

Sharing meals and dishes from different cultures can foster a sense of connection and empathy. 

Food events and culinary explorations can provide opportunities for people to learn about and appreciate diverse culinary traditions. 

4. Food and Global Connections:

The globalization of food and cuisine has brought about increased access to diverse flavors and ingredients. 

International travel and migration have further fueled the exchange and adoption of culinary traditions across borders. 

Multiculturalism has led to the rise of fusion cuisine, where different culinary styles and ingredients are combined to create new and exciting dishes. 

5. Food and Social Change:

Food can be a powerful tool for social activism and advocacy, particularly in issues related to food security, sustainable agriculture, and equitable access to food.

By promoting food diversity and inclusivity, we can create more equitable and just food systems that benefit all communities. 

6. Examples of Multicultural Food:

British Cuisine:

Chicken tikka masala, a popular dish with Indian influences, is a testament to the impact of multiculturalism on British cuisine. 

Global Fusion:

Many restaurants and chefs around the world are experimenting with fusion cuisine, blending flavors and ingredients from different cultures. 

Food Festivals:

Events celebrating multicultural cuisine offer opportunities to sample diverse dishes and learn about different culinary traditions. 

7. Challenges and Considerations:

Cultural Appropriation:

It's important to be mindful of cultural appropriation, which can involve adopting aspects of a culture without understanding or respecting its origins. 

Exotification:

Some food events can inadvertently lead to the exotification of minority cultures, presenting them as curiosities for the majority culture to consume. 

Inclusivity:

Food education should strive to be inclusive, ensuring that a wide range of cultural perspectives and food traditions are represented. 

source   

sources 

Compiled by Charles O Chukwubike