The Story Behind The Glory

In 1993, God spoke to His handmaiden – Rev (Mrs.) Oyenike Areogun (Senior Pastor of The Dream Centre of the Life Oasis Int’l Church) to establish a secondary school that will afford girls an opportunity for a world class secondary education in a Christian atmosphere where they will be given a strong, biblical, Holy Ghost foundation that will be unshakable as they move into institutions of higher learning and then into life at large, becoming leaders and disciplers for their generation and also excelling in their academic work.

She carried this vision in her spiritual womb for eight years as DESTINY GIRLS’ COLLEGE. In the year 2011, her husband – Rev. Olusola Areogun (General Overseer of the Dream Centre of the Life Oasis Int’l Church) got involved and brought an additional dimension to the school by making it a college for boys and girls instead of girls only, emphasizing that boys’ destinies too must be preserved! Hence,  DESTINY INTERNATIONAL COLLEGE.

By 2013, the vision began to take on flesh. DESTINY INT’L COLLEGE is the hand of God stretched forth, none shall disannul it!

The vision has now become a manifestation.

JESUS IS LORD.

ACCREDITATIONS

Destiny International College has gone through several approval inspection processes and accreditation procedures.

It is not an exaggeration to say that every inspection or approval team always has an excellent comment on DIC having more than required facilities.

DIC has gone through inspection procedures from the Local Government Office, Zonal office, State office and Federal office of the ministry of Education.

More recently, DIC also went through the approval procedure to be a centre for Junior Secondary School BECE Examination by NECO.

 Approval procedure was conducted by NECO office, Minna, Niger State. This was also very successful.

With all glory to God. DIC has secured the following approvals:

i.  Government approval by the state Ministry of Education.

ii.  Approval by the state Ministry of Education to be an Exam centre for BECE Examination conducted by the state of Osun.

iii. Approval by the National Examination Council (NECO) to be a centre for BECE Examination.

 

AFFILIATIONS

Destiny International College as an Education centre of enviable standard have operated in cordial relationship with recognised examination bodies, associations and International organisations.

Examination bodies that have been of great help include NECO, WAEC and Cambridge.

A cordial relationship with British council of Nigeria has facilitated our implementation of the CIE syllabus (Cambridge International Syllabus) in preparation of our students for CIE exams both at Junior and Senior classes.

DIC offering Christian Education is not as a symbol but a daily life of the School operation. In view of this, DIC is a registered member of Association of Christian School International (ACSI). This is a recognised international body of Christian Schools with the headquarter office in Colorado, USA.

As a processing member of ACSI in Osun State, Nigeria, we are committed to daily biblical integration into the School operation and curriculum.

Quality Christian Education is a founding policy of Destiny International College as stated in the vision and mission of the school.

 

 

CONFERENCES AND TRAININGS

Destiny International College is committed to training her staff (teachers) to be world class tutors equipped to deliver with excellence both the Nigerian and International curricula with quality Christian education.

DIC has been represented in several conferences and trainings which has invariably influenced our mode of operation.

The commitment of the C.E.O/Proprietor, Rev (Mrs) Oyenike Areogun, to improving the scope, knowledge and teaching skills of DIC tutors cannot be overemphasized.

The training and conferences include:

·        APEN conference November 2013 (Association of Private Educators in Nigeria)

·        British Council Training for Cambridge Secondary School One (Checkpoint) subjects November 2013.

·        British Council Training IGCSE Cambridge Secondary School 2 subjects, March 2014.

·        Association of Christian School International ACSI West Africa Round Table Conference, April 2014.

·        British Council Schools Network Meeting, April 2014.

·        ACSI Classroom Management Training, April 2014

·        NERDC Training, September 2014.

·        SAT, TOEFL and training, October 2014.

·        ACSI Biblical Integration in School Curriculum Training, January 2015.

These and many more training are part of the equipping benefits of DIC tutors.

Other trainings are web-based trainings that each teacher (with the availability of laptop for every tutor) is exposed to as they are more specific for the subject being taught.


 

 

 

 

 

ICT-BASED TRAINING...

The proper integration of ICT with teaching/learning environment can improve education and increase productivity in the education system. ICT tools can improve the administration and management of school records saving cost and time in processing records. There are three possible approaches for transition from the old/traditional education administration system to a new system with proper integration of ICT, which are:

·         Parallel Transition – Introducing the new system while the old system is still working. There is a gradual phasing out of the old system using this approach

·         Complete transition – This has to do with complete eradication of the old system in replacement for the new system

·         People transition – This involve changing people that handles the manual system into a new team who can handle the ICT driven system.

ICT is a veritable tool which can do the following:

      Reduce service time and learning stress,

      Make data management and analysis easier,

      Enhance academic attendance

 

When teachers are equipped and updated with the latest technology tools, there would be an improvement in their productivity and efficiency in classrooms.

For example, the old farming tools such as cutlass, hoes, shovels etc, comparing their productivity level to the farmers using modern technologies in farming (such as tractors, harversters etc). The gap will be very wide. The same applies to teachers using the old methodology compared to teachers using the latest digital technology to improve their teaching skills.

 

USE OF SOCIAL MEDIA FOR TEACHING AND LEARNING:

The “ICT FOR SCHOOLS SUMMIT” was a programme organised by one of the school partners providing school portal services for our school. The main purpose of the programme was to educate schools (administrators, proprietors, teachers and other stakeholders) about the importance of making use of ICT as a viable tool for improving education, learning and administration of education in Nigeria. Also it was an opportunity for different ICT service providers to showcase products beneficial to improving education in schools.

SOCIAL MEDIA AS A TOOL IN EDUCATION AND DEMONSTRATIONS

The focus of this lecture is on the usage of Social Media as a tool for enhancing quality education among learners and establishing good communication and feedback between teachers and student, among students without barrier. It also provides instant pathways for disseminating and enhancing course-related knowledge outside the confines of the traditional classroom. 

The speaker emphasized the popularity and increase in social media usage across all age levels and especially among the teenagers (starting from 12 years upward) and the youths in general. He also mentioned that social media is also becoming popular among pupils below the age of 12 but limited because of restriction by some social media operators.

Teachers (in the developed word) also use controlled social media group for passing information across to student and using the platform as a discussion forum for discussing assignment and other academic things that bothers students. The social media has been a tool used in the academics settings to motivate students to participate, share, and learn with other collaborators.

The speaker also explained that the social media can bridge the diversity that exists in classrooms by establishing a neutral zone in which students can interact with one another. It creates a more collaborative and communicative learning environment for students by providing opportunities for discussions and interactions with their peers

The speaker concluded that the use of the social media has several benefits to enhancing and promoting learning among peers when controlled. Such benefits are peer interactions, facilitation of discussion and knowledge transfers, allows for creativity among the students and other benefits. The speaker thus encouraged schools to look into using social media in their schools to facilitate learning among students.

To conclude the lecture, the speaker emphasized that teachers should package themselves very well by regular update. Teachers should not appear as outdate to the students especially on social media matters. They should get familiar with online tools and materials that can help them improve. The e-learning mode of education at DIC provides both staff and students an edge in Secondary school education.

 

 

 

 

 

 

NERDC TRAINING

 (on the 26th November, 2014)our School Heads of Departments were made to attend the NERDC training which was meant to address the issue of  THE PHILOSOPHY OF THE REVISED BASIC EDUCATION CURRICULUM.

v  The 9-year Basic Education Curriculum was developed in response to Nigeria’s need for relevant, dynamic and globally competitive education that will ensure socio-economic and national development.

v   The BEC accommodated the fundamentals of both the National Economic Empowerment and Development Strategies (NEEDS) and the international protocols agreements such as Millennium Development Goals (MDGs) and Educational for All (EFA) goals.

 He stated that as a nation, Nigeria needs value re-orientation and this is one of the things that the new curriculum is to achieve. We need to concentrate on how we educate our children.

   Thus, BEC addresses amongst other things, the issues of value re-orientation, poverty eradication, critical thinking, entrepreneurship and life skills.

   The implementation of the existing curriculum commenced nationwide in Primary 1 and JSS 1 classes in September 2008, respectively. The first circle of implementation of the curriculum at the primary school level ended in June 20014, while the second cycle of implementation at the JSS level also commenced in September 2014.

   The feedback received on the implementation of BEC called for an urgent need for the review of the 9-Year BEC to achieve a reduction in subject overload in the context of the number of subjects offered at the Primary and Junior Secondary schools.

   The implementation of the revised 9-year Basic Education Curriculum has commenced in September 2014 with Primary 1 and JSS1 classes, with the gradual phasing out of the first edition of the BEC.

 

The Purpose of the Revised Basic Education Curriculum is stated below;

§    To ensure the connection between the Primary six content and the Junior School content in coherent and systematic manner.

§    To lay the foundation for the acquisition of scientific and technological skills

§    To lay the foundation for the acquisition and application of ICT skills.

§    To produce school leavers, who have strong academic foundation, moral and ethical values, productive work skills and potential for life-long learning.

 

The Philosophy for Basic Education Curriculum states that:

v   Every learner who has successfully completed the 9 years of continuous Basic education Schooling should have acquired appropriate levels of literacy, numeracy, manipulative, communicative, and life-long skills as well as ethical, moral and civic values needed for laying a solid foundation for lifelong learning as a basis for scientific and reflective thinking.

v   Appropriate levels of literacy and numeracy imply that every student on graduation will be able to functionally read and write as well as carry out sample mathematical operations.

v   The philosophy also implies that it is important to sow and sustain the culture of science and technology early in the child’s education whose results will begin manifest at the end of the Junior Secondary School.

 

In conclusion, the 9-year Basic and Senior Secondary Education Curricula are thus the vehicle for achieving education being identified as an instrument for socio and economic reconstruction.

     Our  Pre-Vocational Studies department is  adequately staffed with qualified teachers to teach these subjects.

            NERDC has successfully restructured the 9-year BEC into 10 teachable, functional and practical oriented subjects that eliminated redundancy; without compromising the quality of education received by the learners, and consistency with the nation’s transformation agenda.  

The Implementation Strategies are discussed below;

1)       As a deliberate policy, the revised BEC will be implemented in phases in schools across the federation, beginning in September 2014 commencing with JSS1. This is to be followed with JSS 1&2 in September 2015; with  JSS1, 2 & 3 in September 2016 and so on.

2)        In this way, the existing JSS curriculum will be phased out in 2017.

3)       This method of gradual implementation is to allow for proper planning, teacher training, review of existing textbooks and development of new ones, provision of infrastructure and learning resources, adequate funding, monitoring and feedback for effective curriculum delivery.