Modupe Adeyinka-Oni is a renowned educator, speaker, author, and tech advocate with over four decades of experience in nursery and primary school education. She is passionate about technology and education, having dedicated her career to stretching the boundaries of 21st-century experiential learning through immersive classroom experiences and digital tools.
She is the founder of Standard Bearers School, a leading nursery and primary school in Lekki, Lagos, Nigeria. The school’s vision of raising a generation of godly, tech-savvy children has endeared her to parents who seek a future-ready education for their children. In 2019, Modupe coached a team of young girls who competed in the Global Technovation Competition finals in Silicon Valley, USA, further reinforcing her commitment to integrating technology into education.
In a quest to bridge educational inequalities, she founded the iAfrica Cloud School Foundation on May 27, 2021, as a corporate social responsibility (CSR) initiative of Standard Bearers School. The foundation focuses on providing quality education to children in underserved communities across Nigeria. Using digital prerecorded videos, the initiative teaches literacy, civics, and culture, ensuring that education is accessible to all, regardless of socioeconomic background. Following a successful pilot program that established five learning centers, she enrolled in the Founders Institute Lagos to develop scalable solutions for literacy and essential skill acquisition.
In this interview with Lehle Blade, Adeyinka-Oni speaks on how her ‘unexpected’ education journey grew into a passion for influencing young minds and how her experience shaped her belief in the potentials of African girls in the tech world.
You’ve dedicated over four decades to shaping young minds through education. What was the defining moment that sparked your passion for teaching, and how has your philosophy on education evolved over the years?
My education journey was unexpected. I took a teaching job in Lagos to stay in the city, intending it to be temporary. My parents had wanted me to return to Ibadan post-NYSC, but I was determined to make a life for myself in Lagos, so I took a job with Corona School Victoria Island. Little did I know that this decision would lead me to my true calling.
As I began teaching, I discovered that I had a passion for influencing young minds. I enjoyed sharing my knowledge with my students and making learning fun. I realized that children needed to be engaged, and I used my background in theatre, creative arts, and fine arts to bring creativity and storytelling into the classroom. History came alive through stories, geography became a virtual journey, and maths was hands-on.
I didn’t have a traditional education background, but I was determined to learn and grow as a teacher. I learned from my colleagues and adapted my approach to meet the needs of my students. I soon realized that my unconventional approach was exactly what my students needed. They were engaged, motivated, and eager to learn. I was hooked – I knew that I had found my passion.
Over the past 4 decades, I’ve dedicated myself to nursery and primary school education. It’s been an incredible journey, and I’ve been fortunate to have had the opportunity to make a difference in the lives of countless children. I’ve stayed true to my niche, focusing on the early years and foundational education, and it’s been a rewarding experience. I’ve seen children grow and develop, and I’ve had the privilege of playing a small part in shaping their young minds.
I believe that I’m one of the rare individuals who are born to teach. It’s second nature to me – I can teach anywhere, anytime, and on any subject. I may not have all the answers, but I know how to engage, motivate, and inspire my students. And that’s what teaching is all about. It’s not just about imparting knowledge; it’s about facilitating lessons to make a difference in the lives of others. And that’s what gets me out of bed every morning, eager to face another day at my school.
As the founder of Standard Bearers School, you’ve always emphasized the importance of raising tech-savvy children. Was there a specific experience or realization that convinced you that technology should play such a central role in education?
As the founder of Standard Bearers School (SBS), my technology journey was unexpected. Growing up, I believed that computers and laptops were tools for secretaries, not for someone like me. However, when I pursued my online PGCE, I realized I was not skilled enough in using computers and had to rely on my sons for help, naturally, they continue to tease me a lot about this.
A turning point came in 2019 when my students participated in the Technovation Global Girls Competition. Although I was not tech-savvy, I mentored them on the creative side, while someone else helped with the coding using Scratch. To my utter surprise, they won, and I accompanied them to Silicon Valley.
Witnessing all the girls’ adeptness with technology and discovering that my girls were able to stay abreast revealed a significant shift in their learning away from the traditional reliance on school and curriculums. Also, visiting a tech museum allowed me to see the transition from play in kindergarten to innovation. This was a big revelation, that shifted my mindset. I realized that despite our school’s efforts to become a smart school, we had not fully embraced technology, and, I knew I had to pivot my entire team into 21st-century pedagogy. Covid-19 accelerated our pivot by forcing us to embrace online learning, and within two weeks, we successfully transitioned.
This experience opened my eyes to the future of education. I saw children from various parts of Nigeria joining our online classes, and I knew that leapfrogging into technology was essential for the next generation. While I may not be the most techy person, I understand the importance of balance between a teacher-led and a pupil-led classroom, between screen time and non-screen teaching. Teachers can open the knowledge book to their children but the students must be equipped to venture through the door and explore varied areas of interest in their effort to find their passion. Technology is the access vehicle and as SBS became a smart school it helped me see the opportunities beyond my school, for our country which I began to pursue through my foundation called the iAfrica Cloud School Foundation.
Today’s children are digital natives, and we must teach them in an environment they’re familiar with. Handwriting is still important, but the pen of the future is their fingers typing away. Technology shouldn’t be all-consuming, as it can lead to entertainment rather than learning. We must help the children make that distinction and embrace technology as a tool for education.
As founding the iAfrica Cloud School Foundation, your goal was to provide education to underserved communities. Can you share a personal story or moment that made you realize the significant impact you could make in these communities?
After the Covid lockdown, I felt compelled to take action to get children off the streets. I decided to visit Makoko, a community in Lagos and was met with a harsh reality. The poverty and poor conditions of the classrooms left me gutted. Despite our previous CSR efforts, I saw that we had barely scratched the surface, poverty wore an ugly face, but looking into the eyes of the children I saw hope and an eagerness to learn. Their eyes sparked with excitement as we sang and played together, I was hooked.
The needs assessment I conducted revealed a dire situation: untrained teachers struggling to educate children, with many unable to read themselves. Children were merely memorizing information without understanding. I was appalled and knew I had to act.
The children deserved better and I was determined to try and change the narrative. Ideas flooded my sleeping and waking moments, and it was possible, so I brought together a team of equally passionate educators, producers, and cinematographers and went into an accelerator with Founders Institute Lagos programme to develop an EdTech SaaS solution for bridging the inequalities gap in Nigeria. With my co-founder, DoorwayAfrica 360 was birthed, with of first product the Edulab360 LMS which we now use to train teachers and teach children in the last mile.
This entire experience ignited a passion within me to speak out about the issues plaguing our education system, particularly in the last mile. Nigeria’s problems are twofold: public schools, which the government is struggling to fix, and
Non-state schools, such as poor private schools and community schools in rural areas as well as the growing Almajeri and Out-of-School Children. These institutions all lack sufficient resources, support, and assistance, leaving children disenfranchised from quality education.
Witnessing this stark contrast to my idyllic memories of Nigeria, forged during my time at the University of Ibadan, was a wake-up call. I felt compelled to contribute my quota, knowing that others would follow and that together, we could create a better Nigeria – one where every child has access to quality education and can go on to learn and thrive.
You coached a team of young girls to the finals of the Technovation competition in Silicon Valley, USA. What was the most memorable part of that experience, and how did it shape your belief in the potential of African girls in the tech world?
My experience in Silicon Valley was a turning point. Initially, I worried that my students weren’t prepared, but I was proud to see them hold their own with peers from 11 other countries. They were confident and knowledgeable about technology, exceeding my expectations.
A pivotal moment came when we visited the Museum of Science and Technology. A documentary called ‘Think BIG’! Showcased the impact of technology on the world, and one scene stood out: children playing with Lego blocks in a kindergarten classroom, which then transformed into a space station in orbit. This visual representation of how play can spark innovation, leading to design thinking resonated deeply. The message was clear.
This experience solidified my belief in the importance of play-based learning. Traditional teaching methods, where children are expected to sit quietly and absorb information, stifle creativity and hinder learning. In contrast, interactive and engaging approaches, like dialogue and hands-on activities, foster critical
thinking and problem-solving.
I realised that Nigerian children deserve equal opportunities to excel globally. This knowledge spurred me to develop the ed-tech solution Edulab 360, leveraging videos to engage students and promote critical thinking. By exposing children to various experiences and encouraging them to think creatively, I believe we can empower them to develop innovative solutions to Nigeria’s problems.
My message to children is clear: instead of complaining about problems, they should focus on finding solutions, we have a lot of problems in Nigeria today and this equates to a lot of solutions waiting for them to discover. The current generation has the power to transform Nigeria, and education is key. We must move beyond relying solely on the government and make it a collective responsibility for all, particularly those of us who benefitted from a good Nigerian education, we must become the catalyst for creating positive change in Nigeria’s education space and across Africa. The future of the continent depends on us. Freely we received, so freely we must give.
As I reflect on my journey, I’m reminded that education is not just about academics; it’s about preparing children for life. We must equip them with the skills, knowledge, and the right mindset necessary to navigate an ever-changing world. By doing so, we’ll empower them to become active contributors to society, rather than just passive recipients of information.
Ultimately, my goal is to inspire a movement that prioritizes education and innovation in Nigeria. I believe that by working together, we can create a brighter future for our children and our country. It’s time for us to rethink our approach to education and embrace a more holistic, interactive, and inclusive model – one that prepares all our children to thrive in the 21st century.
As an author writing under the pen name Ms. Seriki, your stories encourage children to embrace their talents and African heritage. What inspired you to write these stories, and how do you hope they influence the next generation of young readers?
I am a storyteller at heart, my experience at Roydek Academy in Makoko was a watershed moment. I brought books from my school library, which included the Oxford Reading Tree series, to assess the impact of the Edulab 360 LMS on their learning. But, what struck me was the children’s reaction to the books themselves. They had never seen a picture storybook before, and their wonder was palpable.
As they stroked the glossy covers and giggled at the sight of illustrations, I was deeply moved. It was then that I realized that we need to make storybooks readily available for non-state and community schools, we also need to create our own stories, tailored to the Nigerian and African experience. We can’t rely on foreign books alone; we have to write our own. And so, I began writing stories that celebrate Nigeria’s diversity, cultural nuances, and beauty.
My goal is to write a book centered around every state in Nigeria, weaving a rich tapestry of stories that showcase our country’s rich heritage. I want to bring Nigeria to life on the pages of storybooks, highlighting our scenery, food, dance, and traditions. Through these books various genres like fiction, fantasy, and true-life stories can be captured, I aim to inspire children by highlighting the life and struggles of role models, and unsung heroes, past and present alongside historical events all to encourage children to seek education.
My own father’s story is one such inspiration. A skilled medical doctor, he never wore shoes until he started secondary school, as his father believed that shoes were a privilege to be earned. His story of perseverance and determination is one that inspired me and I believe such stories can inspire future generations. We must write our own stories, celebrating our triumphs and struggles, and showcasing our resilience and strength.
We cannot rely on others to tell our stories or define our worth. We must take ownership of our narrative, celebrating our unique experiences and perspectives. By writing our own stories, we can inspire our children, empower them with knowledge, and equip them to shape their destinies.
You are a strong advocate for Finnish pedagogical practices. How did you first come across these methods, and what is it about them that you believe can be adapted to improve education in Nigeria and beyond?
With over four decades of experience in education, I’ve witnessed significant changes in the system. One of the earliest challenges I faced was around 2009, when private schools began introducing their entrance exams, in addition to the national common entrance exam. This shift meant that students had to prepare for multiple exams, each with its unique format and curriculum.
As an educator, I felt restless, knowing that the pressure on students was mounting. I needed to find ways to support them in adapting to the pressures of this new landscape. My research led me to two influential discoveries: the Finnish education system, renowned for being one of the best in the world, and “The Leader in Me,” a program based on Stephen Covey’s “Seven Habits of Highly Effective People,” adapted for children.
I attended a conference on “The Leader in Me” and was inspired to integrate its principles into our school in 2010. This program empowers children to take ownership of their learning, develop leadership skills, and cultivate a growth mindset. Around the same time, I delved deeper into the Finnish education system, which emphasizes play, project-based learning, hands-on activities, teamwork, collaboration, and student-centered approaches. I was intrigued by the recommendation for children to take brain breaks between subjects to wake them up in readiness for the next class. This approach enables children to settle down at the onset of a new period ready to absorb information, not doing this leaves them restless and distracted. This is particularly important for neurodivergent children and as an inclusive school, we needed a solution that helped all children learn effectively.
Armed with these insights, which the Geelong School, Australia combined successfully using positive education and reinforcement I retrained my teachers and transformed our teaching methods. The results have been remarkable. Not only have we maintained our record of successfully placing all our students in secondary schools, but we’ve also fostered a culture of positivity, creativity, critical thinking, and collaboration as prescribed in the ‘Leader in Me programme.
The Finnish education system has taught me that the key to preparing students for an uncertain future is to focus on developing essential skills and competencies. We can’t predict the jobs of the future, but we can equip our children with the adaptability, and grit needed to thrive in an ever-changing world. As educators, our job is to show them various ways to imbibe new thinking and the Finnish education system does this effectively, allowing all children regardless of their learning styles to thrive.
You’ve trained over 2000 teachers through the Preschool Primary Educators Initiative. What challenges did you face in getting teachers to embrace 21st-century teaching methodologies, and what personal experiences have motivated your dedication to teacher development?
My teacher training journey began with COPAD (Concern for Public Accountability and Development) and later this led to the establishment of the Preschool Primary School Initiative along with like-minded school owners. Through these organizations, I have collaborated with other skilled educators in the training of over 2,000 teachers. We focus on changing their mindsets and transforming their educational pedagogy, especially for teachers who didn’t have any access to teacher training which would foster lifelong learning through their personal development approaches.
Initially, COPAD provided physical training, but we pivoted to online training during the COVID-19 pandemic. This shift required us to teach basic technology skills, as many teachers owned smartphones but didn’t understand their capabilities. We helped them grasp the concept of remote learning and the importance of adapting to the digital age.
Our training emphasized the difference between industrial-age teaching and 21st-century pedagogy. We stressed the need for teachers to equip students with skills for their future, rather than relying on outdated methods. By offering free online training, we reached educators across Nigeria, introducing them to modern instructional techniques.
This experience also informed my development of Edulab 360, which includes a teacher training section. Nigeria faces a shortage of qualified teachers, particularly in rural areas, where many have only basic qualifications. However, I believe that with training and support, these teachers can improve and make a meaningful impact.
The response has been overwhelming, with teachers demonstrating a hunger to learn and grow. They need encouragement, support, and continuous training to unlock their full potential, while we need funders to keep this programme going. By investing in our teachers, we can accelerate the transformation of Nigeria’s education system and equip future generations with the skills they need to succeed.
As a trailblazer in both education and technology, what advice would you give to women who aspire to make a meaningful impact in fields that are often male-dominated, like tech, stem and education?
To all the young girls and ladies in school today, I have a simple yet powerful message: “You can be whoever/whatever you want to be. We live in a world where technology has made learning easy, accessible, and limitless. With the freedom to learn anytime and anywhere, there are no glass ceilings that you cannot break”.
In fields like education, technology, science, engineering, academia, and entrepreneurship, the sky is truly the limit. You shouldn’t let anyone tell you otherwise. Your smartphone is your computer, and with literacy, you can access any information you want, learning at your own pace.
I emphasize literacy because it’s a fundamental skill that unlocks the power of knowledge. Instead of scrolling through social media, you must use your time wisely to learn something new. The world needs lifelong learners, and every one of you has the potential to be one.
Whether it’s vocational training, academia, or entrepreneurship, you can achieve your dreams. You need positive role models like Oprah Winfrey, Ngozi Okonjo – Iweala, Chimamanda Adiche, Funke Akindele, Amina J Mohammed, Vicky James, Tara Fela – Durotoye, Hilda Bacci, Ariya Starr, and Yetunde Oni who have broken glass ceilings. You also can be one of them in the future.
To succeed, become an expert in your field, be confident, and carry yourself with pride. Don’t let anyone make you feel inferior. As a female, you are smarter, more resilient, and capable of multitasking.You are version 2.0 in the human creation story! This means you’re more intelligent, more creative, industrious, and resilient with better foresight and instincts, you’re a ‘Change Maker’ and Nigeria needs You!
Remember, God doesn’t see male or female. Don’t let anyone define your potential or limit your aspirations. So rise, take what’s yours, and never give up on your dreams because it’s possible.
