In this exclusive interview with Akeem Alao, multifaceted educationist and engineer, Olusegun Akintade, shares deep insights into how he navigates the intersections of education, engineering, and consultancy.
With a rare blend of technical precision and human-centered leadership, Akintade is helping to shape a generation of learners—especially those with special needs—while championing the use of technology and innovation in Nigeria’s education sector.
What core values guide your work across education, engineering, and consultancy?
The first core value that drives me is consistency. Whether in engineering or education, consistency ensures stability and progress. When consistency is lacking, we experience gaps and systemic breakdowns—as we often do in Nigeria.
Another value is deep thinking. In engineering, you don’t just fix problems—you anticipate them by exploring all possible scenarios and variables. That mindset has been pivotal in my work in education and consultancy.
Lastly, values like integrity, timeliness, trust, and team bonding are crucial. As an engineer, I’m process-driven. As an educator, I’m people-driven. These values create a balance between both worlds.
How do you blend engineering and education in your service delivery?
My journey started with a solid foundation in electrical and computer engineering. While teaching ICT and related subjects, I realized I was not just a teacher—I was a skills trainer. I saw the gaps in our education system and felt the urge to bring engineering tools and thinking into the classroom.
I went on to obtain a teaching license from the National Teachers Institute and began integrating practical training in electrical works, computing, networking, and hardware into the school curriculum. That’s how I blend both disciplines—engineering gives me the tools, education gives me the platform to apply them meaningfully.
What drew you to support children with special needs, and how do you meet their learning goals?
Growing up, children with special needs were often misunderstood and stigmatized. But my perspective changed as I entered the field of education. I realized that these children don’t lack ability—they need inclusion and consistent support.
I started connecting families to special educators, advocated for personalized lesson plans, and later pursued training in special education myself. I became more aware of conditions like ADHD, dyslexia, and autism, and how to support learners through tailored instruction. It’s now a passion—ensuring every child, regardless of ability, is given a chance to learn and thrive.
How have your diverse academic backgrounds shaped your leadership and consultancy work?
My background cuts across technology, science, the arts, and education. This gives me a holistic lens for problem-solving. Whether I’m consulting for schools, managing teams, or designing systems, I draw from each field.
For instance, my engineering mindset helps me analyze and troubleshoot school management systems, while my training in education helps me understand human behavior and learning processes. It’s a blend that enables me to lead with both logic and empathy.
How can Nigeria’s education system better use technology for learning?
We must start from the top, especially with our public education systems. It’s not about doing everything at once but taking meaningful steps—starting with equipping schools with modern tools.
I’ve visited government-funded schools that were recently renovated, only to find outdated Pentium 2 systems. Such technology limits what students can learn—no data analytics, no graphics, no coding.
We need better oversight. Government should put the right people in charge, monitor installations, ensure functionality, and scale tech infrastructure to more schools. Private institutions, too, must step up by establishing certified CBT centers and creating digital learning hubs that meet global standards.
What inspired your journey into school leadership?
It began in my early teaching years. I noticed that my decisions were often solution-oriented—I wasn’t just discussing problems, I was fixing them.
Peers sought my guidance, and I was always eager to advise, strategize, and implement better practices. That leadership spirit grew naturally. I started learning more about school management, human-centered leadership, and administration—without losing touch with my core as a technologist and educator.
What strategies have helped improve student performance and school culture?
First, I work to eliminate fear. Many students fear failure. So I show them my own academic results across science, art, and commercial subjects to prove that success is possible.
Next, I help them understand the purpose behind the school’s academic plan. It’s not enough to create a timetable—the students must see themselves in it. When they own their learning schedule, they take responsibility.
Finally, I introduce them to relevant tech skills and engineering-based learning. This not only builds confidence but opens up new career pathways. That’s how some students who once ranked 20th in class now make it to the top five.
Can you share a leadership challenge you faced and how you handled it?
One major challenge was during a computer-based testing (CBT) rollout. We had 100 systems but over 400 students. Despite informing parents ahead, we had a shortage of devices due to financial and logistic constraints.
I worked with my IT team to reconfigure the platform to support mobile phones and tablets, even those with low processing power. We ensured exam integrity through tracking software, and eventually, even skeptical parents commended the innovation.
What innovations have you introduced, and what has been their impact?
My innovations center around smart technology—from surveillance and attendance systems to transport safety monitoring and real-time student tracking.
For example, bus minders now electronically confirm pick-ups, and alerts are sent if a student is missed. These solutions make schools more secure, organized, and trustworthy in the eyes of parents and administrators.
I’ve also helped transform traditional computer labs into international CBT centers capable of hosting exams like IELTS and other global assessments.
What changes do you want to see in Nigeria’s education, and how are you contributing?
We need more schools to reduce overcrowding, especially in urban areas. Also, government must engage with private schools, not just regulate them. Understand their challenges, offer support, and ensure compliance with quality standards.
As for my role, I frequently consult for small and emerging schools, offer guidance to school owners, and push my teachers to expand their global teaching exposure—learning about British, American, Canadian, and even African-based curricula. I believe a globally informed teacher produces globally competitive students.
Olusegun Akintade is not just educating students—he’s transforming systems. With a mind engineered for innovation and a heart committed to inclusion, he continues to influence Nigeria’s educational future, one school, one child, and one strategy at a time.
