Daaru Nuru-L-Islam Model College,Osogbo,Osun State.

Amis Olorunda LG ACADEMIC COMPETITION #2026
Al Hamdulillah 🤲🏾
It's a success 🙌🏾

The Proprietor
Mallam Nurudeen Babatunde Balogun

On Wednesday, 25th March 2026, INDOMIE conducted a visitation to Daaru Nuru-L-Islam Model College in Osogbo. The visit aimed to strengthen community ties, support educational institutions, and promote the INDOMIE brand through a practical initiative—providing noodles for students to eat.

The visit was part of INDOMIE’s broader corporate social responsibility (CSR) efforts, which focus on supporting education, nutrition, and community development.

INDOMIE representatives arrived at the college and were warmly received by the principal and staff. The visit was organized to showcase the company’s commitment to education and student welfare.
A brief presentation was held to introduce INDOMIE’s brand, its history, and its role in the food industry. The company also shared its CSR initiatives, including supporting schools and students through food programs.

A key part of the visit was the distribution of INDOMIE noodles to students. The company provided a batch of noodles for the students to eat during lunchtime. The event was a hands-on opportunity for students to experience the product in a real-world setting.
INDOMIE representatives engaged with students and staff, answering questions and discussing the benefits of the noodles. The company emphasized the nutritional value of its products and their role in providing affordable, quality food to students.

The college staff and students provided feedback on the visit, and INDOMIE expressed interest in continuing its partnership with the institution. Future collaborations may include more food donations, educational programs, or community outreach initiatives.
Outcome of the Visit
The visit was well-received by the students, staff, and management of Daaru Nuru-L-Islam Model College.

Conclusion
The visitation of INDOMIE to Daaru Nuru-L-Islam Model College on 25th March 2026 was a successful event that highlighted the company’s commitment to education and community development. By providing noodles for students to eat, INDOMIE not only supported the school’s food program but also engaged with the community in a meaningful way. The visit reinforced the importance of corporate social responsibility and the value of partnerships between businesses and educational institutions.

The Proprietor
Mallam Nurudeen Babatunde Balogun

🌙✨ Eid Mubarak! ✨🌙

May Allah accept all your عبادات, forgive your shortcomings, and shower you with endless mercy and blessings🤲🏾.
May this blessed Eid bring peace to your heart, نور to your home, and barakah to all that concerns you🤲🏾.

As we celebrate the joy of Eid, I pray that Allah fills your life with happiness🥰, strengthens your Imaan🙏, and grants you success in this world🌎 and the Hereafter🤲🏾.

تَقَبَّلَ اللَّهُ مِنَّا وَمِنكُمْ صَالِحَ الأَعْمَالِ🤲🏾

Eid Mubarak to you🕋

Ramadān Mubarak 🤚🏾

Today, Tuesday, 17th February 2026, students, teachers, and staff of Daaru Nuru-L-Islam Model College, Osogbo, embarked on a field trip to Obafemi Awolowo University (OAU) in Ile-Ife, followed by a visit to the Ile-Ife Zoological Garden and Museum. The trip aimed to provide students with an immersive experience in academic and scientific environments, fostering a deeper appreciation for higher education, biodiversity, and cultural heritage.

Obafemi Awolowo University (OAU) is one of the leading public universities in Nigeria, established in 1948. It is located in Ile-Ife, a city known for its rich cultural heritage and historical significance in Nigerian education.

The school visited the main campus, including the main building, libraries, and laboratories. The campus was described as modern, well-maintained, and equipped with state-of-the-art facilities.
Academic Facilities: The visit included an overview of the university’s academic departments, research centers, and student support services.
Lecture Hall and Seminar Rooms: Students were shown the lecture halls and seminar rooms, which are used for teaching and research activities.
Library and Archives: Students had the opportunity to interact with university students and faculty members, gaining insights into the academic life and challenges of university life.

Students gained a better understanding of the structure and functioning of a higher education institution.
They were inspired by the academic environment and the opportunities available at OAU.
The visit helped students appreciate the importance of higher education in personal and professional development.

The Ile-Ife Zoological Garden and Museum is a popular tourist attraction in Ile-Ife, offering a unique blend of wildlife conservation, education, and cultural history. The museum houses a collection of historical artifacts, while the zoo provides a habitat for various animal species.

Students visited various animal exhibits, including mammals, birds, reptiles, and amphibians. They observed animals in their natural habitats and learned about their behavior, diet, and conservation status.
The museum featured exhibits on the history of Ile-Ife, the Yoruba people, and the cultural significance of the region. Students were introduced to artifacts, tools, and historical items that reflect the region’s rich heritage.

Interactive sessions were conducted to explain the importance of biodiversity, conservation, and the role of zoos in protecting endangered species. Students were guided by museum staff and zookeepers, who provided detailed information about the animals and their conservation status.

Students developed a greater appreciation for biodiversity and the importance of wildlife conservation. They gained knowledge about the cultural and historical significance of Ile-Ife.
The visit encouraged students to think about the role of science in environmental protection and sustainable development.

The field trip to Obafemi Awolowo University, Ile-Ife, and the Ile-Ife Zoological Garden and Museum was a successful and enriching experience for the students. The visit provided a hands-on learning opportunity that complemented their academic curriculum and inspired them to pursue higher education and scientific inquiry.

The Proprietor
Mallam Nurudeen Babatunde Balogun

Report on the Food and Nutrition Practical Exercise of DAARU NURU-L-ISLAM MODEL COLLEGE, OSOGBO
Date: Tuesday, 3 February 2026
Time: 8am
Location: school premises

The Food and Nutrition Practical Exercise was conducted by the students of the school The exercise aimed to provide hands on experience in food preparation, nutrition, and health education, as part of the curriculum in the Department of Home Economics or related subjects.

The purpose of the Food and Nutrition Practical Exercise was to:
Enhance students’ practical skills in food preparation and nutrition.
* Promote awareness of healthy eating habits and food safety.
* Encourage students to apply theoretical knowledge in real-life situations.
* Foster teamwork, responsibility, and creativity in the kitchen.

The session was supervised by teachers from the department, who guided the students through the practical activities. The practical exercise included the following activities:
* Preparation of healthy meals using locally available ingredients.
* Demonstration of food safety practices, including hygiene and storage.
* Identification of nutrients and their roles in the human body.
* Group activities such as meal planning and cooking.
* Evaluation of the students’ performance based on accuracy, creativity, and adherence to health standards.

The Food and Nutrition Practical Exercise was well-organized and conducted in a safe and conducive environment. The students demonstrated a good understanding of food preparation and nutrition concepts. They were able to prepare simple but nutritious meals, follow food safety guidelines, and work collaboratively in groups. However, some students showed a need for more guidance in meal planning and ingredient selection.

The students were enthusiastic and engaged throughout the exercise.
The use of locally sourced ingredients was commendable, promoting food security and sustainability.
The teachers provided effective supervision and timely feedback.
Some students required more guidance in food safety practices and meal planning.

Based on the findings, the following recommendations were made:
* Provide more training on food safety and hygiene practices.
* Encourage students to participate in more group activities to enhance teamwork.
* Introduce more variety in the types of meals prepared to improve creativity.
* Conduct follow-up sessions to reinforce learning and address areas of weakness.

The Food and Nutrition Practical Exercise at DAARU NURU-L-ISLAM MODEL COLLEGE, Osogbo, was a successful event that provided students with valuable hands on experience in food preparation and nutrition. The exercise not only enhanced their practical skills but also reinforced their understanding of healthy eating habits. The college is encouraged to continue such practical sessions to ensure that students are well-prepared for real-life challenges in the field of nutrition and food science.

The Proprietor
Mallam Nurudeen Babatunde Balogun

Report on the NIN (National Identity Number) Exercise of DAARU NURU-L-ISLAM MODEL COLLEGE, OSOGBO
Date: Tuesday, 3 February 2026
Time: 9:00 AM
Location: School Premises

The National Identity Number (NIN) Exercise was successfully conducted. The exercise aimed to ensure the smooth implementation of the NIN system within the institution, in line with the national initiative to provide every citizen with a unique identification number for administrative, legal, and social purposes.

The exercise was conducted by the National Identity Number (NIN) Implementation Team, which included representatives from the Federal Government, the National Identity Management Commission (NIMC), and the Ministry of Education. The college staff, students, and administrative personnel were also present for the exercise.

Activities Conducted
The exercise included the following activities:
* Orientation session on the NIN system and its importance.
Registration of students, staff, and administrative personnel for the NIN.
* Verification of existing records to ensure accuracy and completeness.
* Demonstration of the NIN system for administrative use.
* Discussion on the integration of NIN into the institution’s operations.

The NIN Exercise was well-organized and executed efficiently. The institution has a good understanding of the NIN system and is committed to its implementation. All students, staff, and administrative personnel were successfully registered for the NIN. However, some challenges were noted, including the need for better awareness among staff and students about the NIN system and its benefits.

Based on the findings, the following recommendations were made:
* Conduct regular awareness campaigns to ensure that all stakeholders understand the NIN system.
* Provide training sessions for staff and students on the use of the NIN system.
* Ensure that the NIN system is fully integrated into the institution’s administrative processes.
* Maintain accurate and up-to-date records of NIN registrations.

The NIN Exercise was a successful event that ensured the smooth implementation of the NIN system within the institution. The college is encouraged to continue promoting awareness and ensuring the effective use of the NIN system for the benefit of all stakeholders.

The Proprietor
Mallam Nurudeen Babatunde Balogun

DAY TWO OF AMIS SOUTH WEST AND KWARA ZONE 2025 ANNUAL CONFERENCE

"EVENING SECTION "

📝 A highly beneficial presentation titled: "Marketing with Integrity: Growing Islamic Schools through Ethical Branding and Community Engagement" was handled by Dr Ogunmuyiwa Sulaiman. He did justice to the superb lecture.

✍️ Another exciting presentation titled: "Teacher Development as a Catalyst for Excellence: From Recruitment to Retention" was marvelously delivered by Dr Adebare Egunjobi.

✍️ The guest speaker identified three main problems as regards the topic: No teachers, no skilled teachers and teachers don't stay as they are not easily retained.

📝 Dr Adebare
highlighted eight useful points with sub-topics. They are as follows:
1. Recruitment: Written test, essay writing, micro teaching, oral interview and credentials review. Results of those segments should be shown to appointed teachers to know their strength.
2. Training: Core training, pedagogical training, curriculum training, needle point training, contemporary training, subject based training, vision based training, general training and support training.
3. Assessment: Teaching assessment, records assessment, attributes assessment, students' performance assessment, cumulative points assessment, termly assessment and monthly assessment.
4. Target: Termly Target: Students' Performance,
Monthly Target: Basic Records Target
Weekly: Diary Target.
5. Preview:
Termly Preview: 7 to 8 topics per subject,
Weekly Preview: 1 topic per subject.
6. Language Clinic: Grammar, phonetics and creative writing.
7. Reward: Compensation, allowances, incentives, promotion among others.
8. Retention: Welfare programmes, housing contributions, scholarship among others.

✍️ Questions and answers followed and the presentation came to an end with ovation.

📝 Together, we shall take education to greater heights in this world.

DAY TWO OF AMIS SOUTH WEST AND KWARA ZONE 2025 ANNUAL CONFERENCE

THIRD PRESENTATION WAS ON "SUSTAINABLE GROWTH IN ISLAMIC SCHOOLS: LEADERSHIP, FUNDING AND ETHICAL INNOVATION"

✍️ The third presentation and formal opening lecture titled: "Sustainable Growth in Islamic Schools: Leadership, Funding and Ethical Innovation" was presented by Dr Siddiq Uthman Okanlawon from Lagos State University on behalf of Prof. Amidu Sanni Olalekan who was unavoidably absent.

✍️ Dr Okanlawon really shined as his presentation was superb, exciting, fascinating, tantalizing and transforming as he was able to carry the delegates along throughout the lecure. His presentation was based on these important points: Meaning of Islamic Schools, Components of Islamic Schools, Islamic Education, Private schools and their importance using Lagos State as a case study, approval of private schools by government, history of private Islamic schools in Nigeria, the Policy of the British Government, the reactions of the Muslims, creation of Government Muslim Schools and appeal to integrate Western education, Muslim Committees of Education, The First Muslim Private Schools, efforts and contributions of notable Islamic organisations in Nigeria, challenges facing private schools in Nigeria discussed under social, financial and human resources, management and regulatory, infrastructure and quality, surge in low cost private schools.

✍️ Other vital points discussed by Dr Okanlawon were sustaining the growth through leadership, funding and ethical innovation, consistent collaboration with other school owners, constitute the governing board, avoid family interference, better welfare package for staff, continuous training of trainers, upholding Islamic norms, diversifying the sources of income beyond tuition fee, viable digital presence/digitalizing schools ' operations, seeking subvention from the government, introduction of entrepreneurial empowerment and after-school programmes, creating a market and network for the graduates, patronizing Islamic-Oriented Financial Institutions, creating a visible and traceable Corporate Social Responsibility (CSR) and creating a viable alumni body. Details on the above points were contained in the thirty-five slides of the fantastic presentation.

✍️ Questions and answers followed.

📝 Together, we shall take education to greater heights in this world.

DAY TWO OF AMIS SOUTH WEST AND KWARA ZONE 2025 ANNUAL CONFERENCE

SECOND PRESENTATION WAS ON TECHNOLOGY IN FAITH-BASED EDUCATION

✍️ The second presentation titled: "Technology in Faith-Based Education: Tools, Trends and Islamic Guidelines" was handled by Prof. Ismail A. Musa, Chief Imam of University of Lagos and Secretary of IIIT, South West, Nigeria.

📝 Imam started with Importance of seeking knowledge, Islamisation of knowledge project and commendation of AMIS Conference as it strengthens Islamic Education, harnesses intellectual capital within the Ummah, balances global innovations with Islamic worldview, explores Qur'an guided, and sustainable educational solutions.

📚 Prof. Musa highlighted ICT benefits as contained in National ICT Policy and Education Framework as follows: Facilitate teaching and learning, promote problem-Solving and innovation, enhance administration and research and widen access to information.

✍️ The Guest Speaker urged school proprietors present to have the following ICT facilities though they may be costly: functioning website, email addresses, portals, computer systems, reliable internet connectivity, alternative power supply such as solar, inverters, generators to mention but few.

📝 He elucidated on some challenges facing the use of ICT such as: funding, access gaps, digital illiteracy. He encouraged school proprietors to embark on staff training on effective use of the ICT. Looking for offline gadgets if online ones are not affordable, having backups for different documents and the use of AI were other vital points emphasized.

📚 Islamic guidelines on how to use ICT such as Niyah (good intention), Adab (ethics), proper monitoring, not being used for crimes, not to commit sins among others were enumerated. The presentation was highly loaded.

✍️ Questions and answers followed. The next programme is formal opening.

📝 Together, we shall take education to greater heights in this world.

Technology in Faith-Based Education
: Tools, Trends, and Islamic Guidelines

1. Introduction

The purpose of education in Islam goes beyond academic excellence — it aims for tazkiyah (purification), islah (reformation), and transformation. The key question is not just “Are we teaching?” but “Are we transforming?”

In our fast-changing digital world, schools must reform to produce learners who are ulul-albaab — critical thinkers, problem solvers, and spiritually grounded individuals who can apply knowledge for the benefit of the Ummah.

2. ICT as a Tool for Transformation

Information and Communication Technology (ICT) is one of the strongest tools for educational transformation today. When used correctly, ICT:

Enhances teaching and learning efficiency.

Connects learners to global knowledge.

Develops creativity, collaboration, and problem-solving skills.

Enables remote and lifelong learning.

However, technology must remain a means — not an end. Knowledge without spiritual guidance can mislead. Thus, integrating Allah-consciousness (Taqwa) in the use and teaching of ICT is crucial.

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3. The Missing Link: Allah in Knowledge Dissemination

Most ICT tools and digital resources are developed by non-Muslims, and often reflect secular values. Therefore, faith-based educators must:

Integrate Islamic worldview in lessons involving science, technology, and innovation.

Remind students that knowledge is a trust (Amanah) from Allah, to be used for good.

Teach students to be producers, not just consumers, of technology.

Develop Islamic digital ethics — guiding how Muslims should use, share, and create online content.

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4. Islamic Guidelines for Using Technology

Islamic education technology should align with Qur’anic principles:

Tawheed (Oneness of Allah): Knowledge must lead to recognizing Allah as the ultimate source of all knowledge.

Amanah (Trust): ICT facilities should be used responsibly and ethically.

Adl (Justice): Ensure equitable access to ICT for all learners.

Ihsan (Excellence): Strive for quality and innovation with sincerity.

Shura (Consultation): Involve educators, parents, and community in technology-related decisions.

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5. Trends in Faith-Based Education and ICT

Blended Learning: Combining physical teaching with digital resources.

AI and Personalized Learning: Tailoring education to individual learners’ needs (with caution, as AI is not error-free).

Digital Islamic Resources: Use of apps for Qur’an, Hadith, Arabic learning, and Islamic studies.

Online Collaboration: Virtual classrooms and global inter-school projects.

E-Assessment: Smart testing and instant feedback systems.

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6. Responsibilities of School Owners

To meet government standards and achieve Islamic excellence, schools should provide:

Adequate ICT facilities: computers, tablets, projectors.

Reliable Internet connectivity.

Stable electricity or solar energy.

Safe digital environment (filtered access).

Trained ICT teachers with Islamic ethics.

Email systems and online platforms for communication and research.

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7. Practical Solutions for Schools

1. Charge a modest ICT development fee to maintain and expand facilities.

2. Leverage free online educational resources (Open Educational Resources – OER).

3. Integrate AI tools carefully for research, teaching aids, and administration.

4. Train teachers to use ICT effectively and ethically.

5. Encourage students to explore innovation — coding, robotics, Islamic app development.

6. Create a culture of digital Da’wah — using technology to promote Islamic values.

8. Conclusion

The real transformation happens when technology and spirituality coexist harmoniously. Our schools must produce learners who are spiritually conscious innovators — using ICT as a tool to serve humanity and uplift the Ummah.

> “It is only those who have knowledge among His servants that fear Allah.”
(Qur’an, Surah Fatir 35:28)

Thus, let us teach to transform, compete to produce, and educate to serve — all under the guidance of Allah.