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Awoniyi Roseline Funmilayo was the Principal at Mictec International Schools in Lagos, and one of the key persons who groomed sixteen-year-old Osasere Okundaye, who is now Nigeria’s youngest chartered accountant.
Roseline is a certified education consultant and school improvement strategist with over 28 years of experience in teaching, school leadership, and educational management. She holds a Bachelor’s degree in Education (Biology) and a Master’s degree in Banking and Finance, alongside professional certifications in education consulting and quality assurance.
She is currently the Quality Assurance Consultant at Mictec International Schools and the Founder of Eliara Education Consulting.
In this interview with Naija Feminists Media, Roseline reflects on how she took a chance on the young gifted student and mentored her into a national talent while Osasere was a student at Mictec.
Insight on How Osasere Became Youngest Chartered Accountant
1. How did Osasere Okundaye become a student of Mictec International Schools? Were there any concerns?
Osasere Okundaye joined Mictec after her parents sought a school that could nurture her exceptional academic ability. She sat for our entrance examination and performed excellently. It was during the admission process that we realised she was just eight years old.
Our concern was not her academic ability but her emotional and social readiness for secondary school. With the encouragement of our Director, Dr Michael O. K. Tejuosho, we assessed her overall readiness, potential, and the support of her parents rather than focusing solely on age. Her journey reaffirmed our belief that educational progression should be based on individual readiness, not age alone.
2. What was Osasere like as a student? Was accounting always her ambition?
Osasere was exceptionally intelligent, disciplined, focused, and determined. Although much younger than her classmates, she demonstrated remarkable academic maturity.
Accounting was not her original career goal. She studied science at Mictec and intended to pursue an IT-related course.
However, because she graduated from secondary school at a very young age and was not yet eligible for university admission, she enrolled in the ATS programme instead of remaining idle. That decision ultimately led to her becoming a chartered accountant.
3. What support did the school provide beyond classroom teaching?
Beyond classroom instruction, Osasere benefited from Mictec’s mentoring culture. She was assigned a teacher (mentor) who guided her throughout her time in school.
She did not require a special timetable because she coped well with the academic demands. I maintained regular communication with her parents, especially regarding age-related concerns. For example, she occasionally misplaced her notes, reflecting her young age. Together with her parents, we helped her become more organised and responsible while supporting her academic development.
4. What did Mictec learn from teaching Osasere?
Osasere’s journey reinforced that every learner is unique and that schools must intentionally recognise and nurture exceptional talent /potential.
Academic ability must be complemented by effective mentoring, guidance, and strong collaboration with parents.
Her experience also taught us that acceleration should never be the goal. Decisions about educational progression should be based on academic ability, emotional readiness, and the support systems available. Osasere’s success was not simply because she was academically gifted; it was because her abilities were carefully nurtured in an environment that recognised her individual needs.
5. As Mictec Quality Assurance Consultant, what are you doing to encourage more girls to excel academically?
I believe encouraging girls is not enough; schools must intentionally create systems that enable them to succeed. At Mictec International Schools, we promote gender equity by strengthening financial literacy, exposing girls to career opportunities, connecting them with female professionals and mentors, and providing leadership opportunities through clubs, gender talks, skill acquisition and competitions.
We also monitor subject selection trends, support teachers in eliminating unconscious gender bias, and work closely with parents to nurture their daughters’ talents and aspirations. Osasere’s achievement demonstrates what is possible when girls receive the right support, opportunities, and encouragement.
6. What is your advice to schools to help learners, particularly girls, reach their full potential?
Drawing from over two decades of experience in school leadership, quality assurance, and instructional auditing, I believe schools must move beyond routine teaching and intentionally create systems that help every learner reach their full potential.
This requires strengthening internal quality assurance, investing in teacher development, building resilience and character, and creating learning environments that inspire confidence. Schools should challenge gender stereotypes by exposing girls early to mentors and opportunities in finance, accounting, technology, and other underrepresented fields.
Strong partnerships with parents, leadership opportunities, and the elimination of unconscious gender bias are equally important. Ultimately, learner empowerment should be a core quality assurance priority. When schools intentionally nurture talent, monitor progress, and provide the right support, every child has the opportunity to discover their potential, pursue their passion, and thrive.
