Pinnacle school of success was born out of the idea
'the greatest assert of any individual is education'.
PINNACLE shall provide a platform for multi domain learning and teaching activities using techniques that create opportunities to cater for the individual learning needs of learners as they work on their projects. Pinnacle shall employ the services of class teachers that have received extensive professional development in productive pedagogies; to ensure that the teaching methods enable students to draw on a range of learning experiences to embed learning. Pinnacle’s model combines student learning units, learning unit spaces and improved teacher practice through coaching. Students from Pinnacle will take pride in their school, the traditions and the good name of this institution which shall bind and inspire each and every one of them to deliver more than their best.
One of the significant indication of social conditions and general welfare of the population is the general level of education and training which they have received and are continuing to receive. If not, economic growth will be retarded if not, totally curtailed. With this in mind, we intend to create a situation wherein teachers can use a good number of methods to increase the pupils’ and students’ motivation to learn and to eventually appreciate what they acquire. These methods include: Using songs, rhymes, familiar taped or video music to teach, putting the pupils’ and students at the centre of discussion whereby any proposal they give is kindly accepted or corrected instead of reproach.
We intend to provide all what is lacking in Nursery, primary and secondary schools in Cameroon to our pupils / students, as well as make provision for students to undertake organized picnics to some centers in the rural areas to help them be up-to-date with many things that cannot be read in textbooks. This is indicative of the efficiency that will prevail at Pinnacle. The presence of professionalism and practical skills from the nursery level means that graduates could be job creators, employers and not job seekers or employees. This is because the development skills for employment in African schools give, increasing prominence to science and mathematics and ignore local realities; this explains the slow pace of development in Africa. We have included technical vocational subjects like Agriculture in the Pinnacle’s curriculum because it is the backbone of the Cameroonian economy.
Restructuring the training styles in Pinnacle especially at the secondary level is in a bid to ensure early orientations identified as one of the main causes of failure and school dropouts.