At the Aga Khan Academy Mombasa, Ham Serunjogi – CEO and co-founder of African fintech giant Chipper Cash – realised the importance of staying connected to something larger than himself. The Forbes 30 Under 30 honouree is now serving as an advisor to the US President on African diaspora engagement.
TZ tennis player eyes Mombasa event
Sara Alidina gets featured in Tanzanian paper as she aims to excel in the National games for table-tennis.
Monday, May 28, 2018
Nation Media
Christine Robertson: From Canada to Kenya
Christine Robertson is a veteran Ontario teacher who began a secondment to the Aga Khan Academy (AKA) Mombasa in April 2016. She talks about her experience of coming to Kenya and her first days of getting to know the Academy.
I have been involved in teaching and research, in a variety of capacities, since 1989. I always consider myself fortunate to be an educator. Each day brings something new to my experience and every student interaction is fresh and different. I have taught primarily with students in grades 4, 5, and 6; we refer to these as the junior grades in Ontario. I have also been involved in outdoor education and have taught some teacher preparation courses in classroom management. My research has included environmental education and exploring student learning through oral communication: classroom talk. My understanding of the work I would be doing here has definitely evolved over the past five months, since I first applied for the position, and then learned I was successful. When I sought the position, it was because the timing was right for me, both personally and professionally. The previous summer I had realised that, with both of my sons now on their own, I needed something new and challenging in my life. I had always wanted to teach outside of Canada, and so I decided I would begin looking for opportunities, such as teacher exchanges. It seems that I was ‘open’ to possibility when the information about the teacher secondment suddenly and serendipitously appeared in my electronic mailbox. The new school year was just beginning; in the midst of planning for teaching, I pulled together my CV and composed a covering letter. This would be a chance to work with both students and teachers; a great opportunity for learning, as well as for sharing from my own experience and training. At the time, though, I was unfamiliar with the PYP [Primary Years Programme]. I’ve known about the IB [International Baccalaureate] programme for some time, but only as an option for high school students interested and motivated to pursue an alternative curriculum. However, once I began to understand the PYP, I realised it aligned with the project-based and inquiry learning that had already been a part of my own practise. This comes from my background in experiential education. Both at the Ontario Ministry of Education, and now here at the Academy, I have been warmly welcomed. I am overwhelmed by the number of people I have met over the last few weeks, both in Toronto and here, in Mombasa, and hope I will soon have a more reliable recall of names (so, to everyone here, I apologize for not yet remembering who you are and what, exactly, you do! With time and repetition, I will catch on.)
Currently, I am spending time in classrooms, learning more about the PYP programme and observing several teachers in action. One of my tasks is to identify ways in which I can collaborate with colleagues here to exchange teaching ideas, to engage in ways that can contribute to the evolution of the AKA PYP, and to enhance and strengthen my own teaching practises in such a way that I can support teacher and curriculum development in Ontario. Gaining experience and understanding and exchanging ideas in a new cultural context is another goal that I have already begun to pursue.
Sometimes I have moments when I feel I have not been able to accomplish much…and then I realise I have only been here for 12 days! In that time I have survived several solo excursions across the roads to the Nakumatt [market], and journeyed in many tuktuks and matatus. I have been on a year 4 field trip to Shimba Hills National Reserve, and have seen some very talented students in action as ambassadors at an Academy orientation. I have been to Nyali, Tudor, Likoni and Old Town, and have walked along the beaches on the North Coast. I am beginning to converse in the PYP language and have a reasonable understanding of all that the year 5 exhibition entails. My Kiswahili vocabulary is slowly increasing and I have only been locked inside the library once. I have even been to the Nyali Cinemax…twice!This is an exciting journey for me, in many ways; it is a journey to a beautiful country on a continent far from home, a journey into new cultures, language, and way of life, and a journey of personal and intellectual experience.
Thank you to everyone who has worked so hard to assemble and nurture this project; I am appreciative of the chance to be a part of this partnership.
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Karishma Bhagani (Class of 2015): Making a splash for clean water
Look below for a video of Karishma speaking at the Passion in Science Awards.
Last year, 20-year-old Karishma Bhagani of Mombasa, Kenya was awarded a seed grant at the NYU Reynolds Changemaker Challenge, beating out eight other teams and 46 other projects. Bhagani won the seed grant for an innovative water purification system that makes the most of natural resources in cash-strapped communities that need clean water. Her initiative, Matone De Chiwit, came about as a solution to a problem she noticed: more and more diseases were emerging as a result of fluctuating weather in the country, ranging from floods to drought conditions. She knew that something had to be done.
Matone De Chiwit means “drops of life” in three different languages. Matone means drops in Kiswahili (Kenya), de means “of” in Spanish (Latin America) and chiwit means “Life” in Thai (Thailand). These three languages represent the three parts of the world that suffer the most from clean water scarcity. It also speaks to the global nature of her venture, as Bhagani intends to expand her project to these three regions and beyond.
Aga Khan Academy as an Inspiration
Bhagani is a fourth-generation Kenyan who recently moved to New York City where she is studying drama, history and South Asian studies at New York University. The Aga Khan Development Network has always been a part of her life as she was one of 17 students at the Aga Khan Academy in Mombasa who made up the first class to have been educated from pre-school to IB graduate.
The biggest lesson that Bhagani drew from her education is to be a holistic student. She strives to be as well rounded as possible, striking a balance between a social life, sleep, work and school, all with the goal of making a global impact. This pursuit of balance was inspired by her many years at the Aga Khan Academy.
“I think that at the end of the day what everything comes down to is how we can be citizens of the world and how we can change the world that we live in to make it a better place for ourselves and children that follow us. And part of that also means giving back to your own community,” said Bhagani.
When she was in middle school, she was required to carry out a personal project on something that inspired her. Having noticed the drastic fluctuations of weather and rampant diseases in her country, Bhagani decided that she would come up with an innovative water purification system that uses readily accessible natural resources. Her initiative uses locally available materials – sand, gravel, charcoal and cotton cloth – to purify water for villagers all across Kenya. The initial version of the product also used chlorine tablets called Aquapur. Bhagani received generous sponsorship funding from Davis & Shirtliff, a local water supply company, for donating 20 units to a community to test for effectiveness. “A lot of the families said that the water was ‘tamu sana’ which in English means very sweet,” said Bhagani.
Before Bhagani came up with her product, local families were typically just drinking untreated water, using a lot of energy to boil it on charcoal-heated stoves or using Aquapur chlorine tablets.
Testing and Improving
Through testing and implementation in villages, Bhagani and her partners came to the realization that using chlorine in a plastic container might not be the best idea. These tablets can actually be dangerous to human health — high doses can be potentially harmful as the plastic in the bottles reacts with the chlorine, resulting in the spread of more serious illnesses. So they decided to change it to moringa oleifera, essentially dried seed kernels of drumstick tree powder. Then, she carried out a lot of testing by collaborating with the Coast Water Services Board. She found that the new version worked just as well as the chlorine unit did.
When she was in the IB program at the Academy, she had the opportunity to take her unit to the Golden Climate International Environment Project Olympiad. That’s where she carried out even more research and testing to modify and improve the system. Her project ended up advancing to the national round, then the international round, where she won gold in its category.
It was at this point that she decided to patent the product. She applied before starting at NYU and received the patent while she was a first-year student.
Why Matone De Chiwit?
What sets Matone De Chiwit apart from competitors is that the device is both chlorine-free and cost-effective. Since it’s made up of natural resources common in rural Kenya and other parts of Africa, they can be replaced easily, which means users don’t have to rely on Matone De Chiwit to replenish the filter. Charcoal is easily found and other ingredients, like the drumstick tree powder, can be grown in their backyards. Additionally, Moringa olifeira grows in a variety of climates and doesn’t need much water to grow.
In terms of cost, it’s much cheaper in the long-term than what is currently used. Even so, Bhagani intends to ensure it’s affordable for rural villages by applying for sponsorship and grant funding from large companies all over Europe and North America. Her venture is also bridging the gap from the city to the village, because she is working with people from each of those communities and bringing them together to achieve clean water and sanitation for all.
The Future
With the seed grants that Bhagani recently received, including the Reynolds grant, she plans to carry out her first beta testing. The biggest challenge for her at the moment is having an adequate source of funding to collect data.
“It’s kind of a chicken-and-egg situation because we need more evidence of this product working in practicality in communities so that we can apply for more grants to sustain us, but without the grants it’s difficult to go out into the communities to actually grow these projects with that seed money,” said Bhagani.
With the little funding that she currently has received, she plans to establish the purifiers in at least two or three communities. Bhagani will continue checking on the units to get enough data so she can apply for larger grants and potentially work with philanthropies like the Gates Foundation. She also hopes to conduct more research on its effectiveness through beta testing in communities.
“In five years’ time, I hope to have conducted at least ten beta tests in Mombasa, and have expanded the venture all across Kenya. My intention is to begin applying for larger grants by that time so that we can expand to other countries around the world,” said Bhagani.
Additionally, she plans to collaborate with other Aga Khan academies in Hyderabad, India and Maputo, Mozambique. That collaboration could build on student organizations that can work with the rural communities that they already engage with.
Her long-term plan is to create a sustainable community, which not only bridges the urban/rural divide but also allows families to provide for themselves.
This spotlight is republished courtesy of AKF USA.
Erica Byenkya (Class of 2014): Contributing to society with love and generosity
Erica Byenkya, who is a fourth-year student at Saint Mary’s University in Halifax, Canada, is a graduate of the Aga Khan Academy Mombasa. Since leaving the Academy in 2014, Erica has been pursuing a Bachelor of Commerce degree at the university with a double major in marketing, and computer and information systems. She is expecting to graduate from the university in May 2019.
“I think that my Academy experience was vital in my success in university so far,” Erica says confidently. The Academy, she says, nurtured within her a love of volunteering that helped her make connections and friends, and also ensured that she remained connected to her local community. “I think that we were definitely more focused on encouraging independence and community service than the schools attended by other students,” Erica comments. The experience of living in residence at the Academy, she says, also helped her become more self-sufficient and taught her how to take care of herself – this was useful when she moved to Canada for higher education.
At the university, Erica has worked through three work terms as part of the cooperative education programme. In these three terms, she has worked as a marketing coordinator for a software development company and at a non-profit organization focused on encouraging students and faculty in the sciences. She has also taken up volunteer work, including with a local after-school youth programme and as the public relations representative of the Saint Mary’s African Student Society (SMASS). She is currently preparing for her second year with SMASS.
Erica is also doing well in her academic work. She received an entrance scholarship from Saint Mary’s University, which was increased last year due to academic achievement. Erica commends her counselors at the Academy: “I had a very hard time writing my personal statements for my university applications and I know that without the help of my counselors I wouldn’t have been accepted into all the universities I applied to.”
At the Academy in Mombasa, Erica was one of the founders of a service group that aimed to support local farmers in the area by consulting with them about their families’ needs and fundraising to help meet those needs. Through their efforts in the first year they helped one family send their youngest children to school, build a small shop to sell their wares and buy new seeds. The service group also helped pay the exam fees of the entire graduating class of a local school so that they could all sit their final exams.One of the many things Erica misses at the Aga Khan Academy Mombasa is her wonderful friends. “I’m still in contact with some of them online but being able to spend so much time with them was a gift I’m very thankful for,” she says. Her most unforgettable experience at the Academy which she is very proud of was learning to play the violin, which according to her was the most difficult to learn among other musical instruments. She fondly remembers her teachers: Mrs. Mwandawiro, her dorm mother and chemistry teacher, and Mr. Dudi, whom she calls “my wonderfully dramatic English teacher.” “They both pushed me very hard because they had high expectations for me, and while I did not perform as well as I’d hoped in chemistry, their expectations always encouraged me,” she says.
Erica chose to participate in the International Baccalaureate (IB) program because she felt, and still feels, that it offered her greater flexibility in her choices for the future. “With the national curriculum you are restricted to three subjects in your final two years but I was unsure about the career path I wanted to take and so I really appreciated being able to further study interesting subjects in the IB program while deciding what I wanted to do with my future," she remarks.
Erica says her future plans after graduating from the university is to stay and work in Canada for a while and then eventually make the decision about whether to pursue a post graduate degree. “I do see myself coming back to Uganda but before that happens I would like to travel more.” When asked what would she focus on to improve the lives of people in her country if she had all the resources at her disposal, Erica hoped that one day she could contribute to the renovation of the Ugandan library system so that it could benefit all the citizens of Uganda, especially the young students whose schools may not have large libraries or who seek safe and productive spaces to spend their free time.
Rahim Daya (Class of 2013): Grateful for a balanced education
Growing up in London, England I had no idea that I would owe my intellectual and character development to the dynamic academic and residential programmes at the Aga Khan Academy Mombasa.
I was aware of the work of the Aga Khan Development Network and their efforts to improve the quality of life of communities across the globe, but little more. After moving from London to Moscow at age 12, my parents urged me to consider the programme at the Aga Khan Academy Mombasa, a school 5000 miles away. I was taken aback. Why did they want to send me away? I didn’t mean to knock over the photo frame while kicking around the soccer ball the other day. As I began to read about the Academies and their vision to create leaders, I became excited at the prospect of being part of a rigorous academic programme while having the opportunity to engage in the numerous extra-curricular activities the Academy in Mombasa had to offer.
I was one of the first members of the boarding component of the Academy and, as a result, I saw the programme grow from about 30 students living in two blocks to almost 200 across six blocks. Despite the growth, residential students remained a tight-knit community where younger students felt comfortable interacting with student several grades above them. The commitment to serve the community was of the upmost importance within residential life at the Academy. I recall taking part in cleaning Mama Ngina Drive, the street that ran adjacent to the school, as well as numerous beach clean ups, painting a local madrasa and facilitating a de-worming programme in Bombolulu to name a few. Students were also given the freedom to create their own community service projects. I was a part of a project called Your Environmental Voice, an organisation that aimed to create awareness of environmental issues and undertake initiatives to curb unnecessary pollution in Mombasa. Projects like these allowed for students to lead and take ownership of projects that made a difference in the lives of those around us.
Within the residential programme, I recall the efforts of teachers like Mr. Bernard Dudi – my dorm parent for the majority of my time at the Academy – and others who went out of their way to ensure that students quickly settled into the Academy. Teachers’ doors were always open for a quick chat on academics, current affairs and future plans as well as the results from the previous nights’ Champions League football. In holding the position of dorm captain within the residential community and representing the community on the student council, I was entrusted with a leadership role within residential life that involved organising and facilitating orientation programmes for new students. In addition, dorm captains arranged activities for students on the weekends and liaised with students and teachers to improve the boarding experience for all. Leadership roles like this gave me my first taste of managing projects and people and I continue to draw on these experiences today.
Being a part of and leading the Model United Nations club at the Academy in Mombasa was an experience that I hold most dear. At first, the thought of public speaking and writing resolutions to combat real local, regional and international problems was intimidating enough for me to turn a blind eye to joining the club. However after encouragement from teachers and peers, it wasn't long before I began to gain confidence in addressing long hundreds of fellow delegates without needing to read off a script or feel my legs wobble. Through attending conferences as well as teaching others the skills needed to be a successful delegate, I was tasked with analysing and working with others to construct creative solutions to tackle issues concerning poverty reduction including food security; the prevalence of quality educational institutions; access to clean water and sanitation. These experiences allowed me to begin to comprehend the multiple complexities to a single issue and the ethical responsibility we carry to do all in our power to promote sustainable progress in less privileged communities.
I was particularly challenged by the rigor of the IB Diploma Programme – I quickly learnt that it is essential for students to be able to think independently and work hard to engage with thought provoking course work. Studying six different subjects as well as Theory of Knowledge and writing a 4000-word essay on a chosen topic was a heavy load to bear. Crucially, there was a willingness and determination among the student body to study in groups and push one another to achieve challenging objectives. There was no shame in going to a classmate or more senior students to ask for help and this was in fact commonplace. I think that the challenge of the IB diploma was made much easier by the effort to work together among students. The teachers at the Academy were invaluable in the process as they guided students to reach the academic goals and encouraged students to think outside the box. Their collective love for teaching and determination to see students succeed allowed for the attainment of consistently high grades and development of a passion for learning that continues to drive Academy alumni today.
As I reflect on my time at the Academy and turn an eye to the future it is my hope that I will be able to return to the African continent and help to contribute to the progress being made today. Graduating with a liberal arts education from UC Berkeley and focusing on Political Economy from an African lens has cemented the responsibility I feel to give back to communities and help improve the lives of those troubled by poverty, unemployment and poor governance. Not only did my time at the Academy help me gain admission to a top university but it helped me to grow to be the man I am today by instilling values of social conscience and intellectual curiosity that I continue to hold precious today.
By Rahim Daya
Joshua Abuto (Class of 2016): Wanting to make a difference
Joshua Abuto tells an inspiring and promising tale of what drives him to sustain his vision of making a difference in the lives of his fellow citizens in Kenya. “My dad once told me, “he muses, “you will never be judged by your potential but rather by your actions.” Those words that Joshua’s father uttered to him permanently entrenched themselves in his mind.
And what exactly does Joshua want to accomplish to improve the lives of citizens of his home country after he completes his college studies in the United States?
“After my education, I will return home to foster change and development in Kenya to the best of my ability,” he states emphatically. His focus will be on urban planning of cities, as well as “developing a skills approach to learning when it comes to running local systems.” He believes technology is a vital and integral part of systems organisations and must be used to improve the functioning of government and private organisations to eradicate fraud and mismanagement.
“One day, my fellow citizens will realise that having organised systems can help eliminate the never-ending corruption in our nation and allow it to develop to its true potential,” he states unsparingly.
A 2016 graduate of the Aga Khan Academy Mombasa, Joshua is currently in his second year at the University of Texas at Arlington on a scholarship where he is studying computer science and engineering. He says his interest in his chosen area of study “was induced by my love for problem solving… problem solving in real life situations through technological solutions.”
He credits the Academy for his being able to obtain the generous scholarship under the transfer honors scholarship that has allowed him to get an excellent education at a first-rate university.
“Because of my GPA, and the newly formulated agreement between Aga Khan Academies and the University of Texas at Arlington, I was able to procure my scholarship worth $46,500,” he says, expressing gratitude.
Joshua believes that his route to success thus far has also been due to the International Baccalaureate (IB) programme at the school.
“I feel like the IB gave me a step ahead into university because I was able to get my Academy college credits transferred. However, what really keeps IB a step ahead of all other curriculums is the rigor of the Diploma Programme as a whole and most especially the transdisciplinary skills we obtain such as self-management, organisational skills, and time management. We are also forced to make decisions that are an epitome of any university’s expectation.”
In addition to academics, co-curricular activities are an integral of the Academy. Joshua played basketball and soccer. He also represented the school in the 33rd annual East African Model United Nations (MUN) conference in Nairobi, which, he asserts, prepared him to participate in his freshman year as a vice-chair and chair leading a special committee in the Wisconsin High School MUN Conference, and in his sophomore year where he participated in both the Chicago MUN conference and Texas MUN conferences. He received the Distinguished Delegation award for his participation.
While at the Academy, Joshua was also instrumental in starting the MAD Odeum, a bi-weekly platform showcasing musical talent in senior school students. He carried his interest in music in his freshman year by joining the University of Wisconsin–Milwaukee Jazz Ensemble. He learned jazz and improved his skills in playing the trumpet. He hopes to perfect his skills in playing the trumpet and aims to pass his skills to his peers.
Joshua holds dear the many lessons learned at the Academy. He says he particularly benefited from his involvement in the Creativity, Action, Service (CAS) programme at the Academy – he feels CAS reshaped his personality and awakened in him the urge to rewrite his old script and change his old ways of thinking. The Academy’s CAS requisite instills in students the importance of leading balanced and well-rounded lives outside the world of scholarships and academic studies. The CAS includes a wide range of arts activities, sports, expeditions in local and international projects and participation in community and social service activities that the students can choose from.
A firm believer in the power of technology to move communities forward, Joshua went to great lengths while at the Academy to launch a community and service project where he taught local high school graduates computer skills.
Asked about the most important tenets he learnt from his time at the Academy, Joshua is quick to reply. “I feel like one of the biggest values the Academy instilled in me was the art of giving back to the community. This includes respecting concepts such as international mindedness, ethics, pluralism, and civic responsibility. Those creeds will essentially be my mindset along the road of life and when I go back to work on fostering development in Kenya.”
Reminding himself of his father’s mantra, he says, “I believe that we should spend less time talking and just do it. That is the only way to be phenomenal.”
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Meet Our School Community
Spotlights on Alumni
The Aga Khan Academy Mombasa
Although it has been a few years since he graduated from the Aga Khan Academy Mombasa, Alqaim Lalani, Class of 2019, says his years at the Academy had a major bearing on his academic career and strongly influenced his outlook on life. Now, as a graduate of Columbia University in New York, Alqaim is giving back to the Aga Khan Academies community that he says shaped his life and gave him so much.
The Aga Khan Academy Hyderabad
Jemin Patel’s journey to where he is now is the result of hard work and passion, values he picked up during his time at the Aga Khan Academy Hyderabad. Now, he's working at one of Canada's top accounting and consulting firms, still standing by the notion, "hard work always wins."
The Aga Khan Academy Mombasa
Muskaan Bhaidani is an alumna of the Aga Khan Academy Mombasa who was in the Class of 2020. Graduating with an impressive International Baccalaureate (IB) Diploma Programme (DP) score of 44 out of 45, Muskaan is now attending McGill University in Montreal, Canada.
The Aga Khan Academy Hyderabad
Anahita Aman, a graduate of the batch of 2020 was here at the academy for 8 years. Currently pursuing History at University College London, she hopes to build a career in International Development.
The Aga Khan Academy General
Congratulations to the Class of 2022! We are so proud of you and cannot wait to see what you do next. As we welcome our new graduating class to our alumni community, we asked four distinct graduates from the Aga Khan Academies in Mombasa and Hyderabad about their journeys and aspirations.
The Aga Khan Academy Mombasa
Qamili Dave, a 2017 alumna of AKA Mombasa, discovered her passion for the culinary arts during her AKDN DP1 Internship at Serena Beach Hotel. Since then, she has gone on to pursue her passion for cooking, including undertaking Harvard courses to perfect her skill. What Qamili loves most about being a chef is preparing a good satisfying meal that warms the hearts of people.
The Aga Khan Academy Mombasa
Lilian Odera, a 2015 alumna of the Aga Khan Academy Mombasa and recipient of the Karen McKellin International Leader of Tomorrow (ILOT) award, is the embodiment of a true leader and agent of change. True to form, she has a passion for actively being involved in community-based initiatives to influence change and creatively find solutions to issues in whatever way she can.
The Aga Khan Academy Mombasa
Aleesha Suleman, a graduate student at UCL-Qatar, has never lost sight of what has always been important to her: giving back to her home country of Kenya.
The Aga Khan Academy Mombasa
Raghuveer Vyas, director of the United Nations Initiative at New York University, is on a mission to bring change to the world through policy development and fostering a continuous dialogue between international leaders and the youth.
The Aga Khan Academy Mombasa
Hussein Jiva graduated from the Aga Khan Academy Mombasa after what he feels was a transformative journey.
The Aga Khan Academy Mombasa
With a determination to change her country into a land of opportunity for all, Anzhela Mirzoeva, a recent graduate from the Aga Khan Academy Mombasa, will further her education at the Connecticut College in the United States by studying International Relations and Human Development.
The Aga Khan Academy Mombasa
For Alqaim Lalani, his recent graduation from the Aga Khan Academy Mombasa brings him one step closer to realising his dream of attaining a deeper understanding of how economics and politics affect the world around is. Alqaim will be enrolling at Columbia University in fall 2019, as a prestigious Kluge scholar.
The Aga Khan Academy Hyderabad
''I do not want a career in something predetermined for me from this age. When I am asked where I will be 15 years from now, I can promise you it will not be cooped up in an office doing routine work. I will probably be out there inventing something meaningful and purposeful, something which can be used to change the world.”
The Aga Khan Academy Hyderabad
The International Baccalaureate (IB) curriculum is essential in enabling the Academies to develop well-rounded leaders of tomorrow. Hear from Zia Chapman, Class of 2018, and understand how this influenced her in choosing the Academy for her education. Zia is now a scholarship student at UBC in Canada.
The Aga Khan Academy Hyderabad
Through the inquiry-based International Baccalaureate curriculum, the Aga Khan Academies aim to develop young individuals who will have the capacity to lead and to build strong civil democratic societies in the future. Hear from one of our alumni, Moiz Rajwani, Class of 2018, and see how we have been turning this vision into reality at the Academies. Moiz was awarded a scholarship at Western University in Ontario, Canada and enrolled in September 2018.
The Aga Khan Academy Hyderabad
"I always wanted to work with people who spend every single day without any resources at their disposal, to work on the pressing issues that exist in India, issues that most of us never see through our rose tinted glasses."
The Aga Khan Academy Hyderabad
“The IB curriculum followed at the Academy has played a pivotal role in building many essential skills for university life. Its skill-based learning approach, and connecting classroom learning to the real world, also prepared me well for higher education."
The Aga Khan Academy Hyderabad
“The Academy helped me become comfortable with making mistakes and encouraged me to focus on identifying solutions instead – igniting an entrepreneurial spirit within me. It is this spirit which led me to take a year off, work on self-driving cars, build my own news-reading bot, experiment with developing a cloud-storage service and have the confidence to take the road less taken."
The Aga Khan Academy Hyderabad
This 2014 AKA Hyderabad graduate is in some ways a time capsule from the Academy’s early years, and like a time capsule, she reminds us of things that have changed, and also about the things that have remained the same. “The Academy has made me the person I am today,” she says. “I wanted to give back to school what it has given me.”
The Aga Khan Academy Mombasa
Josephine Awino, alumna of the Aga Khan Academy Mombasa, will be attending Wellesley College for her undergraduate studies in environmental science. She shares a reflection on her personal journey at the Academy in which she developed a sense of self and fostered her passions.
The Aga Khan Academy Mombasa
Muriuku Njonjo graduated from the Aga Khan Academy Mombasa with the receipt of a full scholarship to the University of Waterloo in Canada. He shares a personal reflection about his time studying at the Academy: "The Academy changed my way of thinking, my way of doing things and informed my purpose in life."
The Aga Khan Academy Mombasa
Kamila Janmohamed graduated from the Aga Khan Academy Mombasa this year. Upon anticipating her upcoming start at Yale University, Kamila reflects on the intellectual growth and strong sense of self she has developed over the past four years at the Academy.
The Aga Khan Academy Hyderabad
I love that my classes are filled with students from all parts of the country, irrespective of their financial standing or cultural background. I strongly believe it helps build our vision of pluralism.
The Aga Khan Academy Hyderabad
Ariq Kapadia, alumnus of the Aga Khan Academy Hyderabad, shares a reflection on his personal journey during his time at the Academies: "The experience that I had in those five years at the Academy continues to develop me further and make me more capable of success."
The Aga Khan Academy Hyderabad
Inaara Sarfani shares a reflection on her personal journey at the Aga Khan Academy Hyderabad. She explains that her time as a student there entirely shaped the person she is today and allowed her to develop a far-reaching skillset.
The Aga Khan Academy Mombasa
Joshua Abuto tells an inspiring and promising tale of what drives him to sustain his vision of making a difference in the lives of his fellow citizens in Kenya. A 2016 graduate of the Aga Khan Academy Mombasa, Joshua is currently in his second year at the University of Texas at Arlington on a scholarship where he is studying computer science and engineering.
The Aga Khan Academy Hyderabad
Khushboo Shah shares a reflection on her personal journey at the Aga Khan Academy Hyderabad: "I believe that the Academy’s dynamic vision has allowed me to believe in my imagination, passion and curiosity while pursuing ambitious projects."
The Aga Khan Academy Hyderabad
Imtiyaz Hariyani credits the Aga Khan Academy Hyderabad with giving him more than just the academic skills he needs to succeed at the undergraduate level. “The spirit that the Academy embedded in me has allowed me to emerge as a global scholar with the support of my family and lifelong friends that I made in Hyderabad and elsewhere,” he explains.
The Aga Khan Academy Mombasa
An alumus of AKA Mombasa and University of California Berkeley, Rahim reflects: "The Academy helped me to grow to be the man I am today by instilling values of social conscience and intellectual curiosity that I continue to hold precious today."
The Aga Khan Academy Mombasa
Mary considers her time at the Academy in Mombasa to be a gift. With compassion and leadership, she is determined to help students with similar backgrounds succeed and receive the same opportunities she was granted.
The Aga Khan Academy Mombasa
Danish is global citizen with a creative approach to life. One of his many achievements is the award-winning app, Orai, which aims to make anyone become a better public speaker using artificial intelligence.
The Aga Khan Academy Mombasa
“The Academy helped instil within me a need to contribute to community where possible and a sense of self confidence and teamwork.”
The Aga Khan Academy Mombasa
“I believe that with education, people have the power to tackle and solve problems that affect their communities,” reflects Kelvin Njue, a graduate from the Aga Khan Academy Mombasa who has benefitted from the Ontario Tuition Waiver Programme.
The Aga Khan Academy Mombasa
Ruhi Kamal Manek, an alumna of the Aga Khan Academies Mombasa, took away one enduring lesson from the Academy: the importance of engaging in thoughtful and careful consideration of diverse opinions.
The Aga Khan Academy Hyderabad
Tanaz Hudda currently acts as the new poster girl for the University of Victoria. She graduated from the Aga Khan Academy Hyderabad in 2016 and has just completed her first year of university in Canada.
The Aga Khan Academy Mombasa
Aleem Mawji shares his journey of self-discovery, which began at the Aga Khan Academy Mombasa and continued towards creating tangible change.
The Aga Khan Academy Hyderabad
Khushboo Khoja has a strong passion for helping others which she developed during her time at the Aga Khan Academy Hyderabad. “I feel like my experience at the Academy was very significant as it made me realise that I am interested in working with social issues and trying to help communities,” she reflects.
The Aga Khan Academy Hyderabad
Aman Punjani graduated from the Academy in 2016 and took a gap year to pursue his career as a competitive cyclist. Today, he is the U-23 Telangana state champion.
The Aga Khan Academy Hyderabad
“Being part of an open-minded community that encouraged challenging what we were taught, the willingness to accept one another, and inspire each other to grow constantly, was very refreshing. I credit these experiences for much of who I am today.” – Dania Quadri, Academy alumna, class of 2014.
The Aga Khan Academy Mombasa
Aga Khan Academy graduate Joshua Tibatemwa swam for Uganda in the 2016 Rio Olympic Games. He credits the Academy with growing him not just academically but "as a person.” He plans to return to Uganda, saying, “If I want things back home to change, I have to work to be the change.”
The Aga Khan Academy Mombasa
“I think that at the end of the day what everything comes down to is how we can be citizens of the world and how we can change the world that we live in to make it a better place for ourselves and children that follow us. And part of that also means giving back to your own community,” says Karishma Bhagani.
The Aga Khan Academy Hyderabad
"The Academy is an environment that challenges and nurtures leaders that are fearless, courageous and stewards. I have always envisioned growing up to be one myself."
The Aga Khan Academy Mombasa
Kashyap Gohel, who graduated from the Aga Khan Academy in Mombasa, tells us about his experiences and how the Academies contributed his many accomplishments.
The Aga Khan Academy Mombasa
Ham Serunjogi, an alumnus of the Aga Khan Academy Mombasa, is a natural leader, bold thinker and team player. A recent graduate of Grinnell College in Iowa, Ham traveled widely before landing a job at Facebook. He has a passion for making connections that give back.
The Aga Khan Academy Mombasa
"There are a lot of values that the Academy instilled in me that I carry to this day. It has taught me the importance of being aware of the community around us as well as giving back to the community whenever possible," says Class of 2012 alumnus Fatema Sheikh.
The Aga Khan Academy Mombasa
“I believe [Aga Khan Academy Mombasa] is where I shaped my values that I still hold to this day. It is also where I saw and felt the importance of building a community, no matter how large or small.” Indeed, the importance of these values to Mirabelle Arodi is obvious in her actions after graduation from the Academy.
Spotlights on Teachers
The Aga Khan Academy Maputo
From the construction of the Aga Khan Academy Maputo’s very first buildings to some of its final facilities, Laura Ivens Brandão has been involved in the AKA Maputo’s development and expansion since the very beginning.
The Aga Khan Academy Hyderabad
Laboni Banerjee recently celebrated her 10-year anniversary with the Aga Khan Academy Hyderabad as a Grade 3 teacher. Throughout her time, Laboni has seen the Academy grow in size through the number of programmes, students and staff, making the Academy a second home for her she is grateful to be a part of.
The Aga Khan Academy Mombasa
When Milka Gatungoh joined the Aga Khan Academy Mombasa in 2010 as the residential school nurse, she knew her experience was going to be exciting and fulfilling.
The Aga Khan Academy Mombasa
Since he joined the Academy in 2015, Titus has been a transformational leader. He is passionate about continuously developing effective teaching practices, thus giving students the best learning experiences. As he expresses, “There is no greater joy than nurturing young learners and witnessing them grow into more responsible, reflective and increasingly independent individuals.”
The Aga Khan Academy Maputo
Joining the Academy virtually for the new academic year 2020 - 2021, our new Senior School Principal is excited to provide support to our teachers and collaborate with them in order to make as big an impact as possible as a group.
The Aga Khan Academy Mombasa
Shouquot Hussain was born and raised in India and has been the Vice Principal of the Diploma Programme (DP) at the Aga Khan Academy Mombasa for seven years.
The Aga Khan Academy Mombasa
During her time at AKA Mombasa, Samantha Caras has transformed the University Counselling department by providing numerous resources to students and helping them apply to different universities around the world.
The Aga Khan Academy Maputo
Participating in theatre and drama activities helped Rosa Jorge from a very young age. It gave her the courage to break out of her shell and now she wants to empower her students at the Aga Khan Academy Maputo with the same tools to become well rounded individuals.
The Aga Khan Academy Maputo
Throughout the course of her teaching journey, Adilia Cabral has valued the importance of inclusivity in creating an engaging and fruitful environment in the classroom. She shares details of her evolution during her time at Aga Khan Academy Maputo.
The Aga Khan Academy Mombasa
Fiona Makena Kinyua graduated from the Teacher Preparation Programme at the Aga Khan Academy Mombasa in June 2019 and is taking classrooms by storm, one student at a time.
The Aga Khan Academy Hyderabad
Sincere, kind and down-to-earth. These are some of the words many at the Academy have repeatedly used to describe the Diploma Coordinator of the Aga Khan Academy Hyderabad.
The Aga Khan Academy Maputo
For Idah Khan O'Neill, PYP Teacher Coach at the Aga Khan Academy Maputo, having the opportunity to join the Academies network and help realise His Highness the Aga Khan's vision for education in Mozambique is a privilege, as she shares: “It is my mission, in my capacity as a Teacher Coach, to be able to help realise this goal through play and creativity with regards to the way we teach and learn.”
The Aga Khan Academy Maputo
For the Middle Years Programme (MYP) Coordinator, Rebecca Nichols, the sky is the limit when envisaging the future of the Aga Khan Academy in Maputo, Mozambique. More importantly, in her eyes, how the Academy keeps growing, shaping and expanding its role in the country and beyond must lie in the hands of students.
The Aga Khan Academy Mombasa
By using mentorship and seeing the potential in all of her students’, Harriet Chadwick, a Humanities teacher, helped her students understand and appreciate Humanities, while also encouraging them to become leaders.
The Aga Khan Academy Mombasa
With a community-centered and open-minded mindset, Clare McLaughlin, an Academy fellow, promoted new ideas and programmes, which enabled the Academy to grow in many ways.
The Aga Khan Academy Hyderabad
Ajey, who holds several specialist degrees, ultimately found his calling teaching French at the Aga Khan Academy Hyderabad. “The unconditional love and acceptance I receive from my students is the best testimony to my professional accomplishments,” he says.
The Aga Khan Academy Mombasa
With the support of his colleagues, Stephen Nyundo, a Mathematics teacher and head of the department, has helped students implement strategies to help themselves and others in Mathematics.
The Aga Khan Academy Hyderabad
“When we started out, we knew we had to set the standard for what the future would hold. The vision and the philosophy of His Highness the Aga Khan has been taught to us since when we were children; to see a culmination of this in the form of a school that aspires to raise leaders of tomorrow was immensely gratifying."
The Aga Khan Academy Mombasa
Throughout his time at AKA Mombasa, Ryan Herman, an Academy fellow, has worked on various projects and programmes at the Academy, all aimed at helping students realise their academic potential and more.
The Aga Khan Academy Maputo
Ask Maike Silver, Junior School Principal at the Aga Khan Academy in Maputo, Mozambique, what attracted her to teach at the Academy. “The vision and mission of the Academy,” she states simply. “The vision to inspire young people into becoming future leaders of their countries. To actually have the ethical persuasion to make a difference in the lives of their countrymen.”
The Aga Khan Academy Hyderabad
Anjum Budhwani always wanted to teach at the Aga Khan Academy Hyderabad, and since she got the job seven years ago, every day of work has been special. “Compassion builds a strong relationship between teacher and student,” she says.
The Aga Khan Academy Hyderabad
“I had the freedom to run and develop the department,” Chandra says, of being the first drama teacher at the school. “I have used this freedom to develop the students’ abilities in acting, communication, confidence, creativity and thinking skills.”
The Aga Khan Academy Hyderabad
AKA Hyderabad catering manager talks about his experiences as an artist, an army man, and a chef. “A person can be responsible and efficient towards his job only when has known himself,” he says.
The Aga Khan Academy Mombasa
Students Cinzia Torriani (year 10) and Alisha Doshi (DP1) interviewed Alison Hampshire, the new Head of Academy at the Aga Khan Academy Mombasa. They discussed important themes in education, passions, dreams and life lessons.
The Aga Khan Academy Hyderabad
They should always feel that I’m there for them, no matter the situation, or condition or time of day. You have to tailor yourself to the needs of the students... I change myself, as per their needs.
The Aga Khan Academy General
Jonathon Marsh has system-wide responsibility for teacher development at the Aga Khan Academies network and has worked for the Academies for the past 10 years. In this interview, he shares the highlights of his position at the Academies, and reflects on how the Academies are unique from other educational institutions: "I see the profession of teaching as critically important to the health and ongoing development of any society. As such, I can think of no better way to contribute to the betterment of humanity."
The Aga Khan Academy Hyderabad
The Teacher Preparation Programme (TPP) is one of the Aga Khan Academies’ landmark teacher development initiatives. In this interview with Kamini Menon at the Aga Khan Academy Hyderabad, TPP participant Maryam talks about the TPP’s unique aspects and her experience with the programme.
The Aga Khan Academy Maputo
Pinto, a teacher at AKA Maputo, shares: “I chose a career in teaching because I like to share what I know with others, especially young people, to help them to overcome the challenges in life. Being a teacher is like taking care of something special, so I decided to take care of that special thing, walking together in order to discover the world around us.”
The Aga Khan Academy Hyderabad
Inner delight and the satisfaction obtained from working for a cause are the rewards I seek from my work.
The Aga Khan Academy Maputo
Sumeya Taquidir shares, “I am conscious that learning is a continuous process; every day we learn something new [which] makes me more curious to learn new things. That is why we have to be creative and dynamic teachers.”
The Aga Khan Academy Hyderabad
“I have always been inspired by the philosophy and implementing agencies of the Aga Khan Development Network, and it brings me great joy to have found a way to realise that career aspiration."
The Aga Khan Academy Mombasa
Nuala, the Learning Student Support Coordinator in Mombasa, endeavours to improve social outcomes through strategic planning and capacity building at the local government and community level. She explains her role, her journey and the culture of pluralism at the Academies.
The Aga Khan Academy Maputo
Bernardo learned from the Aga Khan Academies that knowledge cannot just be seen as something that starts and ends in a classroom, but that knowledge should also be applicable outside the classroom to solve real problems in real life.
The Aga Khan Academy Hyderabad
“It’s been a great pleasure to share my previous teaching experience here at the Academy,” commented Surendra. “The Academy is filled with enthusiasm when it comes to sports, particularly swimming.”
The Aga Khan Academy Hyderabad
“I wake up every morning and look forward to seeing my students in class.”
The Aga Khan Academy Maputo
Courageous and confident, Maria Atalia Matola travelled out of Maputo, Mozambique for the first time in her life to teach at the Aga Khan Academy in Mombasa, Kenya as part of the Aga Khan Academies’ Teacher Preparation Programme (TPP).
The Aga Khan Academy Hyderabad
"What one must paint is the image of resemblance—if thought is to become visible in the world" - Rene Magritte.
The Aga Khan Academy Mombasa
“I have had the opportunity to grow and learn as both an educator and an individual through my interactions at the Academy and through daily life in Mombasa," reflects Andrew Jones, a teacher seconded to the Aga Khan Academy Mombasa from Ontario. After his time at the Academy in Mombasa, Andrew has gained insight into three best teaching practices that he will share in Ontario.
The Aga Khan Academy General
Theresa Urist has always had a strong desire to support students in their academic careers, which led her to the position of Global Director of University Counselling in 2015 at the Aga Khan Academies.
The Aga Khan Academy Mombasa
Lucy Mwandawiro has been a chemistry teacher at the Aga Khan Academy Mombasa for 11 years. However, she has grown and developed in many more areas, such as her involvement with the Educating Girls in Science project and her role as a dorm parent in the residences. Here, she shares some insights about her journey at the Academy.
The Aga Khan Academy Mombasa
“I think one of the biggest assets the Academy has is the diverse cultural background in the student body. Having players coming from all over the world from so many walks of life adds a unique element to playing as a team.”
The Aga Khan Academy Mombasa
Christine Robertson is a veteran Ontario teacher who began a secondment to the Aga Khan Academy Mombasa in April 2016. She talks about her experience of coming to Kenya and her first days of getting to know the Academy.
The Aga Khan Academy Hyderabad
Vasanthi Thandlam, the Academy's Senior School English as an additional language specialist, has been selected as an Operation Smile sponsor for the Vietnam Medical Mission.
Spotlights on Students
The Aga Khan Academy Mombasa
Since he was 4-years-old, Ayaan Allarakhia has had a passion for music that has shaped his whole life. Over the years, the Grade 9 student at the Aga Khan Academy Mombasa has developed and strengthened his musical and performance skills. Now, after writing and releasing his own song and music video, Ayaan is on a mission to spread his love for music to all.
The Aga Khan Academy Mombasa
Naail Lakhani, a Year 5 student in Junior School, has demonstrated incredible maturity, leadership, and initiative since joining the Aga Khan Academy Mombasa in 2018. His proudest achievement is founding the Junior School Coding Club, an after-school extracurricular activity to teach coding to young minds.
The Aga Khan Academy Mombasa
Mwanapwani Said joined the Academy through the Talent Identification Programme in 2017. Since then, she has availed herself of every opportunity to thrive. Her experience at the Academy has shaped her outlook on life and she has been inspired to make a difference in society.
The Aga Khan Academy Mombasa
When Raphael Mwachiti, a Diploma Programme (DP) student, got admitted to the Aga Khan Academy Mombasa on a fully funded scholarship through the Talent Identification Programme (TID) in 2015, he knew it was a life-changing opportunity.
The Aga Khan Academy Mombasa
Since a young age, Diploma Programme 1 student Cinzia Torriani has seen the environment around her deteriorate. Through the Academy's and her own personal initiatives, Cinzia is hoping for a greener tomorrow.
The Aga Khan Academy Mombasa
Year 9 student at AKA Mombasa Alyssa Jamal has played golf for almost her whole life – a sport that has taught her the importance of determination and focus.
The Aga Khan Academy Mombasa
Mahek Shah, a Diploma Programme student at the Aga Khan Academy Mombasa, is driven to change the fact that the aviation industry is male dominated through her initiative called "Wings for Women." This young aviator chooses to be a pilot and not a passenger.
The Aga Khan Academy Hyderabad
Aanya Athota, grade 4K, is currently the youngest student being accepted to appear for the highest graded music examination conducted by the prestigious Trinity College London. She dreams of becoming a global music icon and spreading peace through music to make our world a better place.
The Aga Khan Academy Hyderabad
One day, a friend taught Ananya, grade 3, how to do a cartwheel. There was no turning back, and she recently won gold medals at two city competitions in 2018!
The Aga Khan Academy Mombasa
Meet Bilal, currently a student at the Aga Khan Academy Mombasa. For Bilal, studying at the Academy has instilled in him the value of learning whilst always thinking about the bigger picture: understanding how his studies today will impact the world tomorrow.
The Aga Khan Academy Mombasa
Paul Davis, the Dean of Admissions at the Aga Khan Academy Mombasa, has led the Talent Identification Programme for nearly ten years. The programme identifies students in Year 6 in Kenyan government schools, in deprived socio-economic and educational areas of Kenya, who are academically able and show leadership potential. This May, seven of these students graduated from the IB Diploma Programme. Paul shares their marvellous stories.
The Aga Khan Academy Hyderabad
“The Academy has a very unique, highly diverse and multicultural environment,” says 2018 graduate,Tvisha Devavarapu. Set to pursue a career in biology and research, read about this house captain's experience studying and playing at the Academy.
The Aga Khan Academy Hyderabad
“When I was learning robotics as part of the enrichment club I never imagined that I would become the captain for a robotics team,” says DP1 student, Rudra Potluri. Now approaching his 6th year at the Academy, Rudra reflects on the opportunities he’s had in his academic career so far and the ways in which he has grown.
The Aga Khan Academy Maputo
Areesh Rehmani, a grade 6 student at the Aga Khan Academy Maputo, is a determined and dedicated learner. He has a passion for sports and a curiosity for scientific innovations and technological growth. Areesh shares how his learning is fuelled by the learner profile and by the values instilled in him at the Academy.
The Aga Khan Academy Hyderabad
Passionate about animal rights, Shaivya Arya has used every opportunity possible to learn how to care for animals. “To save an innocent creature’s life, to help animals. It is time we make this a better world for us, for them, for all.”
The Aga Khan Academy Hyderabad
Kelvin Bagthariya, a second-year Diploma student at Aga Khan Academy Hyderabad, believes the Academy has changed his mindset, teaching him to become independent, improving his self-esteem and allowing him to pursue his passion to make a change in his community.
The Aga Khan Academy Hyderabad
Anahita Aman is in her seventh year at the Aga Khan Academy in Hyderabad. She is full of hopes and dreams and strives to get the most out of her days at the Academy so that she can ultimately give back to the community and society at large.
The Aga Khan Academy Mombasa
Saifan Aswani, a student at the Aga Khan Academy Mombasa, knows the value of taking the time to appreciate his surroundings. He credits his experience of the past three years at the Academy for instilling in him the discipline of hard work, an appreciation of diverse cultures and the motivation to pursue this responsibility.
The Aga Khan Academy Mombasa
In his final year of the Diploma Programme at the Aga Khan Academy Mombasa, Shad Bherani is ambitious, curious, and driven to become an engineer. Shad aspires to use his education and career as an engineer to give back and to serve his country and its people, by assisting in Pakistan’s development through technology.
The Aga Khan Academy Mombasa
Samy Natho Jina is not only a dedicated student at the Aga Khan Academy Mombasa - he is also a skilled and talented self-taught computer coder. Samy says, “For each and every project, I have spent countless nights out of my own free will fixing incorrect lines of code. It is my dream to make sure this talent and passion I have for software development and computers can be used to make this world a better place.”
The Aga Khan Academy Hyderabad
"I can’t be racing while I’m on campus, so I decided to become an automotive journalist and am now the head author of an automotive blog, 'The Drive Hub.' "
The Aga Khan Academy Mombasa
Through a personal reflection, Arzoo shares her experience at AKA Mombasa as she reflects on her journey in her final year: "Through the Academy I have made many of my dreams a reality."
The Aga Khan Academy Hyderabad
Attending school here has helped me recognise my potential, not just in studies but also in hobby sports! I love Scrabble and I want to become a professional player.
The Aga Khan Academy Hyderabad
Being part of a team and also having been given positions of authority has taught me about leadership and the qualities one should inculcate to be an inspiring leader.
The Aga Khan Academy Hyderabad
“To me, being ethical and humble are the most important things.”
The Aga Khan Academy Mombasa
Being a global citizen, leader and environmental enthusiast is no easy task. Prabhdeep Lochab’s story is a testament to the hard work, dedication and commitment that goes into innovating “green” solutions for a sustainable future.
The Aga Khan Academy Mombasa
Meet Sadiq, a student at the Aga Khan Academy Mombasa. Open-mindedness, confidence and time management are some of the many characteristics he has developed at the Academy that will help him achieve his dream of becoming a journalist.
The Aga Khan Academy Mombasa
Meet Saumya, a student at the Aga Khan Academy Mombasa. A musician and a leader, she shares her wisdom on what it means to make a true positive impact.
The Aga Khan Academy Hyderabad
"Being able to stand in front of 250 students and fulfilling the opportunity to give them what I had been given, was one of the most rewarding experiences of my life."
The Aga Khan Academy Mombasa
Introducing Ivy, a student at the Aga Khan Academy Mombasa. Her innate drive for self-growth and desire to give back to the community makes her a true home-grown leader.
The Aga Khan Academy Mombasa
Meet Felix, a student at the Aga Khan Academy Mombasa. With a keen early interest in science, he shares his dreams for the future and explains how the Academies have helped foster his ambitions.
The Aga Khan Academy Mombasa
This is Stephen, a student at the Aga Khan Academy Mombasa. His passion for community service shines as he expresses the growth in perspective he experienced through his education at the Academy.
The Aga Khan Academy Hyderabad
Sahir Devani, grade 11, shares his experience as an Academy representative at the IB World Student Conference held at King’s College London, from 6-12 August 2017.
The Aga Khan Academy Hyderabad
Sayema, currently in grade 11, directed and produced an impactful short film to create awareness on child rights for her IB MYP Personal Project.
The Aga Khan Academy Hyderabad
“For me, the best part of school is when we have service class, because I am very keen on serving my society and helping the community around me develop faster.” - Sazil Ramani, grade 10, Aga Khan Academy Hyderabad.
The Aga Khan Academy Hyderabad
“I came to this school searching for better opportunities and better facilities through which I can improve in sports and excel in music and studies,” says Samson. “I didn’t have these opportunities in my previous school and didn’t get a chance to play any sport.”
The Aga Khan Academy Hyderabad
"I wish to continue sharing my knowledge, what I have learned and will continue to learn, with my society."
The Aga Khan Academy Hyderabad
Advait Surana is a residential grade 10 student at the Aga Khan Academy in Hyderabad. He was selected as one of 18 students from different schools to represent Telangana state at the national U-15 football tournament in Delhi in early September 2016.
Spotlights on Parents
The Aga Khan Academy Mombasa
Mrs Aneela Mukhi and Mr Altaf Mukhi, parents of Faliha Altaf Mukhi, share their experience: "Through our chain of observation, the Aga Khan Academy Mombasa surely plays an active role in the holistic development of every child. This is our consistent finding all through the two years of IB Diploma programme our daughter studied."
TZ girl shines in Mombasa's table tennis
Sara Alidina (year 9) talks to Majuto Omary from Tanzania about qualifying for the Mombasa county championships and her goals for the tournament.
Wednesday, May 30, 2018
The Citizen on Sunday
Danish Dhamani (Class of 2013): Everything’s gonna be Orai
Critical thinker. Life-long learner. Global citizen. Three traits, fostered during his time at the Aga Khan Academy, that characterise Danish Dhamani as he now graduates from Drexel University with a BSc in Mechanical Engineering. A 2013 graduate from the Aga Khan Academy Mombasa, Danish was an integral part of the residential community and president of the Student Representative Council during his two years at the school.
When asked about his most cherished memories, Dhamani reminisced about the sense of community that developed as a result of the residential program. “People became really close to one another, like an extended family. We had meals together, we celebrated birthdays and special occasions together, and we studied together… One really memorable event for me was singing ‘Happy birthday and kata keki’ (‘cut the cake’ in Swahili).” Danish’s term serving as president of the Student Representative Council was similarly rooted in the idea of building a familial sense of community, and most of his events were geared towards achieving this goal.
Four years later, Danish continues to think outside the box and combine his personal interests with making a difference in the society. Upon arriving at university, he discovered that he needed to improve his public speaking skills. Danish realised that this is a problem that affects many people around the world.
His solution to this problem? Orai.
Orai is a mobile app that aims to make anyone become a better public speaker using artificial intelligence. From tracking the number of ‘ums’ and ‘you knows’, to assessing the “tone” of your speech, the app provides a comprehensive report and suggestions on how you could become a better presenter. The intelligent engineering of the algorithms and attention to detail in the app literally leaves no person speechless.
At present, his venture has won approximately $50,000 in prizes. Orai won 2nd place in the Microsoft US Imagine Cup Finals and advanced with 6 other ventures to the Imagine Cup World Finals in July 2017. Motivated to take his venture to the next level, along with his co-founder, Danish will be working full-time on Orai post-graduation. His efforts and dedication towards Orai has now impacted the lives of over 30,000 users around the world.
As he reflects on his time at the Academy, Danish specifically remembers his classes with Mr. Alchin. “He looked at the world very differently,” he notes. Teachers such as Mr. Alchin instilled in Danish the capacity and willingness to think outside the proverbial box. In preparing him for university, both the International Baccalaureate curriculum and the opportunity to engage in extracurricular activities broadened his perspective towards the world and made him a lifelong learner.
His vision for the future is to be able to reside in a world where individuals are exposed to the global issues such as food insecurity and global warming from a young age, and are equipped with knowledge on latest technological advancements to engage in problem solving and action driven initiatives.
By Karina Hussein
