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.
Sharing practice across oceans
Andrew Jones is a teacher from Ontario, Canada who has spent the past year at the Aga Khan Academy Mombasa, working with the Junior School as part of a teacher secondment partnership between the Aga Khan Academies and the Province of Ontario.
On first arriving at the Academy Andrew said, “I [am] expecting an enriching experience that will allow me to learn about another culture by being immersed in it. I expect to grow as an educator because different settings, both culturally and through the [International Baccalaureate] programme, will allow me to expand my skill set as to how best practices support student learning.” One year later, he reflects on his experience.
Almost two years ago now, I was reading the book, Everyone Can Learn to Ride a Bicycle, by Chris Raschka to my new grade one class in Kitchener, Ontario, Canada. This book helps me encourage my students at the start of the year to continue developing resiliency through adopting a growth mindset by trying new things, taking risks and reflecting on both successes and mistakes. Little did I know, I was not just teaching my students this skill, but I was also going to follow this advice myself.
Ever since I began teaching almost 10 years ago, many changes in my job assignment have sparked a passion for professional learning and development in my teaching practice. Over this year, I have immensely enjoyed this new job working for the Ministry of Education in Ontario on an educational partnership between our government and 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.
Working at the Aga Khan Academy Mombasa has been an immense opportunity of both professional and personal learning that I am thankful for. I ask myself this very question, “What best teaching practices am I learning about that I should share with Ontario teachers?”
Here are three that I have learned more about since being here.
Building Confident Leaders – Students build their confidence and exude enthusiasm as they try new things and take risks during their participation in a variety of classroom activities, sports galas, enrichment opportunities and Friday assemblies. Students are confident, have strong leadership skills and advocate for equity. Confidence stands out as a defining characteristic of the learners present here in the Junior School.
Promoting Pluralistic Thinking – The Junior School’s demographic is vibrant and diverse, reflective of the Mombasa community’s cultures, religions and backgrounds. Activities at the school, such as the Arts Week performance, continually emphasise appreciation and understanding toward different views and beliefs and encourage students to think pluralistically as they work together.
Dual Language Practices – I have been learning Kiswahili “pole pole” this past year, and I am quite experienced in giving directions to tuk tuks and boda bodas. As I learn a new language, it helps me think about the world in different ways and makes me more pluralistic in my thinking. Likewise, students at the Academy develop academic competency and fluency in both the national language of Kenya, Kiswahili, and the official language of Kenya, English. Additionally, learning similar concepts in two languages allows students to develop pluralistic view points as languages sometimes look at similar ideas in different ways.
I am thankful to explore Kenya’s beauty and diversity, so far from Mount Kenya to the Masai Mara to Mombasa. I continue to grow and to learn and am thankful to the kind and generous Mombasa community that has made my transition to working at the Academy warm and welcoming. I feel very privileged to be working with such a dedicated and caring staff and with phenomenal students.
By Andrew Jones
Tanya Kakkade: Chasing Big Dreams
Limitless opportunity and a chance to excel can provide the motivation for even the young to do whatever it takes to improve their lives. Grade eight student Tanya Kakkade believes that her education and growth at the Aga Khan Academy, Hyderabad will enable her to pick and choose from the top universities in the world.
The attraction of those possibilities drove her to leave her previous school in Chennai and come to Hyderabad. “I’d always wanted to join a residential school, but the Academy hadn’t been built last year and no grade eight program. This school has a lot of opportunities once you finish; it has a good way of learning and gives you leadership qualities.”
She likes the fact that the AKA doesn’t just focus on education and career development but also on becoming well-rounded adults, encouraging students to participate in a number of activities. Tanya also enjoys being able to try new things at the school during her free time and participating in clubs that will help her in the future, including theatre and publications.
“I want to become a layer; I enjoy fighting for rights and arguing. I can imagine myself getting out of school and getting a lot of job offers or applying for top universities.”
While Tanya left her family behind in Chennai, she hasn’t felt that going to school in Hyderabad has been particularly challenging.
“The school is like a family, so you don’t always miss home [and] they never make us feel homesick. My parents miss me a lot but they say that it’s for [my] education and the AKA is the best school so [they] sacrifice a little fear for [my] good future.”
With her passion for human rights, it’s obvious that Tanya has the makings of a successful professional in the legal field. “I’ve not decided yet, but I’d like to become a business lawyer. I always wanted to go [overseas], maybe apply to a lot of universities and pick from the best.”
In Tanya’s mind, regardless of her future plans, her experiences at the Aga Khan Academy have begun to give her a foundation that she can be proud of.
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Employment Opportunities
The Aga Khan Academies is committed to hiring the best educators and support staff from their local communities and from all corners of the globe. The skills and ideas of the educators and staff are central to the student experience and to the Academies’ commitment to excellence.
The Academies provide a unique and exciting work environment for teachers, facilitators, facilities managers and administrators. Educators and support staff are encouraged to innovate continually and are given regular opportunities for professional and personal development.
Through teacher education and local capacity building, the Academies aspire to raise the status of the teaching profession and create conditions for growing numbers of talented people to explore a career in education.
Employment opportunities at the Aga Khan Academies are listed as they are made available on the AKDN Career Centre.
For more information about employment at the Aga Khan Academies or in the Aga Khan Development Network, visit the AKDN Career Centre.
AKA Alumni - Welcome to our Potential Mentors
The Aga Khan Academies is looking to enhance its offerings to its graduates, in an effort to improve communication and aid these individuals as they launch into the working world. As a result, The Aga Khan Academies invites you to be part of the inaugural career mentorship initiative. It is through this one-on-one mentorship programme that we hope to connect AKA mentees (graduates) with professional mentors (alumni/other professionals). We would like for students to be able to do the following with a mentor:
- Discuss potential career choices/moves.
- Get experience that complements and gives them context to their academic pursuits.
- Practice industry-specific, transferable & self-management skills.
- Guidance to improve chances of landing jobs.
- Increase self-awareness and understanding of how to contribute to the work world.
- Expand career options by learning job search strategies.
- Exchange knowledge, insights, and experience with a mentor.
The career mentorship program would run a year in cycle, with an opportunity to renew your capacity as a mentor, if you so desire. In order to make the appropriate career matches, and understand your availability and commitment, we have a few questions to help us with the pairing process.
We ask that you kindly fill out the information request in this form (click here) Rest assured that your personal information will remain confidential and will be for the Academy’s purposes only.
We are looking forward to hearing from you!
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Spotlights on Alumni
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.
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.
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."
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.
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.
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.
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.
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.
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.
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.
Hussein Jiva graduated from the Aga Khan Academy Mombasa after what he feels was a transformative journey.
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.
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.
''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 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.
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.
"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 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 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."
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.”
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.
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."
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.
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.
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."
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.
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.
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."
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.
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."
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.
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 Academy helped instil within me a need to contribute to community where possible and a sense of self confidence and teamwork.”
“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.
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.
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.
Aleem Mawji shares his journey of self-discovery, which began at the Aga Khan Academy Mombasa and continued towards creating tangible change.
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.
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.
“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.
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.”
“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 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."
Kashyap Gohel, who graduated from the Aga Khan Academy in Mombasa, tells us about his experiences and how the Academies contributed his many accomplishments.
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.
"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.
“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
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.
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.
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.
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.”
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.
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.
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.
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.
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.
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.
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.
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.”
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.
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.
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.
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.
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.
“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."
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.
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.”
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.
“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.”
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.
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.
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.
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 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.
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.”
Inner delight and the satisfaction obtained from working for a cause are the rewards I seek from my work.
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.”
“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."
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.
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.
“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.”
“I wake up every morning and look forward to seeing my students in class.”
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).
"What one must paint is the image of resemblance—if thought is to become visible in the world" - Rene Magritte.
“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.
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.
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.
“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.”
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.
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
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.
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.
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.
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.
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.
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.
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.
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.
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!
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.
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 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.
“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.
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.
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.”
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.
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.
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.
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.
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.”
"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.' "
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."
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.
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.
“To me, being ethical and humble are the most important things.”
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.
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.
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.
"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."
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.
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.
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.
Sayema, currently in grade 11, directed and produced an impactful short film to create awareness on child rights for her IB MYP Personal Project.
“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.
“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.”
"I wish to continue sharing my knowledge, what I have learned and will continue to learn, with my society."
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
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."
Dhan Prasad - the Academy's own renaissance man
Dhan Prasad was born in Hyderabad after his parents relocated here from Nepal, and grew up in Red Hills. He joined the Institute of Hotel Management and Catering Technology, completing their Food Production & Patisserie course in the year 1993. In the following years, Dhan Prasad trained and worked at two of the premiere hotels in India, the ITC Grand Chola in Chennai and Oberoi Krishna in Hyderabad (renamed Taj Krishna). It was during this stint in Hyderabad that Dhan Prasad decided to pursue his passion for the arts. “You can call it my first love,” he says.
As a school boy, Dhan Prasad often visited the Jawahar Bal Bhavan in Nampally. The Bal Bhavan, with its high ceilings, yellow walls and large play area was created to be a place where children could hone their talents in the arts, learning music, dance, and, of course, drawing and painting. Here, he trained under artist and National Film Award winner, Thota Vaikuntam, whom he describes as his role model, guru and inspiration. “He used to encourage me by giving me big drawing charts and colours.” Dhan Prasad re-entered university in 1995, this time as a fine arts student at the Jawaharlal Nehru Architecture and Fine Arts University. His art, mainly sketches and acrylic, portray scenes of men and women, often at work, and always in conversation. The paintings are on large canvases, and though they have some of the stylistic attributes of Madhubani art, they are strikingly unique. The Bal Bhavan he went to is still active today and caters to around 3000 children in spite of being under-funded, and sharing its space with a local fire department.
“It was very tough to manage my work and my painting,” he says. Dhan Prasad was juggling university work and his job at the Krishna simultaneously at this time. As the pressure mounted, he was informed that he had been chosen to be Junior Commissioned Officer (JCO) of catering in the Indian Army, a proposition that comes from the desk of the President of India. Dhan Prasad describes joining the army as a bold decision. He remembers thinking, “I cannot ignore this opportunity to serve my country.” So he, in his words, left his white chef’s robes and donned the olive green of the Indian army.
Glad to have the opportunity to serve his country with his culinary abilities, he worked in the army for 19 years, serving in its storeyed institutions across the country and even abroad. Dhan Prasad was among the forces sent from India to be a part of the UN’s mission to maintain ceasefire between Syria and Israel. “My most memorable days were as kitchen manager of an international kitchen at UNDOF (United Nations Disengagement Observer Force), Israel,” he shares. “My most challenging work was at IMA (Indian Military Academy), Dehradun and OTA (Officers Training Academy), Chennai.” In these kitchens, Dhan Prasad organised meals and hospitality services for 2000-2500 people every day. Standing in charge of these large operations gave Dhan Prasad an understanding of the workplace, responsibilities and leadership, which make him revered by those who work under and alongside him.
“Being an army man he brings discipline to our catering,” says Head of Operations at AKA Hyderabad, David Roy. “He’s always on the dot.” Dhan Prasad and David work very closely, and often under high pressure. “In three years, we have never missed catering at a single event, and this is because of our excellent kitchen, its staff, and of course, Dhan Prasad.” It is a great compliment to him that in spite of the demanding nature of their job, Dhan Prasad has created an atmosphere of conviviality in the kitchens and among his support staff. “He understands his job, his responsibilities,” says David. “But the problem with him is that he doesn’t say no to anyone!”
The demands of the Academy’s kitchen are different from those of a military kitchen, and Dhan Prasad relishes the challenges that come with this job. “The diversity [in the students, faculty] gives me an opportunity to challenge myself and be innovative and creative in our day to day catering services,” he says. Dhan Prasad also looks forward to the holy month of Ramzan and being able provide for fasting students at the early hours of dawn. “The Global Encounters holiday camps offer other opportunities to test our calibre,” he adds.
Working at a school, Dhan Prasad believes learning about the mammoth effort that goes into their meals could be beneficial to students’ education. “Students need to have responsibility toward their food." He wants students to be informed about the processes of the food & beverage industry and also about etiquette. “Our students are future ladies and gentlemen who will go out internationally and later become responsible citizens of the nation. Table manners count for a lot when it comes to the personality of an individual.”
At 17, Dhan Prasad knew he wanted to be in hospitality. Today, he is a chef, an artist, and a retired Subedar Major. The praise heaped on him is the kind that Swiss watchmakers pine for. He is efficient, dependable and yet creative. “Art is long and life is short,” he muses. “Cooking is an art and science, it never ends and we can’t master it. The only thing we can do is try, practice and keep doing good work.”
Written by Ajay Sundaram
Theresa Urist: A passion for education
An Interview with Theresa Urist, Global Director of University Counselling at the Aga Khan Academies
Theresa Urist has always loved to learn. Growing up in a rural community in New York state, where many of her classmates did not go on to college, her thirst for education led her to Stanford, where she earned a B.A. with Honours in American Studies and tutored high school students in her spare time. She realised that she loved teaching as much as she loved to learn, so she secured a spot in the Master of Education programme at Harvard University before becoming a high school teacher and, later, a university counsellor.After more than two decades as a counsellor in the United States, where she directed college counselling at three different schools, Theresa’s desire to support students from poor communities led her to the Aga Khan Academies, where she became the Global Director of University Counselling in 2015. Her role is essential to the mission of the Academies, which aim to produce effective, ethical leaders with the skills and knowledge to support positive development in their societies. As the networks’ university expert, she coordinates the university counselling process so that the students are admitted to and select universities where they will flourish in their chosen fields.
Aga Khan Academies writer Alia Dharssi sat down for a conversation with Theresa about her passion for education, her work at the Academies and what makes her tick. Their conversation has been edited for clarity and length.
Alia: Can you tell me about yourself and how you wound up becoming a university counsellor?
Theresa: I was born and raised in a very small town on Long Island in New York State. I wanted to be a journalist as a kid and wound up writing for my college daily newspaper, where I had a 1am news deadline. It was crazy and frenetic. I realised that’s not what I wanted to do, but I had also begun tutoring at a nearby school and I really, really loved working with the students. That experience put me in the direction of education. I earned a Masters of Education from Harvard and became an English and history teacher. In 1995, I answered the call to become an interviewer for Harvard undergraduate admissions. I loved talking to students about their future plans and goals during the interviews, so I put the pieces together and entered the field of university counselling.
Alia: What makes you passionate about education?
Theresa: The way I see it, education is the key to social mobility. When students – like the ones on full financial aid at the Academies who are selected through our talent identification programme – become educated, it’s something that doesn’t just benefit them. It benefits their family and their community and has a ripple effect. I see it as a way that entire communities can get themselves out of poverty in one generation. Education is the most concentrated way you can effect lasting social change. That’s what gets me up in the morning every single day to do the work that I do.
Alia: Have you always thought about education in this way?
Theresa: Education is always something that has been at the forefront of my mind. My parents were well educated, but I grew up in a very rural community where a lot of people had not studied beyond the secondary level. So, when I went off to university at Stanford 3,000 miles away from home, it was an eye-opening experience. I was surrounded by very motivated people with a lot of interesting ideas. I had been a big fish in a little pond in my secondary school because I was somebody who was very hungry for education. I tried to access a lot of educational opportunities despite the fact that I attended a regional, rural public high school that did not offer the most enriching academic experience. College was the first time in my life I was surrounded by students who had had very different life experiences, who had gone to schools that were very academically rigorous, who were incredibly curious. It was vibrant and transformative.
Alia: That sounds like an amazing experience. You started working at the Academies after two decades of working as a counsellor in the US. What inspired you to take the job?
Theresa: When I heard about the job, it seemed like a perfect fusion of my interests. The mission of the Academies in terms of providing educational opportunities for students regardless of their means is one that spoke to my heart. In two decades of counselling, I had gone from working in college prep, private schools to working at an urban public school with very low-income students. There are so many talented kids whose socioeconomic background prevents them from accessing very good academic opportunities in places where they’re going to flourish. And so, in my own job search, I was looking for an organisation that provided such opportunities for students in need. I was also interested in international education – in addition to being a US citizen, I’m also a Swiss citizen and I’ve spent a good amount of time overseas – so this position really spoke to me.
Alia: What kinds of struggles have you seen students from poor socioeconomic backgrounds face when it comes to getting a good education?
Theresa: In my last role in the US, I was working in an urban public charter school with low-income students from all over the world. The majority of my students were first generation, meaning their parents had immigrated to the US. They did not speak English at home and they would be the first in their families to access higher education. I helped them navigate the system. Many of their families came from countries where poverty was a problem. Just getting to the US was a big hurdle. In addition, education is very, very expensive in the US, so it was a challenge for those students to figure out how to finance their education.
Alia: That sounds quite different from your role at the Academy. How do the two experiences compare?
Theresa: I certainly have a lengthy background in university counselling, but when I was based in one single school, it was quite limiting in a lot of ways. My work at the Academies requires a much larger scope in terms of finding what universities are a best fit for particular students. I had good working knowledge of US and Canadian schools coming in. What’s newer for me is some of the other schools beyond that, particularly schools in the UK. It’s given me a greater global perspective on education in terms of the different programmes that exist and the ways in which universities are trying to position themselves globally.
Alia: Can you tell me about your trips to the Academies? What was your first impression?
Theresa: My first visit was to Hyderabad. I found the students compelling and the facilities stunning. Everything exists in the service of students and forwarding their academic and personal growth. When I first made a visit to the Mombasa school, I found the level of arts that students were doing and the level of introspection that went into what they were creating was incredibly deep and heartfelt. It was more advanced than what I’d seen at other schools. A lot of the students’ art projects dealt with issues of social justice and presented very clear messages that made me hopeful. Seeing that level of attention given to something that is often peripheral at other schools speaks volumes about the Academies.
Alia: Absolutely. Why is your role important to the Academies’ vision?
Theresa: As we grow as a network, we want to make sure we are offering a consistent quality of university counselling services across campuses, so that’s a really important part of my work. We want colleges and universities across the globe to know who we are and why they should admit our students and fund them, so a big part of my job is conducting outreach to universities and colleges. When a university takes a risk on a student and that student does well, then it knows that it has a viable academic candidate and will admit more and more students from our schools. My job is to try to create pipelines for students at academically rigorous universities that recognise who we are and why our students are so interesting and compelling.
I also conduct some professional development like workshops for faculty members where they receive training about best practices for writing recommendations for students. Both campuses are now on the Naviance platform, which is an online portal that allows students to track all their applications and send documents to universities electronically. We also track data on the admissions process on the platform.
Alia: That’s important work, but now for a less serious question. What do you do when you’re not busy counselling?
Theresa: I love to cook and bake. In particular, I like making fancy cakes and tortes. Every year, during the holidays, I create a gingerbread house. They’re not basic ones; I have architectural plans. Last year, I made a church with candy stained glass windows. The year before, it was a Victorian house. Every year I do a different structure.
Alia: That’s quite a hobby. Do you eat the houses?
Theresa: Yes, eventually I do. My friend’s kids help me decorate the house, it stays up and then it gets destroyed. So that’s one of my hobbies. To balance my baking interests, I was a distance runner and had run a bunch of marathons, but I had to stop after an injury. But I still really like to be active. I like hiking and skiing and being outside.
Alia: Is there anything else you’d like to say?
Theresa: I love the work I do. I feel like mine is a really important role, so I’m just very grateful for the opportunity to work on behalf of the Academies.
International Exchanges
As the network of Aga Khan Academies becomes established, we will offer our students the opportunity to broaden their experience through exchanges with other Academies.
The Aga Khan Academy Maputo will include an international exchange programme as part of the Senior School curriculum. This will provide our students with the opportunity to study for an extended period in another of the approximately 18 (planned or currently under development) Academies in Africa, South and Central Asia, and the Middle East.
Campus life
Students from Maputo who go on exchange to another Academy will live in residential facilities in a safe, secure campus setting.
Campus life is an important part of the international exchange programme. Many of the least tangible but most important elements of an education – the development of practical leadership skills, the capacity to make ethical judgments, the ability to navigate through complex cultural settings – are formed outside the classroom. Mealtimes and other informal gatherings offer opportunities for discussion, meetings, language tables and study groups.
Benefits of study abroad
The International Baccalaureate programme will be implemented at all Aga Khan Academies. The common curriculum will allow students to study abroad without facing uncertainties regarding compatibility of course study or examinations.
While English is the medium of instruction at all Academies, our students are required to study another language as well. Foreign language learning will be greatly enhanced by immersion in that language through the exchange programme.
Students will also learn to appreciate and respect other nationalities, cultures and intellectual traditions through direct contact with people in other countries. They will broaden their worldview and learn to be at ease in multicultural settings.
For further information on the educational programme offered at the Aga Khan Academy Maputo, please visit the Academic Programme page.