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The Aga Khan Academy Maputo's expansive 22-hectare campus is being purpose built to provide world-class facilities for the students and staff in Maputo, Mozambique.
Food and culture fair
The Aga Khan Academy Maputo will host a "Food and Culture Fair" on 9 December 2023. For more information, please contact the school reception or email: communications.maputo@agakhanacademies.org.
Muskaan Bhaidani (Class of 2020): Journey to university and the Academy's impact
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.
Read on to see what Muskaan says about university life and how her time at the Academy contributed to who she is today.
Can you please tell us about yourself, Muskaan?
I did the IB DP from 2018 to 2020 and took economics, geography and English at higher levels and mathematics, biology and French at standard levels. At the time, I took these subjects purely out of interest, and I really enjoyed what I did. However, I’ve always wanted to work in the development sector, so I think geography and economics played into that really well. I also did my extended essay in French since I wanted to improve in it, but now that I am studying in Quebec, it’s been really helpful.
How did you manage to narrow down your interests to zone in on a career path finally?
That’s such a big question to answer! Honestly, I still don’t think I know for sure what I want to do. I think that the path that I’ve chosen to take is just to keep going ahead with doing what I like, which right now is international development with a focus on food insecurity. In fact, I did my personal project at the Academy around food insecurity, and passion has definitely stuck with me over the years. I’ve also taken an interest in social entrepreneurship, which I could potentially see myself pursuing in the future. Right now, however, I’ll be going with the flow and figuring things out one step at a time.
How did you find the university application process? What did you find challenging, and how did you choose between all the universities you got into?
The university process is definitely difficult and scary because of the uncertainty it entails. I applied to the US, UK and Canada. I personally felt that applying to Canada was a much easier process since you don’t have to send in any standardised test scores or personal statements. Their supplementary requirements, if any, are very minimal compared to the UK and the US. And since a lot of Academies students end up coming here, it’s nice to know that you have an established system to fall back on if you need to. I think the main reason I got accepted to the universities I applied to was because of my academic performance and extracurricular activities that I took part in at the Academy which have carried me to university. As for how I decided on McGill in the end, it was mainly a lot of research and making pros and cons lists. I tried to compare universities in terms of the course I’ll be studying, what I want to do in the future, opportunities I would get while still studying, acceptance rate, etc., and McGill stood out to me in all these aspects. Montreal is a great city for students, and I am glad it worked out!
What have you done since you joined university that you are most passionate about?
I have been a part of multiple clubs. One, in particular, is IYAD (IRSAM Youth Advisory Delegation), a youth advisory delegation to the United Nations, where we write policies and present them at the UN Headquarters in New York every year, and it’s been something I’m really passionate about as I used to participate a lot in Model UN. I am now an executive in the club! I also took part in Enactus, a social entrepreneurship club where we mainly try to help local businesses thrive, and it has been a rewarding experience. Lastly, I am also a member of the varsity artistic swimming team – I used to do a lot of swimming at the Academy till COVID-19 happened, and this was the perfect way to get back into it in an artistic form I had never done before!
How has university life been? And how have you been preparing yourself for this upcoming exchange programme you are participating in?
Life at McGill differs a lot from person to person, but it mainly consists of class in the morning, followed by any extracurriculars you may have taken up. I also have a student job as a student advisor, so I have that in my routine as well, besides swimming and clubs. Going into your third or fourth year in university also means you have to cook for yourself and run your own household of sorts – this actually makes up a substantial portion of a student's schedule. I don't find it to be incredibly different from the high school experience, it’s just more diverse in terms of what you study within your specified subject. I will be going on an exchange to UCL in London next semester. Of course, I’m nervous, but I’m looking forward to immersing myself in a new culture since I’ll only be there for three months. I do consider Montreal home now that I’ve lived here for three years, and going away from home is daunting. I hope it feels as welcoming as Montreal. But from what I understand, London is very diverse, with lots of things to do, and I know I need to put myself out there and be open-minded.
How has the Academy helped shape you and prepare you for university?
The Academy has taught me how to put myself out there confidently by never limiting me and assuring me that I can do anything I set my heart to. It has a way of boosting your self-esteem and shows you your strengths and uniqueness. I engaged in a lot of communal activities and opportunities at the Academy, so I don’t find it difficult to do the same at university, whether that’s applying for a challenging course, position or an exchange programme.
How important do you think it is for students to reach out to Academies alumni?
I think it’s very important. We all leave school and make great friends at university, but the friends you make at the Academy are just different because it is so easy to spend time with them for hours and feel surrounded by a sense of community and warmth. In fact, my roommate now at McGill is a good friend of mine from the Academy. It is easier to reach out on an established Academies-centric network if and when you need help, especially because all of us who have been through the application process are always willing to help whenever we can. Having an alumni community only makes it more accessible and convenient to reach out.
Do you have any advice for students going through the university application process right now?
Work on your predicted grades, those are very important. Build good relationships with your teachers and they can direct you on how to constantly get better at your subjects. And, this might sound cliché, but be authentic in your applications. You never know what a university wants in its essays, and in a pool of incredibly smart and talented applicants, the only way to truly stand out is to be your unique self. So, focus on what you are interested in as opposed to what you think others might find interesting.
Interview conducted by DP2 student Samhitha Paruchuri from the Aga Khan Academy Hyderabad.
“Creating leaders”: Impact of an Aga Khan Schools education
During his time at the Aga Khan Academy Mombasa, Ham Serunjogi (Class of 2012) – CEO and co-founder of African fintech giant Chipper Cash – realised the importance of staying connected to something larger than himself and giving back to the world. This fuelled his remarkable success, and recently, the Forbes 30 Under 30 honouree was selected to serve as an advisor to the US President on African diaspora engagement.
“A big part of it was that I was in the residential programme,” Ham says. “My roommates and my house parents were a central part of my experience; they practically became family to me.”
Originally from Uganda, Ham became a part of the Academy’s residential programme, where students in Grades 6-12 from around the world live on campus and participate in different activities and leadership opportunities.
“The group of friends I had on the floor we lived on,” he continues, “I value those friendships deeply.”
Ham credits his dorm parent, Mr Bardai, as a large part of his amazing experience at the Academy.
“Mr Bardai was absolutely the best and looked out for me,” he said. “We remain close to this day.”
Along with his residential parents, Ham fondly recalls teachers such as Mr Kassam, who incorporated meals in his English lessons as they were described in books the students read in class, which encouraged the kids to bring in their own dishes for a potluck.
“We had a really fun time in class with Mr Kassam.”
Ham also recollects his role as President of the Academy’s Student Representative Council, which allowed him to lead the secondary school students and work closely with his peers and teachers.
“The Academies as a whole aim to instil in their education the notion of creating people who are leaders that can come back and help develop their local communities,” he explains. “The idea of being a net positive contributor to society – that was something I learnt strongly.”
“The more I think back on the ways the Academy made sure we were connected to the community, with the events we did outside of the Academy with other community members, that was a key reminder to not stay in an isolated group of privileged people or with people that aren’t connected to something larger than ourselves,” he explains.
“That really resonated with my time over there.”
From Kampala to Mombasa to Iowa
After completing the International Baccalaureate (IB) Diploma Programme at the Academy, Ham’s journey leaped to another continent when he moved to Iowa in the US to study economics at the prestigious Grinnell College.
He was ready for the adventure, thanking his move to the Academy in Mombasa from his hometown in Kampala, Uganda as an insight into what it is like to move away.
“[My time at the Academy] was the first time in my life I lived away from home,” he says. “It was like a nice trial period before moving further away.”
“I was excited to move to Grinnell, to Iowa, for all the big and small things like seeing snow for the first time,” he reflects. “Just being around a new environment, new culture and a new group of people was very exciting.”
The creation of Chipper Cash
Following his graduation from Grinnell and a two-year stint at Meta (formerly Facebook) came a pivotal stage in Ham’s life. In 2018, he and his co-founder Maijid Moujaled established Chipper Cash, a financial technology, or fintech, company offering several products and services to people in Africa, such as local and cross-border payments, cards, stocks, airtime and data, and bill pay.
“I wanted to make an impact on my local community with what I know best,” Ham says. “I wanted to create a solution that might solve a problem for people in Uganda.”
The CEO met his co-founder at Grinnell, who wanted to create a similar solution for the people of Ghana, where he was originally from.
“It was easy to align our thinking because we wanted to start the company to check some boxes – what needs to be done and where?”
Chipper Cash now has over five million customers operating in countries including Nigeria, Rwanda, Ghana, Uganda and the US. It has been featured in several global financial publications as well as news channels including BBC, CNN, Quartz, Apple and Forbes, in which Ham was named as one of the honourees of the Forbes 30 Under 30 Finance List of 2023.
Serving on the US President’s advisory council
In September 2023, Ham was appointed to serve on the Inaugural President’s Advisory Council on African Diaspora Engagement in the United States. The Advisory Council is tasked to advise the US President on a range of issues, including how to strengthen relations between Africa and the US, promote trade and investment, and build educational exchanges.
“I definitely pinch myself every night just to make sure I’m not dreaming,” he laughs. “If you’d ask me at any point in my life if I would ever be an advisor to the US President, there’s no way I’d have thought that’s possible.”
Ham highlights what he is most excited about for his role as an advisor.
“One, it’s an incredible group of people to be a part of,” he says. “And two, in today’s world, Africa is the fastest growing continent and they’re strong partners with the US. We will help advise the President to form policy and help drive US-African relations and investment further.”
“Policy is going to affect billions of people, and if we do our job well, we’ll make a positive impact on the world. If that’s all I ever do in my life, I’ll be very happy with myself.”
Giving back to the Academy
Ham feels fortunate to be in a position where he can give back to the place that started it all. The alumnus consistently provides the Academy in Mombasa with support by coming back to address graduates, creating videos and content to promote the Academy, or even donating to support current and future students.
“It’s a special place to me,” Ham describes. “I was fortunate enough to give the 2021 graduation commencement address, and the theme of my remarks was the realisation of the opportunities I’ve been lucky to receive, and the best way to repay them is to help repair the world.”
Teacher Professional Development
Promoting excellence in teaching, both on campus and more broadly, is a fundamental goal of the Aga Khan Academies. Each Academy has a Professional Development Centre (PDC), which strengthens the profession of teaching in the region by investing substantially in teachers’ professional development.
Developing strength in teaching
We identify and develop teachers of the highest quality who are committed both to the all-round development of young people and to their own professional growth as excellent teachers.
Our PDC supports excellence in teaching by promoting best practices in teaching and learning. We provide ongoing, collaborative training for Academy faculty as well as outreach programmes for teachers and head teachers from neighbouring government, private and not-for-profit schools.
Our faculty members also have the opportunity to collaborate with colleagues across the globe and to teach abroad within the Aga Khan Academies network.
Strengthening curriculum and community
Through our professional development provision, we help create a professional community of competent, well-resourced teachers.
These teachers will continue to support and collaborate with one another on materials development, by sharing best practices, and in establishing diverse academic, cultural and social projects.
Community Service
Community service is a major part of the student experience at the Academy. Both the curriculum and student life incorporate aspects of community service.
Service opportunities extend the educational experience beyond the classroom and help our students learn about the real-world implications of their studies.
Through community projects with local organisations and groups, our students gain a sense of the connections between their education and the world around them. Students can participate in a variety of structured community initiatives and internships to learn about their place in the world.
By partnering with local agencies of the Aga Khan Development Network, students learn first-hand about the operations of an organisation, and work toward making tangible contributions to the agencies.
In addition, community engagement gives our students an understanding of broad concepts such as human rights, dignity and autonomy, while emphasising the ethos of leaving the world a better place.
To learn more about the Academy's programme, please visit the Academic Programme page.
Co-curricular Programmes
Co-curricular programmes enable students to realise their potential in a variety of settings beyond the classroom. Students develop a sense of self-awareness and an understanding of school and community needs and opportunities. They also learn how to apply their gifts and skills to make a positive impact.
At the Academy, we believe in a balanced, rounded, comprehensive school experience. As this includes both academic and co-curricular experiences, we encourage our students to do their best both in and outside the classroom.
We will offer outstanding sports facilities that will include:
- swimming and diving pools
- cricket, soccer and hockey pitches
- basketball and volleyball areas
- tennis and squash courts
- dance studio
- gymnasium
- athletics tracks.
Children with special sporting gifts will be encouraged to develop their talents in every way. Children with special gifts in music, art or drama will similarly be encouraged through opportunities to practise and perform while at the Academy.
Our co-curricular programmes are clustered into three main streams, each with a different focus:
Creative expression
Whether through visual or performing arts, this cluster engages students to think creatively and express their identities and thoughts aesthetically. Through theatre, art, music and drama, students learn to work together and infuse their projects with values and lessons from other parts of their schooling. Individual and collaborative creative projects emphasise growth and development through personal challenge, ultimately resulting in achievable personal goals.
Action
The student as a reflective practitioner is a basic tenet of the action cluster. Through physical sport – both competitive and non-competitive – students are challenged in their physical growth, and learn values such as good sportsmanship, teamwork and ethical behaviour. We encourage them to extend themselves by trying different activities and working with teammates to pass on their knowledge. In line with developing the student as a whole, a healthy lifestyle complements and enhances academic achievement.
"The Academies will be concerned with the whole of the human being – mind, body and spirit – and with the broad range of human aspiration – intellectual, moral, artistic, physical and spiritual. The fact that these are residential academies will contribute enormously to these broad objectives, encouraging students to identify more completely with the school, to help lead it and shape its environment."
Citizenship
At the Academy, we encourage knowledge and understanding of humanity and civil society. Through their involvement in citizenship activities, students gain an understanding of the practical implications of their work and study. By collaborating with community groups on sustainable projects, they develop an appreciation for human rights and human dignity, and of how their actions impact the world around them.
To learn more about the Academy's programme, please visit the Academic Programme page.
The Aga Khan Academy Maputo celebrates its first graduating cohort
Aga Khan Academy Maputo’s special end of term celebration
Meet the Aga Khan Academy Maputo’s school counsellor, Raffaela Corrias
