Ryan Herman: Helping students realise their potential
Before we enter the 2019 – 2020 academic term, we would like to spotlight a few staff from AKA Mombasa who are going on to pursue new adventures in the upcoming academic year. Here, we take a look at Academy fellow Ryan Herman and his two years at the Academy.
Ryan Herman is from New Hampshire, New England and was an Academy fellow at the Aga Khan Academy Mombasa. Ryan was part of the Academy’s Enrichment and Service Learning programme, and later moved on to support the Admissions and Learning Support department and the Academy’s Talent Identification Programme.
Through his time at the Academy, Ryan said he has learnt so much, which he knows will benefit him in the future.
“I have truly loved my experience and not looking forward to leaving at all, although I am very excited to arrive into my next position,” Ryan said. “I have grown a lot in this role, and through my students, I have taken on many learning experiences and moments of growth that I didn’t expect to happen. The Academy has offered me significant professional development in a variety of different aspects. But most importantly, I think my time at the Academy has taught me the importance of mentorship and has helped me value the teacher-student relationship and the type of role-model I like to be. I have experienced and discovered endless learning moments that education centers like our own can offer to its students, staff and community. For this reason, the Academy has solidified my want to stay in education, or at least working in fields that heavily involve youth.”
Ryan said he would not be where he is now if it wasn’t for the support the AKA Mombasa community provided him with during his time here.
“I feel like I came in very unsure of my way forward, mostly knowing that I enjoyed working with students and liked being out of my comfort zone,” Ryan said. “I now feel like I have a much more clear understanding of my way forward in life and what I hope to achieve, and I contribute a lot of that to the mentorship and experiences I’ve had in the Admissions department and through my boss, Kauthar Mohamed. I have come under the wing of many inspirational and thoughtful leaders, such as Kauthar, Paul Davis, Jane Okello, Minal Shah, Ruki Husain, Nuala Alibhai, Alice Ndungu, Bhagirathy Jhingran, Clare McLaughlin, etc., who have driven me crazy with aspirations for myself and my future. I feel extremely fortunate for the many circumstances that had fallen into place, somewhat coincidentally, that made my two years very unique. The most rewarding aspect of my time here was being given the support and trust to embark in my own direction and being able to make those simple initial steps concrete themselves into something tangible and beneficial.”
During his two years, Ryan has contributed to various parts of the school. Ryan was involved with the Exchange Programme’s pilot year between AKA Mombasa and AKA Hyderabad, supported the annual TEDxYouth event and strengthened the Talent Identification Programme at the Academy.
“Our network puts in immense amount of effort to empower different, disadvantaged communities around the world through education, and the Talent Identification Programme is a very tangible approach to that goal,” Ryan said. “Starting from a singular programme in January of 2018 that welcomed in year 6 students, the programme has grown to be able to tackle so much more. We now run six programmes throughout the course of a year, handle four rounds of orientations annually, have devised an integration program for English Language Learners, provide weekly tuition for those with greater academic gaps, documented and analyzed academic trajectories and histories for four of the seven cohorts, and now support the processes of assessment, identification and communication with families.”
Ryan’s passion for working with talented students from varying backgrounds will be seen through his new position at Imagine Scholar.
“I will be working for Imagine Scholar, a non-profit in South Africa focused on providing opportunities in education for rural students,” Ryan said. “We, as the Academy, are partners with Imagine Scholar through our role in the HALI (High Achieving, Low Income) Access Network. I will be stepping in as a programme manager, focusing particularly on a programme for talented high school students.”
Kauthar Mbwana (Mohamed), the Student Leadership and Service Learning Coordinator and Senior School Enrichment Coordinator, has worked with Ryan since he came to the Academy. Kauthar said Ryan’s work ethic was very admirable and she is happy to see the person he has become during his time at the Academy.
“The first day I met Ryan and he cracked a joke I knew that we would be the best of coworkers,” Kauthar said. “Ryan is hardworking and a perfectionist when it comes to work. He would take up any task given to him and work to his level best. Ryan helped bring to life the enrichment portal that allows students to sign-up online among many other enrichment tasks. He has also taken his year 7 disability Service Learning programme to different heights, from the activities he does, to the learning experiences that occur. His thirst to do better and personal growth didn’t stop only at his main roles; he took up on more just so that he can maximise his two years at the Academy. Ryan’s charming personality shall be missed dearly; not just his passion and commitment to work, but his smile that lights up anyone’s day. We wish him well in his future endeavors.”
Naheed Bardai's closing remarks at AKA, Mombasa's Class of 2015 graduation
The Cabinet Secretary of Education for Mombasa County, Mr. Tendai, Dr. Bentil, Mr. Bhatia, Mr. Otieno, Graduates, Parents, faculty and invited guests, thank you for taking the time to grace this occasion.
Dr. Bentil, thank you for your inspirational words and guidance, especially towards our graduates.
Joshua, thank you for your insights into the operations of our graduating class, including the things we didn’t – and I’m not sure I really wanted to know!
It is now my pleasure to present the The Aga Khan Academy Award of Excellence. The Aga Khan Academy Award of Excellence is given to the most outstanding male and female student in DP2 each year. This award is given to the top overall male and female contributors to academics and student life, and who best exhibit the AKA Learner Profile upon graduation in DP2. The award considers students’ achievements and contributions in DP1 and DP2. I will start with the female recipient.
Courageous, charismatic and pluralistic, the female recipient of the Award is a role model student. Academically, she is an inquirer with an insatiable thirst for knowledge. With a community-driven outlook and approach, she has managed to find the right balance in pursuing activities that benefit the community while also enabling her to grow. As an accomplished scientist, she earned a gold medal in an international science competition presenting her innovative low-cost water purifier that she carried through from her MYP Personal Project. As a celebrated artist, she has organized dance recitals and written and acted in her own play. Having recently suffered from a difficult illness prior to and during the examination session, she demonstrated the heart and resilience of a true leader. Next year, she will be pursuing her passion in Theatre at New York University in New York on a full tuition scholarship. Please join me in congratulating this year’s female recipient of the Aga Khan Academy Award of Excellence, Karishma Bhagani.
Passionate, socially conscious, and scholarly, the male recipient of the Award is one of the most inspiring students I have had the pleasure of working with. The owner of a true growth mindset, he is never satisfied with the status quo and is always looking to better himself in every way. His deeply held belief in equity and social justice manifest itself in all that he does. Coming from modest means and part of our Talent Identification programme, his humble and unassuming style makes him approachable and an inspiration to all, making us believe that one can overcome life’s obstacles. In many ways, this young man has been the maker of his own destiny. A dedicated researcher and scientist, this student completed his Extended Essay in World Studies looking at the relationship between agricultural productivity and household income in his local community. In addition, he placed third in an international science competition for his work in creating a generator that could produce 50 watts of clean energy using magnets. A former Student Representative Council executive member and current Dorm Captain, he has been a big brother to many. Receiving a full Mastercard Scholarship to study engineering at the University of Toronto, please join me in congratulating this year’s male recipient of the Aga Khan Academy Award of Excellence, Maxwin Ojwang.
Graduates, you have just conquered one of the most important rites of passage – sitting for two hours without sending a tweet, making a comment on Facebook or posting a picture on Instagram. Parents, this is clearly evidence that your sons and daughters are capable of unplugging while at home over their much deserved break. Graduates, you will soon have the chance to get caught up on all of your favourite series, play video games until your fingers fall off, and watch viral videos of strange animals doing strange things. You deserve this break, just as you deserve this ceremony in your honour. Just yesterday, these graduates surmounted a real milestone – their IB examinations. Graduates, I have seen you study harder than any other cohort I have known; I have seen you band together as colleagues and friends to support one-another in times of need; I have seen the joy on your face when you open that exam script and see the exact question you were hoping for; I have seen you curse those exact same exam papers; and as a class, I have seen you consume the most amount of coffee and sugar of any graduating class. Graduates, this is one of many rites of passage that you will undergo in your life. And as you go off to be a leading economist or entrepreneur who helps to find a way to bridge the poverty gap or solves Greece’s economic crisis, or that innovative scientist or engineer who finds a solution to our most pressing health or energy concerns, or that artist who helps us to reflect on our own identity, or that politician striving to create a more inclusive society – be humble and be brave. Be humble and be brave.
The greatest challenge that I believe you will face is not writing that university exam, getting that dream job, or finding a partner – the greatest challenge you will face will be challenges that test your moral compass – that test your integrity – that test your character. Will you have the capacity to forgive even when someone has let you down or stabbed you in the back? Can you have the patience and intellectual humility to invite multiple points of view, even if they disagree with your own? Will you be a good parent to your child? Will you be a good son or daughter to your parents?
To make matters even more complex in the challenges to your character is our ability to operate ‘in cognito’ online. We can do things through an email, text, tweet or photo that will self-destruct in 5 seconds that we would never dream of doing in person. While this relatively new way of relating to one-another has tremendous potential, we cannot hide behind the anonymity afforded to us so easily through technology, holding ourselves to different ethical standards.
That being said, if the last six years that I have had the privilege of working with many of you are anything to go by, I know that your moral compass is strong. Having spent a significant amount of time with all of you, I trust that the future of our communities and countries are in very capable hands.
Ladies and Gentlemen, these graduates are stars and are outstanding in so many ways. 9 of them helped to form our first Year 1 class in 2003, and many more have joined along the way. This cohort formed our first residential group in 2009, and marked the beginning of our robust Talent Identification and Financial Aid programmes. These graduates were the first to go through our mentorship and leadership programmes in 2011, and formed our largest ever Diploma class in 2013. Your combination of intellectual fervour, pursuit of social justice, excellence in athletics, creativity in the arts and inspirational leadership has left an undeniable mark on this school. Indeed, your success is all of our success, and other than your parents, there is nobody more proud of your accomplishments than your teachers. From the PYP to MYP and DP, these inspiring educators have helped to nurture your creativity, sharpen your critical thinking, develop your passions, and hone your moral compass. Graduates, please join me in thanking all of your teachers. I would like to thank all of those who have helped along the way – the nurses, kitchen staff, IT department, maintenance teams, drivers, admin staff and librarians. Without you, none of this would be possible.
To conclude, I would like to quote His Highness The Aga Khan from a recent speech he made in Nairobi at the Aga Khan University graduation. He said, “This is not a Farewell Ceremony. In fact, an event like this is often called a “Commencement”, since it marks the beginning of so many great new stories. We hope that you too will share your stories with us, in the days ahead.” On that same note, I would like to acknowledge and thank our many alumni who have joined us today for this ceremony.
Once again graduates, we wish you well and congratulations. Thank you.
Human Rights lawyer João Nhampossa visits Diploma Programme 1 students
The AKA Learner Profile
The Aga Khan Academies (AKA) have developed a curriculum within the framework of the International Baccalaureate’s (IB) programmes. As such, the attributes of our learner profile are closely aligned to those of the IB learner profile.
Aga Khan Academies learners strive to be:
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Inquirers |
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
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Knowledgeable
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We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
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Thinkers |
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
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Communicators
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We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
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Principled
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We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
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Open-minded
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We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
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Caring
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We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
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Courageous
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We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
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Balanced |
We understand the importance of balancing different aspects of our lives – intellectual, physical, emotional and spiritual – to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.
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Reflective
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We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
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*Leaders |
We understand that multiple perspectives will allow us to make better decisions, and seek opportunities to work with a variety of others. We perceive and anticipate needs and problems, and are able to motivate ourselves and others to tackle problems, confidently and cooperatively.
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*Stewards |
We understand the interconnectedness of communities, striving to create harmony in our environment, while considering the needs of all members. We are motivated to leave the world a better place.
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© International Baccalaureate 2013
IB learner profile booklet
*Unique attributes of the Aga Khan Academies learner profile
Unsung heroes: The wellness ripple effect
Aman Punjani – alumnus turned state cycling champion
Aman’s riding career began when he bought a road bike to start competing in triathlons as part of his IB MYP Personal Project, which was to write a book for triathletes. His first competitive race was in January 2014, when he was in grade 10, and later that
year he won the overall championship in the inaugural edition of the Hyderabad Racing League. At the national competitions in the same year, he placed 7th in the road race which fueled his desire to continue riding, racing and perfecting his performance.
In 2015, Aman spent a month training in Belgium as part of the Indian Pro Cycling Project’s ‘Class of 2015.’ One year later at the nationals, he placed 5th in the U-23 category. “This is just the beginning of something big,” says Aman. “My goals for the year ahead are to make it to a U-23 development team in the US, and to represent India at the Asian and world championships.”
Aman again headed to Europe (Belgium and Switzerland) for a month in July 2017 where he trained and raced with bikers from all over the world. He is presently studying Psychology at the University of Colorado, Boulder. He has been diagnosed with ADHD and dyslexia, and wants to better understand these conditions and assist those with similar issues. Biking has been, for him, therapy in itself.
When asked which part of the Academy education most impacted him, he says, “The service component. It’s something I carry forward, even though I’m not in school, even though it’s not required. I tend to look out for people who aren’t as lucky or fortunate or talented as I am because I’ve had the right support. I look forward to putting more people in that position.”
The Academy is incredibly proud to have as its alumnus such a dedicated and gifted athlete who leads in his field at the age of 20. We wish him all the best as he sets his sights on the international cycling circuit!
International Baccalaureate
The International Baccalaureate (IB) is a non-profit educational foundation, motivated by its mission to create a better world through education. IB programmes for students aged 3 to 19 help develop their intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalising world.
The Aga Khan Academy Hyderabad has been authorised as an IB World School offering the IB Primary Years, Middle Years and Diploma Programmes.
IB World Schools share a common philosophy – a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high quality programmes of international education that share a powerful vision.
Aims of the IB programme
Founded in 1968, the International Baccalureate currently works with schools in 144 countries to develop and offer their programmes to over one million students.
The IB mission statement declares:
"The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right."
Primary Years Programme
The Primary Years Programme (PYP) at the Academy, for students aged 6–10, focuses on the development of the whole child, addressing social, physical, emotional and cultural needs, while giving students a strong foundation in all of the major areas of knowledge. Through the PYP, children become aware of and sensitive to the points of view of people in other parts of the world.
Middle Years Programme
The Middle Years Programme (MYP), for students aged 11–16, integrates the study of all the major disciplines, including languages, sciences, literature and the social sciences, mathematics, arts, technology and physical education. The MYP normally includes a service component designed to encourage students to become involved with their communities.
Diploma Programme
The Diploma Programme (DP), for students aged 16–19, is a two-year course of study that prepares students for university. All DP students study languages, a social science, an experimental science, mathematics and, usually, an arts subject.
At the same time as it provides a form of academic passport, the DP generally fulfils the requirements of a student's national education system. Each student's performance is evaluated by independent examiners and measured by his or her levels of knowledge and skills relative to set standards applied to all schools.
For further information about the International Baccalaureate and its programmes, please visit the IB website.
Contact the Aga Khan Academy Hyderabad
Where To Find Us
The Aga Khan Academy Hyderabad
Survey No: 1/1, Hardware Park
Maheshwaram Mandal, R.R. District
Telangana 501510, India
+91-40-66291313
+91-40-66291310
(Switchboard number/general enquiries)
For admissions:
Lines are open Monday to Friday (8.30 am–4:30 pm IST)
+91-40-66291300
