Ruhi Kamal Manek (Class of 2016): Advocating for Africa
Ruhi Kamal Manek, an alumnus of the Aga Khan Academies in Mombasa and now a sophomore at Yale University in the United States, took away one enduring lesson from the Academy: the importance of engaging in thoughtful and careful consideration of diverse opinions. She explains that it was her time at the Academy that forced her to reexamine her old-world views and believes that her new way of thinking as a citizen of the world was borne of her stay in residence at the school:
“Living with people from so many diverse backgrounds helped me appreciate differences in people. This experience further helped me feel comfortable interacting with people from diverse backgrounds and diverse cultures at Yale.”
Ruhi was born in Nairobi, Kenya and grew up in the small town of Eldoret. It was her desire to learn and challenge herself more that made her apply to the Academy.
“I could not think of a better place to do that than at the Academy,” Ruhi states. “Being admitted to the school was the beginning of a transformative journey for me - a defining moment in my academic and personal life.”
The Academy places immense importance on meaningful public service. Ruhi participated in numerous voluntary undertakings but it was involvement in the annual school-based deworming program in the impoverished Bombolulu area of Mombasa that had a lasting impact on her. Under this program, school children receive an oral dose of deworming medicine designed to lower their risk of infection by worms and thus enhance their health and school productivity.
“The experience opened my eyes,” Ruhi says. “The thought that something so trivial as administering a few drops of medicine in a child’s mouth can transform that child’s future was inspiring to me.”
Involvement in this program inspired Ruhi in many ways. Watching the children joyfully engage with life forced her to reflect on values of humility, modesty and gratification:
“As I stood among the children, I felt as though my heart had grown twice as large, making space for these beautiful souls. I was filled with an inexplicable amount of joy as I marveled at the contentment and optimism around me. Despite the conditions in which the children lived and learned, they were radiating with happiness. I was in awe. The whole experience reminded me of a quote by the Buddha: ‘The cessation of desire is the cessation of suffering.’”
After this experience at the Academy, Ruhi continued her volunteer work at Yale. She is part of the TEDxYale team and helps to organize seminars and conferences. She is a member of Yale UNICEF and is involved in fund-raising efforts to make a difference in children’s lives globally. Committed to women’s rights regarding education and leadership roles, Ruhi also joined the Yale chapter of the Circle of Women, a non-profit organization “that educates, inspires and empowers women to become leaders and peacemakers.”
Additionally, Ruhi is involved in developing a wellness curriculum for a girls’ secondary school in Orkeeswa, Tanzania, which promotes the ideas that healthy students are better learners and that focusing on wellness now can produce huge intergenerational benefits.
“My first year at Yale has undoubtedly been enhanced through my participation in activities that I have long been passionate about,” states Ruhi. She unequivocally credits the Academy’s International Baccalaureate (IB) curriculum and the residential program for her growth and personal development. “My journey at the Academy was one of the most intense yet fulfilling growth periods of my life. I think it is safe to say that it played a key role in helping me develop the person I am today.”
When asked what her aspirations are for the country of her birth, Ruhi radiates determination. “I want to help redefine the way in which the rest of the world views my country, and more particularly the African continent. I want to be an active agent in ensuring that our stories are no longer told for us but by us.”
She is also determined to promote education in her country. “I want to tackle the issue of the lack of education. I value nothing more than the education I have been so privileged to receive and the many opportunities that have come my way because of it. I wish to help provide the same for as many people as I possibly can in my country of origin and beyond.”
By Perviz Walji
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Interview with Alison Hampshire, Head of Academy in Mombasa
Students Cinzia Torriani (year 10) and Alisha Doshi (DP1) interviewed Alison Hampshire, the new Head of Academy at the Aga Khan Academy Mombasa. They discussed passions, dreams, important themes in education and life lessons.
Hello Mrs Alison. Could you please share a brief background of yourself?
Hello girls! Of course! Well, I was born in Leeds, North of England, and I lived there until I was 17. I left home to attend the University of Sussex in Brighton, which is on the south coast of England. I studied for a music degree and was even a musician for a period of time! I then decided to train to be a teacher and started my teaching career in Brighton. After a little while, I got involved in theatre and became involved with a theatre group. I then ended up in Africa teaching, went back to England, ended up in Hong Kong, then Malaysia, and now back in Africa – Kenya more specifically.
If you were to describe yourself in a sentence, what would it be?
I think in a sentence I would describe myself as honest, passionate about education and protective. I am like a lioness and will protect the people that I am looking after, and that would include my students, my staff and my own family. My birth sign is actually a Leo, and my animal in the Chinese culture is a tiger, so I could see myself as a tiger and a lion – both loving yet protective animals.
Those are very important traits in a person. Similarly, what are the two things that you are not?
I know that I am not a mean person. I am not a very sporty person either!
Can you please tell us a little more about yourself and your family, for our readers to get to know you better? Is there something about yourself (a few interesting facts) that you would want students to know?
One of the things that perhaps people don’t know about me is that I really, really like heights, which is why I have done many activities that involve taking the risk of jumping out of an aeroplane, abseiling or even paragliding. I have done a number of things that require me to take a risk. And so, although I am sometimes hesitant, every time I have a birthday ending with 0, I like to give myself a new challenge and do something that is very difficult for me. There is nothing greater than accomplishing your goals.
The other thing is that I really like spicy food, so if I’m ordering a curry and the option is mild or hot, I would go for the hot one!
What is the most valuable life lesson you have ever learnt that you feel has had the biggest impact on you as a person?
One of my most valuable life lessons was when I was only 15. It was the first time that I ever felt that I had failed. When I was young, I played the flute and I received a distinction on every exam that I took, until I did my grade 6 (bronze level) exam where I got a merit. In the scheme of things, that’s not terrible, but it was devastating for me, and the life lesson I learned was that you have to pick yourself up, brush yourself off and try harder next time.
I was not prepared to proceed to grade 8 (gold level) until I was convinced that I was going to get a distinction, and so I worked and worked and worked and eventually that’s what happened. But the feeling I got when I was disappointed in myself was really hard, and the lesson I learnt was that sometimes you just have to forgive yourself and carry on.
What made you choose education as a profession? Is it a calling, a service, an agency or a love?
I started out as a musician and then realised that it wasn’t what I wanted to do with my life. It was selfish in a way – it was about being the best you could be, it was a very competitive environment. Also, while growing up at school, people had always said to me that I was such a good teacher. And so when the music didn’t work out as a profession, I looked to other options and tried many things out before deciding to be a teacher, but when I finally did decide to be a teacher I knew it was the thing I should have been doing from the beginning.
What values do you promote in terms of a learning environment?
I find that English literature provides all sorts of scenarios by which students can engage with issues and also aids in developing empathy. And I think that, as an English teacher, the important thing you need to develop is for students to be able to step inside another world and think about the lives of others.
And so the novels that I choose would possibly be about those that have challenging themes. I remember teaching To Kill A Mockingbird in a school which was entirely white, to help a rural British community understand the challenges of the themes in that novel. It was a very interesting experience. I also find that this is what literature can do – it can help us to see other people and other people’s worlds, and help us develop our understanding of different perspectives and ideally empathy for others.
I completely promote pluralism – it is also one of the main things literature can do. I remember having read the Chinua Achebe trilogy, and it was the beginning of my love for stories, literature and the love for Africa as well.
Why the Aga Khan Academy Mombasa?
Mostly because of the vision and the mission of His Highness. I completely believe that education is about empowering young people and that it is about change. I have always felt that I have gone into education to make a difference, not necessarily one that I can make but one that can be made through the lives of others through young people. And so, when I came across the mission and the vision of the Academy, it really seemed to synchronise with my own values. The other attraction was that having lived in Africa for my very first posting outside of Britain, the thought of returning was very exciting.
The community of students here is one that I felt was interesting to join. To be honest, in the past I have never worked in a situation where there were local teachers in an international school – it has mostly been expatriate teachers, and I found that to be a very exciting prospect.
What is something you have never done before and you may be able to do here in Mombasa?
I have never eaten a whole lobster! Actually, I would love to learn how to kite surf over the next few years. I would also really like to go and find some great African music and spend a whole night dancing!
What is your take on the students at the Academy, based on your interactions with them thus far? Do they measure up, in terms of mindset and potential, to those you have experienced in the west?
I think it is really hard to generalise a whole student body, especially with the regard to the fact that I have mostly taught in the east in Asia rather than in the west, but there is definitely a big difference between students in England and students I have taught in an international setting.
I have found that students here are really open and really social, very welcoming, and they seem quite interested in the adults in their lives. They are polite and also seem to be inquirers. My most intense experience was when I went on the DP1 trip, and I felt that the level of interaction the students had with each other showed great compassion with one another. They asked great questions, seeming to be very interested and open-minded, which are very good traits.
Is there a favourite quote or saying or aphorism – a thought that you live by, a statement that encapsulates your personal view?
There is a quote by Gandhi which I live by, and it encapsulates my personal view. It is basically about self-esteem and states that nobody else is in charge of your happiness, other than yourself. It is “Nobody can hurt me without my permission”. I think that how you react to a situation is in your control, and over time I have learnt that it is nobody else’s power to do anything to you; physically they can, but emotionally how I react is how I am – which is the lesson I have learnt.
Finally, is there anything else you’d like our readers to know about you?
The really important thing that I would want to let everyone know is that I am having a lot of fun so far, and I am really enjoying my time here, and I hope that carries on.
The Aga Khan Development Network
The Aga Khan Development Network (AKDN) is a group of non-denominational agencies that work to improve living conditions and opportunities for the poor across countries of the developing world. Building on an underlying ethic of compassion for the vulnerable in society, the agencies in the Network focus on health, education, culture, rural development, institution building and the promotion of economic development.
Education is a central focus of the AKDN. The Network has been involved in education in the developing world for over a century. Its education programmes cover a wide spectrum of activities, from pre-primary to post-secondary education, teacher training, literacy programmes, school improvement and educational policy reform. The AKDN aims to increase access to quality education for all, particularly those that historically have been underserved or excluded.
The Aga Khan Academies form one arm of the Network's education endeavours. The Academies' focus on developing future leaders is complemented by the work of several other AKDN agencies. Together they provide programming that addresses a range of educational needs across the societies in which they operate. In addition to the Academies, the AKDN's lead organisations in education include the Aga Khan University, the University of Central Asia, the Aga Khan Education Services and the Aga Khan Foundation.
Within the AKDN framework, the Aga Khan Academies exist to both educate exceptional students and disseminate new teaching techniques and learning approaches. Investing heavily in the professional development of teachers is critical to the Academies’ mission of providing students with a rigorous academic and leadership experience.
Learn more about the Aga Khan Development Network, and its work in education and other focus areas, on the AKDN website.
Bridging Global and Local
The Aga Khan Academies provide a globally relevant education, notably through the Aga Khan Curricular Strands (AK Strands), co-curricular offerings and student life. Students are exposed to global themes that emerge from the local context within which students live and learn.
The curriculum is based on the International Baccalaureate (IB) programme, and the overall Academies educational programme is aimed at developing students with strong leadership potential.
The AK Strands focus on globally applicable concepts such as pluralism and global economics. Students are also instructed in English and a local language in all Academies.
Academy students will be expected to spend time on another Academy campus during their secondary school years, thus providing them an immersion experience in a different culture.
The shared IB curriculum enables student and teacher exchanges between Academies.
"A great school, will educate its students not merely to be personally successful but also to use their gifts to build their communities and enhance the common good to levels beyond our dreams."
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