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.
Grand Cultural Fest - Saturday, 9th November
Residential students host an annual cultural fest to celebrate pluralism and diversity in the Academy's amphitheatre. Celebrations begin from 5 pm onwards!
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Children's Day - Thursday 14th November
Celebrating Jawaharlal Nehru's birth anniversary with a variety of dance, drama and music performances. A fitting celebration of & for children and their education!
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Graduation 2018
The Aga Khan Academies celebrated the graduation of 160 students from the Academies in Mombasa, Kenya and Hyderabad, India on Saturday, 19 May 2018. The Class of 2018 included 76 students from the Aga Khan Academy Mombasa and 84 students from the Aga Khan Academy Hyderabad, many of whom will be going on to higher education at leading universities worldwide.
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Date:
Wednesday, June 27, 2018
Applications for admissions to the Academic Year 2025-26 are now open!
The Aga Khan Academy Hyderabad is now accepting applications for admission to the upcoming academic year, starting in August 2025.
At the Academy, meritorious students from diverse backgrounds and ethnicities come together as a close-knit community, nurturing values of pluralism and ethical leadership. We are dedicated to empowering future leaders with a holistic education and a global perspective.
Excited? Please apply!
Access the forms here: https://www.agakhanacademies.org/hyderabad/application-forms.
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The vision for Aga Khan Academy graduates
Education at its best facilitates positive growth in all domains – intellectual, social, physical, ethical and spiritual – leading to the well-rounded development of the child. The Aga Khan Academies aim toward this ideal, and the values they espouse are reflected in each school’s aspirations for its students.
Students at an Academy pursue a well-balanced education combining intellectual inquiry, academic excellence, sporting and cultural activities, and a grounding in ethics and moral reasoning
They are committed to rigour and self-discipline in their studies and subscribe to the principles of intellectual honesty in the preparation of their work.
They respect their teachers and fellow students. They extend their respect to the cultural, religious and political convictions of others in school and in society. They dedicate themselves to debate issues honestly and fairly. They aim to understand and recognise the value of other views even as they value their own.
They are self-aware and socially conscious. They are committed to the development of their communities, their nation and civil society in the world at large. They are motivated to help others less fortunate than themselves.
They strive to acquire knowledge as part of a balanced, lifelong process of inquiry that leads to intellectual and personal growth, as well as a means to fulfil material goals.
The mastery of a particular discipline is balanced by a broad knowledge of several subjects, including science, art, literature and music.
They are also citizens of the world and at ease in environments and settings other than their own. They are generous and tolerant towards other cultures and traditions.
They are bilingual or multilingual.
They embrace the rich diversity of the world while valuing their own identity.
Read more here.
Interested to know more about our graduates? See spotlights on our alumni
Joshua Tibatemwa (Class of 2015): From Mombasa to Rio 2016
Ernest Hemingway once said, “There is nothing noble in being superior to your fellow man; true nobility lies in being superior to your former self.” It was this quote that Joshua Tibatemwa Ekirikubinza used in his speech when graduating from the Aga Khan Academy in Mombasa in 2015. And it seems that he has taken those words to heart even outside of his academic pursuits. Selected to be part of the Ugandan Olympic team, Joshua competed in the 2016 Rio Olympics as a swimmer; his time at the Academy helped him achieve this lofty goal:
“The Academy taught me that difficulty is not necessarily a bad thing. Difficult tasks and challenges teach you how to focus yourself and be efficient in what you do. I needed that.”
The Academies pride themselves on providing its students with a diverse and well-rounded education, attempting to instil a passion not only for academic success, but excellence in community service, athletics and the arts as well. Joshua’s journey is a testament to this balanced approach:
“The Academy taught me how to balance several things at once, which is of the utmost importance in university. No one pushes you to do things in university so you must be proactive if you want to make the most of the experience, and the Academy definitely taught me to be proactive […] the Academy grew me as a person, not just academically.”
Joshua’s ability to find academic and athletic success at the Academy in Mombasa allowed him to pursue even bigger challenges, like competing at the Rio Olympics, a feat made even more memorable when he was asked to be Uganda’s flag bearer at the Opening Ceremonies:
“The opportunity to bear my country’s flag on such a momentous occasion [was the most memorable]; I can honestly say I never expected to do something like that.”
Beyond his Olympic aspirations, Joshua is currently studying computer science and economics at Grinnell College in Iowa, USA. He plans to attend graduate school and eventually settle in Uganda in order to focus on creating a more holistic approach to education in his homeland.
“If I want things back home to change, I have to work to be the change. There is no point in going abroad and becoming successful and neglecting the positive change you could make back home. Therefore, I would dedicate my resources to developing a new curriculum that pays attention to academics but also pays attention to other often ignored aspects of life such as cultural interactions, sports, tolerance of people different from you, etc.”
For Joshua, his academic and athletics pursuits have taught him valuable lessons in maintaining balance, while overcoming challenges. To those beginning their own journeys, he would offer these words:
“Do not dwell too much on your failures. They are an inherent part of life. [And] do not attempt to handle too many things at once. Depth is better than breadth in certain circumstances.”
By Uzma Rajan
Enrichment Programmes
Enrichment 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 offer outstanding sports facilities that 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 enrichment programmes are clustered into three main streams, each with a different focus:
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.
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, 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.
Raghuveer Vyas (Class of 2016): Advocating for change and development
Raghuveer Vyas graduated from the Aga Khan Academy Mombasa in 2016 with a desire to be a change-maker in our world. Due to his experience at AKA Mombasa, this desire has become a reality.
Raghuveer Vyas, far right, at a UN Initiative event at NYU.“My time at the Academy undoubtedly influenced where I am now,” Raghuveer said. “The Academy's strong emphasis on contributing back to society certainly further influenced my academic choices.”
Raghuveer pursued his undergraduate degree at New York University (NYU) in Global Liberal Studies with a concentration in Politics, Rights & Development. Currently during his final year, Raghuveer was admitted into NYU’s Bachelor of Arts (BA)/Master of Arts (MA) programme.
“Through this programme I hope to graduate with an MA in International Relations by 2021,” Raghuveer said. “I will be concentrating on Sub-Saharan African affairs and peace and conflict resolution in the International Relations programme.”
Since joining NYU, Raghuveer has been a member of the United Nations Initiative at NYU, which was created to increase the dialogue between international leaders and the youth/students who have become disconnected from the global political process. During his final year as an undergraduate, Raghuveer became the director of the Initiative because he believes “the UN Initiative’s mission and actions to be absolutely critical to the political discourse at NYU.” Due to his commitment and passion, Raghuveer said he has made some impressionable strides in the Initiative.
“I personally have worked to increase the participation of the African international leaders, such as the ambassadors of Egypt, Nigeria and the African Union,” Raghuveer said. “I’m also working to expand our panel discussion series, which focuses on thematic issues as opposed to the affairs of nation-states.”
As part of the Global Liberal Studies programme at NYU, students are required to spend a year abroad at one of NYU’s satellite campuses, such as Berlin, which is where Raghuveer decided to go. Through this, Raghuveer discovered his passion for climate change when he started interning with Climate Analytics, an international climate science and policy institution.
Raghuveer Vyas, far right, at at UN Initiative event at NYU between an ambassador from Egypt and NYU students.“I truly began to understand that climate change poses the single largest threat to the human species, and would disproportionately affect lower economic classes and citizens in developing countries, with the African continent poised to be one of the worst hit, “ said Raghuveer.
While in Berlin, Raghuveer worked as part of the climate policy team at Climate Analytics where he conducted scholarly research on the policies surrounding climate change mitigation and adaptation. As part of the team, Raghuveer said he was able to co-author a report, “Decarbonising South and South East Asia”, for the Asian Development Bank and the UN Environment Programme.
“The report aimed to investigate the current state of fossil fuel consumption in South and Southeast Asia and analyse the potential of renewable energy forms to replace these fossil fuels,” Raghuveer said.
Due to his time at Climate Analytics in Berlin, Raghuveer said he rejoined as an intern at their New York office during his final year at NYU. In New York, Raghuveer worked with the Implementation Strategy team, which assists developing countries, specifically countries in Sub-Saharan Africa and the Caribbean.
Raghuveer Vyas, far left, at a UN Initiative at NYU.“While the work I did was quite diverse, I worked quite closely with the small, and severely threatened, country of Saint Lucia,” Raghuveer said. “The country was attempting to receive financing from the international community to realise its ambitious National Adaptation Plan for climate change. I got to work on the national Private Sector Engagement Strategy (PSES), which chartered, among other things, a means through which the government could better engage with the country’s private sector in making them more resilient to climate change. This was submitted to the Saint Lucian government in early December, with the Cabinet of Ministers poised to read it in the new year.
Along with this, Raghuveer said he has worked on preliminary research for a universal Green Affordable Housing Project for Saint Lucia, which “aims to create a relocation and housing system that is resilient to the effects of climate change and compensate victims.” Raghuveer said he also drafted a funding proposal for Saint Lucia, “which aimed to revamp the national health sector and make it more resilient to climate change, both in terms of service provision and infrastructural soundness.”
Although his interests aren’t only focused on climate change, Raghuveer said he understands the urgency of recognising this phenomenon and the implications it can have on the entire world.
“Climate change is somewhat personal to me as I come from a farming family in Kenya,” Raghuveer said. “I’ve directly witnessed the impacts of a changing climate on the farm and seen how widespread the impacts are. For me, climate change has provided a unique lens through which to understand and question some of the perennial challenges facing the Global South.”
Reflecting on his time at the Academy, Raghuveer said he would not be where he is now had it not been for the various opportunities he received and the different skills he learned at the Academy.
“I first discovered my passion for global politics at AKA Mombasa through different platforms ranging from participating in Model United Nations, to having an incredible team of Humanities and Global Politics teachers who all really encouraged me to hone in my skills in the subject,” Raghuveer said. “A lot of necessary skills, such as critical thinking and analytical writing, were taught to us at the Academy, making it far easier for me to adjust to the demands of college.”
Raghuveer Vyas, far right, at the NYU Jordan Center.Although Raghuveer is unsure of what he’ll do after his Master’s at NYU, he said he is looking forward to what the future has in store for him.
“I’m excited to be a student during one of the most fascinating and influential eras in Global Politics and I’m looking forward to learning more about the various issues that grip us as an international community,” Raghuveer said.
By Anusha Lalani
Enrichment Programme
Enrichment 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 and playing fields for a wide variety of sports and athletics.
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 enrichment programmes are clustered into three main streams, each with a different focus:
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.
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, 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.
Tenders
The Aga Khan Academy Mombasa, a programme of the Aga Khan Development Network, is the first in a global network of academies, providing a world-class education to exceptional students. Pluralism and ethics are core values of the educational programme at the Aga Khan Academy. The purpose-built campus includes state-of-the-art educational facilities and a multi-cultural student body. The Aga Khan Academy Mombasa is an International Baccalaureate (IB) World School, offering an IB curriculum that is locally rooted and globally relevant.
The Aga Khan Academy Mombasa is currently inviting interested parties to tender for the following services:
1. Security click here for more information
2. Cleaning services click here for more information
3. Garbage collection services click here for more information
4. Servicing of firefighting equipment and systems click here for more information
5. Gardening and landscaping click here for more information
6. Pest control services click here for more information
7. Collection of sanitary bins click here for more information
8. Taxi services click here for more information
Please note that for cleaning, garbage collection, pest control, gardening & landscaping and servicing of firefighting equipment & detection systems a survey is mandatory.
Terms and Conditions:
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All our current suppliers need to re-apply.
2. The closing date is 09 August 2024.
3. Late applications will not be considered.
4. Considerations will be based on eligibility, compliance, competence, and capacity.
5. This tender notice does not amount to any contractual obligation.
6. The Aga Khan Academy Mombasa reserves the right to accept or reject any or all applications.
7. All Tenders must be sent in a sealed envelope to the Aga Khan Academy Mombasa, addressed to the Procurement Manager. Please state the service details on the envelope.
