Inaara Sarfani (Class of 2016): Valuing personal development
The time I spent at the Aga Khan Academy Hyderabad helped me become the person I am today. The Academy served as a platform for me to develop my self-expression, confidence, balance, service and reflective ability. The Academy provided a prestigious curriculum through the International Baccalaureate (IB) which exposed me to a unique style of education that equally emphasised academics and extracurriculars. Through teamwork, both in classes and service projects, I built collaboration as well as communication skills. To be honest, there is nothing that has not helped me adapt to university life from the time I spent at the Academy and I identify the most with the ability to reflect.
Prior to joining the Academy, I was an introvert who kept to herself and preferred the company of people I knew. Studying at the Academy was first step out of my comfort zone, as I had to make new friends with the people I would share my classes with for the upcoming four years before graduation and university. For a person as shy as I was, it sounded terrifying but I was willing to take risks to receive quality education and learn skills that would help me in the future. Apart from the rigorous academics that kept students on their toes, the service projects and athletic events fostered a close relationship between students. I was a part of the service project that went to a government school for girls (Kasturba Gandhi Balika Vidyalaya) and undertook the responsibility to improve their conversation skills in English along with imparting news of global events among them. Working with classmates, devising plans, organising meetings and keeping track of the students’ progress were some of the tasks that helped me understand my classmates further as we worked together to create positive changes in people’s lives. In this endeavour, tracking the progress of these students foreshadowed the importance evaluation and reflection would have in my life.
There was also a part of me that wanted to achieve something valuable; to me, this meant two things: true recognition and establishing relationships I would continue in the future. I was fortunate to achieve both of these by being a part of the Academy. I received recognition for my hard work and the faith my teachers, my career advisor and my parents put in me was rewarded when I received the Ontario Tuition Waiver. I have developed a close communication network with people I met at the Academy.
I integrated the qualities I learnt at the Academy into university life by participating in various extracurriculars. I have volunteered at the women’s centre who provide a supportive atmosphere to people regardless of their gender and currently a member of the Marketing Advisory Board and Residence Promotion Team for on-campus residences. Being a part of these teams required me to communicate effectively as well as form good relationships with my teammates; skills that I learnt at the Academy, proving useful.
I am currently planning to minor in human resource management and explore this field along with psychology. I plan to be open to experiences that will come along the way. Looking back on my time spent at the Academy, I cherish the small yet meaningful moments, such as going for service projects with friends and engaging history classes. I can see the introvert girl trying to fit in with a group of equally new students starting their first day at the Academy; I also see that same girl receiving the scholarship and realising the potential she always had. The transition to university would not have been easy if it were not for the time I spent at the Aga Khan Academy Hyderabad.
By Inaara Sarfani
Christine Robertson: From Canada to Kenya
Christine Robertson is a veteran Ontario teacher who began a secondment to the Aga Khan Academy (AKA) Mombasa in April 2016. She talks about her experience of coming to Kenya and her first days of getting to know the Academy.
I have been involved in teaching and research, in a variety of capacities, since 1989. I always consider myself fortunate to be an educator. Each day brings something new to my experience and every student interaction is fresh and different. I have taught primarily with students in grades 4, 5, and 6; we refer to these as the junior grades in Ontario. I have also been involved in outdoor education and have taught some teacher preparation courses in classroom management. My research has included environmental education and exploring student learning through oral communication: classroom talk. My understanding of the work I would be doing here has definitely evolved over the past five months, since I first applied for the position, and then learned I was successful. When I sought the position, it was because the timing was right for me, both personally and professionally. The previous summer I had realised that, with both of my sons now on their own, I needed something new and challenging in my life. I had always wanted to teach outside of Canada, and so I decided I would begin looking for opportunities, such as teacher exchanges. It seems that I was ‘open’ to possibility when the information about the teacher secondment suddenly and serendipitously appeared in my electronic mailbox. The new school year was just beginning; in the midst of planning for teaching, I pulled together my CV and composed a covering letter. This would be a chance to work with both students and teachers; a great opportunity for learning, as well as for sharing from my own experience and training. At the time, though, I was unfamiliar with the PYP [Primary Years Programme]. I’ve known about the IB [International Baccalaureate] programme for some time, but only as an option for high school students interested and motivated to pursue an alternative curriculum. However, once I began to understand the PYP, I realised it aligned with the project-based and inquiry learning that had already been a part of my own practise. This comes from my background in experiential education. Both at the Ontario Ministry of Education, and now here at the Academy, I have been warmly welcomed. I am overwhelmed by the number of people I have met over the last few weeks, both in Toronto and here, in Mombasa, and hope I will soon have a more reliable recall of names (so, to everyone here, I apologize for not yet remembering who you are and what, exactly, you do! With time and repetition, I will catch on.)
Currently, I am spending time in classrooms, learning more about the PYP programme and observing several teachers in action. One of my tasks is to identify ways in which I can collaborate with colleagues here to exchange teaching ideas, to engage in ways that can contribute to the evolution of the AKA PYP, and to enhance and strengthen my own teaching practises in such a way that I can support teacher and curriculum development in Ontario. Gaining experience and understanding and exchanging ideas in a new cultural context is another goal that I have already begun to pursue.
Sometimes I have moments when I feel I have not been able to accomplish much…and then I realise I have only been here for 12 days! In that time I have survived several solo excursions across the roads to the Nakumatt [market], and journeyed in many tuktuks and matatus. I have been on a year 4 field trip to Shimba Hills National Reserve, and have seen some very talented students in action as ambassadors at an Academy orientation. I have been to Nyali, Tudor, Likoni and Old Town, and have walked along the beaches on the North Coast. I am beginning to converse in the PYP language and have a reasonable understanding of all that the year 5 exhibition entails. My Kiswahili vocabulary is slowly increasing and I have only been locked inside the library once. I have even been to the Nyali Cinemax…twice!
This is an exciting journey for me, in many ways; it is a journey to a beautiful country on a continent far from home, a journey into new cultures, language, and way of life, and a journey of personal and intellectual experience.
Thank you to everyone who has worked so hard to assemble and nurture this project; I am appreciative of the chance to be a part of this partnership.
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Mwanapwani Said: Inspired to make a difference
Year 10 student Mwanapwani Said, who comes from Msambweni in Kwale County, joined the Aga Khan Academy Mombasa in 2017 on a full scholarship through the Talent Identification Programme (TID). This programme is developed in line with the Academy’s vision to provide exceptional students with an international-standard education and leadership opportunities, regardless of their ability to pay.
When she first received the news that she had been accepted to the Academy, Mwanapwani was elated and thankful. She was excited about studying under the Academy’s unique and holistic curriculum because she knew it was going to be a life-changing opportunity that would open many doors for her.
“I felt so grateful about receiving a full scholarship because it greatly reduced my financial burden. I became more driven than ever to create a fully rewarding experience for myself,” Mwanapwani said.
Having been at the Academy for nearly four years now, Mwanapwani has availed herself of every opportunity to strive for the better. Her growth has been reflected in academics as well as sports, where she has picked up a passion for football. In addition, being selected to participate in the Exchange Programme with AKA Hyderabad exposed her to a new culture, one that enabled her to gain an understanding of her identity and values whilst appreciating the varying perspectives of others.
Commenting on how the Academy has shaped her outlook on life, Mwanapwani stated: “The Academy has changed me for the better as I now know more about myself. Learning to have a pluralistic approach has taught me to be respectful of the opinions and values of others. I have also learnt to work well with others because I believe great things can be achieved when we work together and I feel like this is an important aspect that will help me in the future.”
"Mwanapwani is a very cheerful and conscious student. She is upbeat about life and hardly sees challenges as hurdles, but rather as trophies on her way up. Having been selected from TID, she has proved her mettle over the years in her Middle Years Programme. She is all-rounded, self-driven and radiates an aura of confidence around her peers. I consider myself fortunate to be around this positive personality," said Head of Residential Life Benson Wafula about Mwanapwani.
An aspiring health professional, Mwanapwani’s vision is crystal clear. She is duty-bound to make a difference.
“I feel like I have been prepared for the real world, to be mindful of others and to give back. I want to work hand in hand with members of my community to make a change in society.”
Job Opportunities
The Aga Khan Academy Hyderabad is committed to hiring the best educators and staff from within the local community, nationally and internationally. We welcome your interest in working with us and invite you to explore the opportunities available.
About the Aga Khan Academy Hyderabad
Set on a stunning 100-acre campus, south of the historic city of Hyderabad, the Aga Khan Academy Hyderabad is part of a network of Academies, which will soon form an inter-connected global learning community of 18 schools in 14 countries. Based on the vision of His Highness the Aga Khan, the Academy recruits exceptional students from diverse backgrounds irrespective of their ability to pay. Our holistic educational philosophy, International Baccalaureate curriculum and commitment to pluralism enables students to become ethical leaders who are empowered to make positive contributions in an ever-changing world. To find out more about the Academy, click here.
Working at the Aga Khan Academy Hyderabad
Here at AKA Hyderabad, we are united in the belief that education can be a force for good in the world. We look for outstanding educators whose work is characterised by passion, the ability to inspire others and make a difference, and work that is committed to helping students find their grand passion in life.
We recognise that the knowledge, skills and experience of our staff are a vital part of achieving our commitment to excellence. The Academy is strongly committed to continuing education for our faculty, and we provide regular opportunities for professional development.
The Academy is also proud to offer an outstanding work environment with excellent facilities, and a unique and diverse school community.
Current job opportunities
- Primary Years Programme teacher
- Art teacher (Primary Years Programme/Middle Years Programme)
- EAL specialist
- Math teacher (Middle Years Programme/Diploma Programme)
- Humanities teacher (Middle Years Programme/Diploma Programme)
How to apply
- CV (two pages)
- Cover letter (one page)
- Two references and their contact information
- A 250-300 word personal statement on how the Academy's vision and values find expression in your own life and teaching.
For more information on each of the vacancies, visit the AKDN Career Centre. Listings are updated regularly, so be sure to check back often.
Tanish Panjwani (Class of 2019) - advocating scientific solutions for a better world
Tanish Panjwani is an alumnus of the Aga Khan Academy Hyderabad's Class of 2019 and is determined to follow a path he will carve independently, “off the beaten track.” He attributes this fierce individuality to the opportunities he has been presented with in school.
"The Academy has pushed me to boundaries and spaces which I never imagined being in,” he expressed. “It has taught me many important life lessons which I wish to take with me as I move towards university. One of these is to always try something new. It gave me so many opportunities to explore my passions for which I am eternally thankful."
Tanish was one of the three student organisers of Academy in Hyderabad’s pioneering TEDx conference, which took place in May 2018.
“TEDxYouth@AKAHyderabad began as a revolution of ideas that inspired me to dream big and accomplish more. I wanted the students in the Academy to dream and imagine with the same ferocity, and come up with ideas that not only solve global problems but also inspire. This was my motivation behind organising such a conference here.”
Additionally, he held key leadership positions in the Academy’s Model UN conferences, played in the Senior School football team and was a chief editor of the student newsletter.
However Tanish’s passion lies in the realm of physics, believing in the power of scientific solutions to address current global issues.
“A better understanding of our surroundings helps us gain a better understanding of ourselves," he said. "The biggest breakthroughs have come from principles based on physics – smartphones and normal appliances are built on the foundations of quantum tunneling. Not understanding physics hinders us from truly understanding the world around us.”
For his Grade 10 personal project, Tanish focused on the importance of a future free of climate change and pollution. He used an old television to make a cathode ray tube (CRT) that disintegrated plastic and created something new in its place. He draws inspiration from his physics teacher Sudipta Roy.
“He teaches with such great passion and his zestful energy lights up my mood inspiring me to study even the most boring (and difficult) topics.”
Tanish was accepted into University College London and the University of Glasgow to study pure physics, and intends to make connections in the fields that interest him. He wants to get involved in actively educating people about the possibilities of approaching everyday problems through the lens of science, by utilising concepts learnt within classrooms to bring small changes in their immediate environments, leading to big changes in a bigger context.
Contributed by Saheb Lakhani (Class of 2014).
Jimnah Kimani David: Promoting diversity through sports
“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.”
Coach Jimnah Kimani At the Aga Khan Academy (AKA) Mombasa, Jimnah Kimani David wears a lot of different hats. He is the administrative assistant to the vice principal Diploma Progamme, the assistant sports coordinator, as well as a year 6 mentor. However, he is probably best known on campus in his capacity as the open boys’ basketball team coach.
Early in his life, Jimnah had never planned to coach a high school basketball team. “I was originally going to go into accounting,” he said. “I later realised I wanted to work with people, and more importantly, with children, which is why I decided to go into education.”
However, he was not entirely inexperienced in his capacity as a basketball coach. Before he graduated in 1999, Jimnah had already begun helping out his high school basketball coach at Mombasa Baptist High School. He was initially taken on as an informal translator for their Texan coach, Stan Littleford, but he quickly became a valuable mentor and role model for the younger players on the team. From then, he grew from strength to strength, eventually leading his team to win two national titles as a player, and one as a coach in 2007.
His stellar coaching skills did not go unnoticed. In the 2012–2013 off-season, Jimnah was approached to take on a role coaching the AKA Mombasa open boys’ basketball team. “I felt I had proven myself as a coach with Mombasa Baptist. But they are an established, well-known basketball school. I relished the challenge of taking on a fresh team and starting with them from scratch.”
Jimnah joined the Academy in August 2012. He had learned about the school from his brother Charles Mwangi Waweru, who attended the Academy and graduated in 2009. “What drew me to the institution was the commitment the Academy had to providing facilities for excellent education to students from all backgrounds,” he reflects.
Cinzia Torriani: The budding environmental activist
Growing up on Funzi Island, a settlement in Kenya, Cinzia Torriani, a Diploma Programme 1 student at the Aga Khan Academy Mombasa, has seen the impact climate change can have on the environment and the people within it.
“I saw the aquatic life in the bay that surrounded a part of the island deteriorate over time,” Cinzia said. “Fish disappeared from the easy view of the waters, dolphins, which would appear annually, stopped appearing, and I would even hear stories of animals that were once habitants of the bay as now a distant memory. Contrary to this, the number of fishermen stayed the same, and at some point, every small fish in the ocean was being caught to feed a fisherman’s family. I realised that a majority of the motives put in place on the island for helping the environment served little purpose towards establishing a feasible way forward to ensure locals, who depend on the ocean, would remain economically stable.”
By seeing this and her parents’ personal initiatives toward the environment, Cinzia channeled her energy into becoming an environmental activist, focusing on ways to better her environment while also keeping in mind the local community.
“My goal is to ensure sustainable economic and ecological development to consider both my love for my surroundings, but also the community,” Cinizia said.
Taking action
One of the first initiatives Cinzia made in relation to her goal happened a year ago during her Year 10 personal project, which allows students to collaborate with individuals in their local community to address an issue or challenge. Cinzia created an integrated farming system combining a fish farm, chicken farm and maize farm in a self-sufficient cycle. Through this system, human efficiency would be maximised; the harvest timeline would be effectively eradicated; and locals would be provided with an alternative and more productive way to get fish from the ocean.
“I was able to build this system and present it to the locals in my community while also further spreading the word about my personal project,” Cinzia said.
Following the completion of her personal project, Cinzia was able to further spread her message about the environment by speaking at the 2019 TEDxYouth event held at the Academy. In her talk, Cinzia spoke about the importance of fighting complacency in order for action to be taken toward the environment, while also discussing her personal project as a way of implementing a new agricultural system.
“This was one of the most thrilling and greatest memories I hold,” Cinzia said. “I was able to use my voice as a way to spread my opinions and ideas on what mattered to me to a group of people who were interested in listening. From this, my story was published in one of the nation’s newspapers, Business Daily, about my project, my TEDx talk and my future goals. This provided me with the opportunity to convey my message about environmental sustainability to a larger audience.”
During this academic year, Cinzia has taken steps to further her goal and spread awareness about the environment. This was seen during the Academy’s annual Peace Summit, which is a two-day event bringing together students from the Academy and around Mombasa to discuss peace and conflict resolution. The theme for this year’s Summit was “Climate Action for Peace” with Cinzia being selected as the female student lead for the event.
“The aim of the Summit was to take students through several thought-provoking and interactive activities to question their stand as activists for peace, linking this directly to the environment’s state,” Cinzia said. “From discussions on the dangers of rising sea levels, to water scarcity, to the impacts of desertification and drought, the students promoted the value of being environmentally conscious and reflecting on the actions of mankind.”
Another way Cinzia was able to spread awareness about the environment was through community service. As part of the International Baccalaureate, Diploma Programme students have to create a community service group or be a part of an existing one. For Cinzia, she saw this as an opportunity to reconnect with the local community and spread awareness.
“My friend and I created a community service project at the Academy called iSEAyou,” Cinzia said. “Our current goals include making use of polluted materials to create purchasable furniture and art, as well as promoting sustainable environmental development without any implications on the economic standards of members of society through creating and building projects, such as those I proposed in my personal project.”
Looking forward
As Cinzia continues to decide what she wants to study when she goes to university, she said she will always be an environmental activist wherever she goes. and is forever grateful for those who have guided her to get to where she is.
“I feel that no matter what career path I go into, it has become a hobby and a joy to raise awareness on the environment and work towards more environmentally-friendly systems in society,” Cinzia said.
For Cinzia, being an environmental activist doesn’t mean dedicating your entire life to the environment. She said anyone can be an advocate for the environment through various, simple ways.
“Personally I feel that simply having the strive to make a difference completely changes the path for society in order to reach end goals,” Cinzia said. “I feel that students at the Academy should work towards becoming more environmentally-conscious throughout their day-to-day lives to take little actions that make a great difference. Involvement in different initiatives taking place at the Academy also helps grow one’s character, and I feel that this is a prospect that should not be missed. I would actively encourage students to join these different teams and groups and work towards the betterment of the planet.”
Reflecting on the time she has spent so far at the Academy, Cinzia said she appreciates the supportive and nurturing environment at the Academy, which has opened many doors of opportunity for her. She said she is also grateful for her friends and family who have guided her and stood by her side throughout this all.
“The Aga Khan Academy Mombasa has instilled lifelong ethical values in me,” Cinzia said. “Through this education, I have gained a great awareness on the importance of continuously considering my environment and my community in decision-making. The values of giving back to your community and the opportunities provided by the Academy to do so are endless and truly incredible. My teachers at the Academy were one of my anchors of support as they continuously encouraged me to reach my goals and push harder. I cannot give enough gratitude to Mrs. Susan Abuto who, as the head of the Individuals and Societies department, has guided me throughout this journey, especially in spearheading this academic year’s Peace Summit. I also would not have been able to reach many of my goals without the support of my friends, family and special people in my life who stood by my side throughout this long process.”
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.
The Daily Siasat reports on AKA,Hyderabad's first graduating class
Upon graduation on 24thMay 2014, students from Aga Khan Academy (AKA) Hyderabad will continue their educational journeys at some of the world’s most reputed post-secondary institutions.
Members of this year’s graduating class have received offers from top-ranked universities in Canada, India, the United Kingdom and the United States. McGill University and the University of British Columbia (UBC) in Canada, and New York University (NYU), the University of California, Los Angeles (UCLA) and Purdue University in the United States, as well as the universities of Warwick and Southampton in the United Kingdom are amongst the many that have offered admission to members of this year’s graduating class.
Shaivya Arya: Striving for animal rights
Animal welfare organisation Blue Cross of Hyderabad provides ceaseless support to animals in the city by improving their living conditions, and changing people’s mindset about animal rights. Academy students volunteer regularly at the Blue Cross as part of their CAS activities. Student volunteers walk and groom dogs, assist the shelter’s administration staff and run introductory sessions for new volunteers. Shaivya’s activities were centered around the dogs of the blind and disabled ward. She learnt about dealing with cases of dog bites and interpreting dog behaviour. During her time at the shelter, Shaivya also attended a session by Blue Cross of Hyderabad co-founder, Amala Akkineni.
In her time as volunteer, Shaivya found herself in situations beyond her ken but felt pleasantly rewarded when she worked through them. “Gradually, I learnt how to handle unfamiliar situations without anyone's assistance,” she says. “The work experience serves as a method to identify our strengths and weaknesses.” Shaivya says that working at the Blue Cross has improved her communication, organization and time management skills.
Shaivya is passionate about animal rights advocacy. Before her stint at Blue Cross, she conducted surveys for her personal project, ‘Ethical Treatment Toward Animals,’ to better gauge the issue of animal abuse. “What we do not realise is that activities such as visiting the circus, the zoo or even purchasing a certain product can contribute to animal abuse,” she said. Shaivya went on to lead a successful fundraiser for the Blue Cross at the Academy’s parent teacher meeting in January 2018, raising ₹34,000. The money went toward vaccination programs for strays in the city.
Shaivya’s group members at Blue Cross constantly supported her. She credits them with helping her through tough situations and reflects on how they grew together. According to her, the team’s diversity directly impacted the work they did at the shelter. Dogs would run away from baths or refuse to be groomed and Shaivya notes that that could have been frustrating if it wasn’t for her friends alongside her.
“Each one of us has the power to make a change,” says Shaivya. “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.”
