Our Campus
Our Campus
The site was kindly donated by the Mozambican government to house the third in a network of about 18 planned Academies, which offer the highest international standard of education to students in countries across Africa, South and Central Asia, and the Middle East.
The Academy’s campus is being purpose-built to provide world-class facilities for students and staff. The Junior School, Early Years Centre, Senior School, Science Building and two residential buildings are now complete, and the construction of the Academy and Commons buildings is well underway.
The campus provides an ideal learning environment that includes:
• Classrooms equipped with state-of-the-art technology to enhance collaboration, creativity, and inquiry learning
• Well-equipped libraries
• Extensive sports facilities
• Spaces for arts, music and performance
Joshua Abuto (Class of 2016): Wanting to make a difference
Joshua Abuto tells an inspiring and promising tale of what drives him to sustain his vision of making a difference in the lives of his fellow citizens in Kenya.
“My dad once told me, 'You will never be judged by your potential but rather by your actions.'” Those words that Joshua’s father uttered to him permanently entrenched themselves in his mind.
And what exactly does Joshua want to accomplish to improve the lives of citizens of his home country after he completes his college studies in the United States?
“After my education, I will return home to foster change and development in Kenya to the best of my ability,” he states.
His focus will be on urban planning of cities, as well as “developing a skills approach to learning when it comes to running local systems.” He believes technology is a vital and integral part of systems organisations and can be used to enhance the functioning of professional organisations for the betterment of society.
A 2016 graduate of the Aga Khan Academy Mombasa, Joshua is currently in his second year at the University of Texas at Arlington on a scholarship where he is studying computer science and engineering. He says his interest in his chosen area of study “was induced by my love for problem solving… problem solving in real life situations through technological solutions.”
He credits the Academy for him being able to obtain the generous scholarship under the transfer honours scholarship that has allowed him to get an excellent education at a first-rate university.
“Because of my GPA, and the newly formulated agreement between Aga Khan Academies and the University of Texas at Arlington, I was able to procure my scholarship worth $46,500,” he says, expressing gratitude.
Joshua believes that his route to success thus far has also been due to the International Baccalaureate (IB) programme at the school.
“I feel like the IB gave me a step ahead into university because I was able to get my Academy college credits transferred. However, what really keeps IB a step ahead of all other curriculums is the rigour of the Diploma Programme as a whole and most especially the transdisciplinary skills we obtain such as self-management, organisational skills and time management. We are also forced to make decisions that are an epitome of any university’s expectation.”
In addition to academics, co-curricular activities are an integral of the Academy. Joshua played basketball and soccer. He also represented the school in the 33rd annual East African Model United Nations (MUN) conference in Nairobi. This prepared him to participate in his freshman year as a vice-chair and chair leading a special committee in the Wisconsin High School MUN Conference. In his sophomore year, he participated in both the Chicago MUN conference and Texas MUN conferences. He received the "Distinguished Delegation" award for his participation.
While at the Academy, Joshua was also instrumental in starting the MAD Odeum, a bi-weekly platform showcasing musical talent in senior school students. He carried his interest in music in his freshman year by joining the University of Wisconsin-Milwaukee Jazz Ensemble. He learnt jazz and improved his skills in playing the trumpet. He hopes to perfect his skills in playing the trumpet and aims to pass his skills to his peers.
Joshua holds dear the many lessons learnt at the Academy. He says he particularly benefited from his involvement in the creativity, action, service (CAS) programme at the Academy – he feels CAS reshaped his personality and awakened in him the urge to rewrite his old script and change his old ways of thinking. The Academy’s CAS requisite instils in students the importance of leading balanced and well-rounded lives outside the world of scholarships and academic studies. CAS includes a wide range of arts activities, sports, expeditions in local and international projects and participation in community and social service activities that the students can choose from.
A firm believer in the power of technology to move communities forward, Joshua went to great lengths while at the Academy to launch a community and service project where he taught local high school graduates computer skills.
“I feel like one of the biggest values the Academy instilled in me was the art of giving back to the community. This includes respecting concepts such as international mindedness, ethics, pluralism and civic responsibility. Those creeds will essentially be my mindset along the road of life and when I go back to work on fostering development in Kenya.”
Reminding himself of his father’s mantra, he says, “I believe that we should spend less time talking and just do it. That is the only way to be phenomenal.”
Mirabelle Arodi (Class of 2012): Working Towards a Healthier Future
Indeed, the importance of these values to Mirabelle Arodi is obvious in her actions after graduation from the Academy.
Moving from Nairobi to join the residential programme at the Aga Khan Academy Mombasa, Mirabelle Arodi has come leaps and bounds. She was one of many students at the Academy on financial aid and reiterates her gratefulness for the access it gave her to an excellent education. She joined the AKA Mombasa community in September 2010, and graduated in the Class of 2012. She was also awarded a full scholarship at The University of British Columbia (UBC) in Canada and is studying for a Bachelor of Science in Medical Biochemistry. She has had a very eventful university career so far, and hopes to graduate with her degree in the summer of 2016.
While at university, she has worked as a residence advisor for two years now, building a community and running different events and programmes to help enrich student’s experiences while living in residence. Her own experience as a residential student at the Academy has allowed her to fulfill her responsibilities even more effectively.
“The weekly activities such as family dinners, baraza nights and Saturday night activities also stimulated me intellectually and allowed me to interact with students of all ages and backgrounds, which made the experience of living in residence all the more enriching. This is something that I strive to create as a residence advisor here in university” she recounts.
She has also worked as a research assistant with two different professors: one, as a lab assistant in a Biological Solutions in Engineering research project, and in another economics-based solutions to water systems in British Columbia. This past year, she was also part of the planning committee for the 7th UBC Okanagan Student Leadership Conference, which was attended by over 200 university and high school students. In addition, last year she was able to attend the Berkeley Model United Nations Conference as a delegate representing UBC Okanagan. This year, she is part of the executive committee for the UBC Okanagan Model United Nations Club (UBCO MUN), in which she helped train delegates for an external international conference, organised a football tournament for over 100 people, and is currently helping to organise the UBCO MUN Conference in late January. In the future, Mirabelle hopes to go to medical school and eventually return to Kenya where she intends to work in public health and raise the standards of healthcare.
Mirabelle also valued the advice she got in terms of preparing her for life in university and beyond.
“I definitely had excellent university counseling at the Academy and was able to get my first choice of university,” she says. “The process was made very easy and smooth by the structure of weekly university counseling sessions in which I was able to perfect my personal essays. In addition, the availability of the counselors, even outside of school hours, was a huge help and I was able to get constant support and feedback. The willingness of other teachers as well, not just counselors, to help in the university applications was much appreciated.”
But Mirabelle valued her experience at the Academy for more than just getting her to university.
“The Academy definitely enhanced my intercultural fluency, which has been very valuable in interacting with the diverse student and staff population at university. Its emphasis on being well-rounded also helped me to pursue different interests other than just academics. In addition, the discipline that the academy instilled in me has enabled me to keep on track at university, and not be overwhelmed by the freedom that university offers. This gave me an advantage over other schools that my peers attended; they had more of a hard time adjusting and finding their footing.”
She also reflects on the way her time at the Academy has affected the way she lives her life outside the academic sphere.
“I think one of the most important values that the Academy instilled in me is critical thinking. My peers often ask me why I ask so many questions about everything and I believe this is a testament to the Academy encouraging critical thinking not only in academics through Theory of Knowledge (a mandatory multidisciplinary course taken by all students in the Diploma Programme), for instance, but also through involvement in other extra-curricular activities. I believe that always reflecting and analysing has helped me narrow down interests that I pursue in university, because I am able to discern why I am doing what I am doing, and how it will impact me and those around me. In doing so, I am able to get as much meaning and value out of every activity that I pursue.”
Mirabelle is still actively involved in the local community at the UBC Okanagan campus.
“I am currently taking on a legacy project that has been going on at the university for the past three years. It is a cultural fashion show in which we have students model and represent clothing from different countries in the world, as well as entertainment in the form of dances, for example, from different countries. The show is a fundraiser and this year we will be supporting local charities in the Okanagan. In doing so, we will be more engaged with the surrounding community and be able to tangibly see the effects of our fundraising efforts.”
When looking back on her choice to pursue the IB Diploma, she recognises the value it brought to her academic capability and how it set her apart from her peers who came from different systems.
“I highly value the IB curriculum and completely credit it with me being where I am now; at a well renowned university on a full scholarship, excelling in both academic and extra-curricular activities. IB was definitely very challenging, and the workload prepared me very well to handle first and second year of university. My peers did not find it as easy to meet the academic demands of school. In addition, IB helped me to balance school work while still being actively engaged in extra-curricular activities which has been very valuable in enriching my university experience so far. In addition, the course content of IB is at a very high level, which enabled me to better understand university courses and in some cases, allowed me to skip ahead and take more advanced courses in my first and second years.”
Her passion for excelling and engaging with issues that are important to her shows no signs of waning. She feels strongly about problems regarding the lack of adequate healthcare in particular.
“I believe that healthcare is incredibly important and should be a right rather than the privilege it is in some areas of less economically developed countries. If I had all the resources at my disposal, this is where I would focus; ensuring that medical care is easily accessible and affordable for all.”
Academy Fellows
With the aim of bringing diverse perspectives and fresh energy to the Aga Khan Academies, a small number of carefully selected recent graduates from well-respected universities are recruited each year to serve as Aga Khan Academy Fellows.
How can I become part of the Academy Fellow's Programme?
To find out more and submit your application, please visit the AKDN Career Centre
Applications are now open for opportunities in Kenya, India and Mozambique for 2021
What is the Fellows Programme at the Aga Khan Academies?
Academy Fellows have the opportunity to work with gifted and talented students from diverse ethnic, religious and socioeconomic backgrounds. Each Academy Fellow will live on campus and serve the student residential programme as a Dorm Parent promoting community life.
Academy Fellows have a demanding and important role in our community and may be responsible for any of the following, depending on the Fellow’s interests and experiences and the Academy’s needs:
- Key role as a Dorm Parent in the residential programme, which includes weekday duties and weekend duties.
- Assistance in a specific curricular area under the mentorship of an experienced master teacher.
- Tutoring individual students or study groups.
- Involvement in the administrative work of departments such as Admissions, Communications or University Counselling.
- Coaching sports and athletic teams, providing music lessons, SAT prep, artistic pursuits.
An integral part of the residential programme at the Academy, the Fellows participate actively in and chaperone off campus field trips, engage in the enrichment programmes (sports, arts, ...) and are closely involved in the student leadership development programme, including activities such as Model MUN, TedX etc.
These opportunities are offered at all our Academy campuses: Mombasa, Kenya, Hyderabad, India and Maputo, Mozambique - Future Academies are planned across Africa, South and Central Asia, and the Middle East.,In which parts of the world can I hope to serve as a Fellow?
Fellows can indicate a preference when applying.
Is this a permanent role or can I come just for a few months or a year?
These will be two-year appointments, overlapping so as to assure continuity. Some Academies will consider one year appointments but prefer a longer commitment.
What are we looking for in our Fellows?
- Genuine interest and commitment to the mission of the Aga Khan Academies and to the development of young people.
- A record of excellent academic achievement at a highly respected college or university.
- A record of significant involvement in residential life, student leadership programming, music, athletic and/or community service during college or university.
The Fellow's programme also provides onsite mentoring and coaching by experienced faculty and staff and an opportunity to experience life in a lively and dynamic school environment.
Some Fellows may come from the AK Academies’ alumni body and others may decide to pursue a career in teaching or education in general.
Do you want to hear more about the programme?
Click here to read what some of our former Fellow have to say about their experience and see them in action.
To find out more and submit your application, please visit the AKDN Career Centre
Academy Fellows - AA
With the aim of bringing diverse perspectives and fresh energy to the Aga Khan Academies, a small number of carefully selected recent graduates from well-respected universities are recruited each year to serve as Aga Khan Academy Fellows.
How can I become part of the Academy Fellow's Programme?
To find out more and submit your application, please visit the AKDN Career Centre
Applications are now open for opportunities in Kenya, India and Mozambique for 2020
What is the Fellows Programme at the Aga Khan Academies?
Academy Fellows have the opportunity to work with gifted and talented students from diverse ethnic, religious and socioeconomic backgrounds. Each Academy Fellow will live on campus and serve the student residential programme as a Dorm Parent promoting community life.
Academy Fellows have a demanding and important role in our community and may be responsible for any of the following, depending on the Fellow’s interests and experiences and the Academy’s needs:
- Key role as a Dorm Parent in the residential programme, which includes weekday duties and weekend duties.
- Assistance in a specific curricular area under the mentorship of an experienced master teacher.
- Tutoring individual students or study groups.
- Involvement in the administrative work of departments such as Admissions, Communications or University Counselling.
- Coaching sports and athletic teams, providing music lessons, SAT prep, artistic pursuits.
An integral part of the residential programme at the Academy, the Fellows participate actively in and chaperone off campus field trips, engage in the enrichment programmes (sports, arts, ...) and are closely involved in the student leadership development programme, including activities such as Model MUN, TedX etc.
These opportunities are offered at all our Academy campuses: Mombasa, Kenya, Hyderabad, India and Maputo, Mozambique - Future Academies are planned across Africa, South and Central Asia, and the Middle East.,In which parts of the world can I hope to serve as a Fellow?
Fellows can indicate a preference when applying.
Is this a permanent role or can I come just for a few months or a year?
These will be two-year appointments, overlapping so as to assure continuity. Some Academies will consider one year appointments but prefer a longer commitment.
What are we looking for in our Fellows?
- Genuine interest and commitment to the mission of the Aga Khan Academies and to the development of young people.
- A record of excellent academic achievement at a highly respected college or university.
- A record of significant involvement in residential life, student leadership programming, music, athletic and/or community service during college or university.
The Fellow's programme also provides onsite mentoring and coaching by experienced faculty and staff and an opportunity to experience life in a lively and dynamic school environment.
Some Fellows may come from the AK Academies’ alumni body and others may decide to pursue a career in teaching or education in general.
Do you want to hear more about the programme?
Click here to read what some of our former Fellow have to say about their experience.
To find out more and submit your application, please visit the AKDN Career Centre
Clone of Academy Fellows
With the aim of bringing diverse perspectives and fresh energy to the Aga Khan Academies, a small number of carefully selected recent graduates from well-respected universities are recruited each year to serve as Aga Khan Academy Fellows.
How can I become part of the Academy Fellow's Programme?
To find out more and submit your application, please visit the AKDN Career Centre
Applications are now open for opportunities in Kenya, India and Mozambique for 2020
What is the Fellows Programme at the Aga Khan Academies?
Academy Fellows have the opportunity to work with gifted and talented students from diverse ethnic, religious and socioeconomic backgrounds. Each Academy Fellow will live on campus and serve the student residential programme as a Dorm Parent promoting community life.
Academy Fellows have a demanding and important role in our community and may be responsible for any of the following, depending on the Fellow’s interests and experiences and the Academy’s needs:
- Key role as a Dorm Parent in the residential programme, which includes weekday duties and weekend duties.
- Assistance in a specific curricular area under the mentorship of an experienced master teacher.
- Tutoring individual students or study groups.
- Involvement in the administrative work of departments such as Admissions, Communications or University Counselling.
- Coaching sports and athletic teams, providing music lessons, SAT prep, artistic pursuits.
An integral part of the residential programme at the Academy, the Fellows participate actively in and chaperone off campus field trips, engage in the enrichment programmes (sports, arts, ...) and are closely involved in the student leadership development programme, including activities such as Model MUN, TedX etc.
These opportunities are offered at all our Academy campuses: Mombasa, Kenya, Hyderabad, India and Maputo, Mozambique - Future Academies are planned across Africa, South and Central Asia, and the Middle East.,In which parts of the world can I hope to serve as a Fellow?
Fellows can indicate a preference when applying.
Is this a permanent role or can I come just for a few months or a year?
These will be two-year appointments, overlapping so as to assure continuity. Some Academies will consider one year appointments but prefer a longer commitment.
What are we looking for in our Fellows?
- Genuine interest and commitment to the mission of the Aga Khan Academies and to the development of young people.
- A record of excellent academic achievement at a highly respected college or university.
- A record of significant involvement in residential life, student leadership programming, music, athletic and/or community service during college or university.
The Fellow's programme also provides onsite mentoring and coaching by experienced faculty and staff and an opportunity to experience life in a lively and dynamic school environment.
Some Fellows may come from the AK Academies’ alumni body and others may decide to pursue a career in teaching or education in general.
Do you want to hear more about the programme?
Click here to read what some of our former Fellow have to say about their experience and see them in action.
To find out more and submit your application, please visit the AKDN Career Centre
Vision
The outlook and educational perspectives of the Aga Khan Academies are based on the vision of His Highness the Aga Khan. His vision looks to education of the highest quality that can prepare young people to lead and enact positive change in the world they inhabit.
The text below outlines His Highness' vision for the Aga Khan Academies.
A time of change
"We live in a time of rapid change — change that is often unpredictable and not always positive. My experience with development, as an observer and a practitioner, has led me to the conclusion that the best way to manage change, whether positive or negative, is to prepare for it and that there is no greater form of preparation for change than investments in education. These investments must focus, of course, on teachers of the highest quality — teachers who are creative and committed to their own life-long learning and self-improvement. It also means investments in facilities that provide an environment conducive to the less tangible but equally important elements of an education — self-esteem, leadership, tolerance, ethical judgment and moral reasoning."
What does it mean to be educated?
“However, as educators and parents have begun to make these investments, they are revisiting the age-old question: What does it mean to be an educated person? Many have come to realise that education must prepare students not only for the job market, but also for life.
From Zanzibar's madrassas to Britain's public schools, from American university preparatory academies to government schools in Pakistan, there is a realisation that education must equip students with more than a narrowly focused curriculum based on reading, writing and mathematics. It must expose students to a broad and meaningful study of the humanities, including science, music and art. The teaching of history and world civilisations must be more broadly representative of the world's entire heritage than it has in the past. This is especially true in regard to Islamic civilisations, which have been misrepresented or ignored despite their vital contributions in a wide range of spheres, from science to architecture.
Education must include mastery of more than one language and an ability to communicate effectively in those languages. In the face of the most rapid advances in technology in history, education also must teach students how to master information technologies. These skills now form a critical part of the learning process, as well as essential qualifications for application in the workplace, but even these elements are not enough."
Preparing children for life
“An education must equip students with the tools that enable them to adapt and thrive, in a world characterised by change. In such an environment, technical proficiency is not enough. Education that prepares children for life must go beyond fundamental skills to stimulate creativity, intellectual curiosity and honest inquiry. Advancement and development, both personal and societal, are dependant on these elements. Innovation and progress arise from the ability to approach a challenge in a new way and offer a solution."
A pluralistic outlook
“Education must also make the case for a pluralistic tradition in which other views, ethnicities, religions and perspectives are valued not only because that is just and good, but also because pluralism is the climate best suited for creativity, curiosity and inquiry to thrive. It must also stimulate students to consider a variety of perspectives on some of the fundamental questions posed by the human condition: 'What is truth?' 'What is reality?' and 'What are my duties to my fellow man, to my country and to God?' At the same time, education must reinforce the foundations of identity in such a way as to reinvigorate and strengthen them so that they can withstand the shock of change."
The most important measure of an education
“What students know is therefore no longer the most important measure of an education. The true test is the ability of students and graduates to engage with what they do not know and to work out a solution. They must also be able to reach conclusions that constitute the basis for informed judgements. The ability to make judgements that are grounded in solid information and employ careful analysis, should be one of the most important goals for any educational endeavour. As students develop this capability, they can begin to grapple with the most important and difficult step: to learn to place such judgements in an ethical framework.
“For all these reasons, there is no better investment that individuals, parents and the nation can make than an investment in education of the highest possible quality. Such investments are reflected and endure, in the formation of the kind of social conscience that our world so desperately needs."
His Highness the Aga Khan
Access the biography of His Highness the Aga Khan on the Aga Khan Development Network website.
Dhan Prasad - the Academy's own renaissance man
Dhan Prasad was born in Hyderabad after his parents relocated here from Nepal, and grew up in Red Hills. He joined the Institute of Hotel Management and Catering Technology, completing their Food Production & Patisserie course in the year 1993. In the following years, Dhan Prasad trained and worked at two of the premiere hotels in India, the ITC Grand Chola in Chennai and Oberoi Krishna in Hyderabad (renamed Taj Krishna). It was during this stint in Hyderabad that Dhan Prasad decided to pursue his passion for the arts. “You can call it my first love,” he says.
As a school boy, Dhan Prasad often visited the Jawahar Bal Bhavan in Nampally. The Bal Bhavan, with its high ceilings, yellow walls and large play area was created to be a place where children could hone their talents in the arts, learning music, dance, and, of course, drawing and painting. Here, he trained under artist and National Film Award winner, Thota Vaikuntam, whom he describes as his role model, guru and inspiration. “He used to encourage me by giving me big drawing charts and colours.” Dhan Prasad re-entered university in 1995, this time as a fine arts student at the Jawaharlal Nehru Architecture and Fine Arts University. His art, mainly sketches and acrylic, portray scenes of men and women, often at work, and always in conversation. The paintings are on large canvases, and though they have some of the stylistic attributes of Madhubani art, they are strikingly unique. The Bal Bhavan he went to is still active today and caters to around 3000 children in spite of being under-funded, and sharing its space with a local fire department.
“It was very tough to manage my work and my painting,” he says. Dhan Prasad was juggling university work and his job at the Krishna simultaneously at this time. As the pressure mounted, he was informed that he had been chosen to be Junior Commissioned Officer (JCO) of catering in the Indian Army, a proposition that comes from the desk of the President of India. Dhan Prasad describes joining the army as a bold decision. He remembers thinking, “I cannot ignore this opportunity to serve my country.” So he, in his words, left his white chef’s robes and donned the olive green of the Indian army.
Glad to have the opportunity to serve his country with his culinary abilities, he worked in the army for 19 years, serving in its storeyed institutions across the country and even abroad. Dhan Prasad was among the forces sent from India to be a part of the UN’s mission to maintain ceasefire between Syria and Israel. “My most memorable days were as kitchen manager of an international kitchen at UNDOF (United Nations Disengagement Observer Force), Israel,” he shares. “My most challenging work was at IMA (Indian Military Academy), Dehradun and OTA (Officers Training Academy), Chennai.” In these kitchens, Dhan Prasad organised meals and hospitality services for 2000-2500 people every day. Standing in charge of these large operations gave Dhan Prasad an understanding of the workplace, responsibilities and leadership, which make him revered by those who work under and alongside him.
“Being an army man he brings discipline to our catering,” says Head of Operations at AKA Hyderabad, David Roy. “He’s always on the dot.” Dhan Prasad and David work very closely, and often under high pressure. “In three years, we have never missed catering at a single event, and this is because of our excellent kitchen, its staff, and of course, Dhan Prasad.” It is a great compliment to him that in spite of the demanding nature of their job, Dhan Prasad has created an atmosphere of conviviality in the kitchens and among his support staff. “He understands his job, his responsibilities,” says David. “But the problem with him is that he doesn’t say no to anyone!”
The demands of the Academy’s kitchen are different from those of a military kitchen, and Dhan Prasad relishes the challenges that come with this job. “The diversity [in the students, faculty] gives me an opportunity to challenge myself and be innovative and creative in our day to day catering services,” he says. Dhan Prasad also looks forward to the holy month of Ramzan and being able provide for fasting students at the early hours of dawn. “The Global Encounters holiday camps offer other opportunities to test our calibre,” he adds.
Working at a school, Dhan Prasad believes learning about the mammoth effort that goes into their meals could be beneficial to students’ education. “Students need to have responsibility toward their food." He wants students to be informed about the processes of the food & beverage industry and also about etiquette. “Our students are future ladies and gentlemen who will go out internationally and later become responsible citizens of the nation. Table manners count for a lot when it comes to the personality of an individual.”
At 17, Dhan Prasad knew he wanted to be in hospitality. Today, he is a chef, an artist, and a retired Subedar Major. The praise heaped on him is the kind that Swiss watchmakers pine for. He is efficient, dependable and yet creative. “Art is long and life is short,” he muses. “Cooking is an art and science, it never ends and we can’t master it. The only thing we can do is try, practice and keep doing good work.”
Written by Ajay Sundaram
Last day of School
Last day of school - 28th June 2018 (Early closure at 12:00noon). School reopens on 13th Aug 2018.
Cultural and Comedy Show - Gamesboy 18
Photo gallery of the cultural and comedy show – Gamesboy 18 – featuring Australian game collector Sean Murphy.