'AGA KHAN ACADEMY' REINSTATES
SUPREMACY AT SCIENCE CONGRESS
Coastweek - - Mr. Jarman (AKAM Headmaster Senior school)
and Mr. Gioko Project Supervisor, Back Row : Mrs Alice;
Wanjohi M., Madhurita P., Aleem J, Zainab J., Shiraz 0 and
Mr. Okelo. Front Row R-L Mr. Batada, Anisha S., Fiona M.,
Kumail H., Levi G, Tanjeed A., Anoushka R and Sheliza D.
THE 'top school' from the coast PROVINCE
Coastweek - - After being declared the best school in science congress last year at the provincial education day, graced by Minister of Education Pro. George Saitoti, The Aga Khan Academy, Mombasa reinstated its status again at the just concluded National students congress in science and technology fair.
The school presented six projects during the 43rd students' congress whose theme was Science and Technology for Sustainable Utilization of Our Resources.
The event was held at Moi University Chepkoilel campus on the 3rd and 4th of July, repords Gioko M. Anthony, HOD Science Aga Khan Academy, Mombasa Kenya.
The projects were well presented with applied science talk Ground Fault Interrupter circuit scooping the first position nationally.
The projects accumulated points earning the Aga Khan Academy the 2nd runners up in the Nation and top school from the coast.
Coastweek - - Sheliza Darvesh
(left) and Anoushka Rajan
who achieved First position in
applied science with their talk
titled 'Ground Fault interrupter
Circuit' in the 43rd National
Linking Academy Students with Internationally Recognized Aga Khan Foundation Projects
Posted on 27 April 2009
AKA,M and Aga Khan Foundation Community Service Partnership Programme (CSP)
A new partnership has been established between the AKA,M’s Creativity Action and Service (CAS) component of the Diploma Programme and the Aga Khan Foundation (AKF) community development projects in the Mombasa area.
Diploma students will now have the opportunity to take their learning and sense of civic responsibility a step further, by offering their service to meaningful and long-term placements with Aga Khan Foundation projects.
Placements will offer students a first hand glimpse into the development challenges existing in local communities and the opportunity to work alongside qualified development professionals on programmes ranging from health care to rural support to education.
Applications for Summer Service Placements, beginning the end of June and finishing mid-August, will be available for pick up starting May 4th, 2009 at the CAS/University office on the second floor of the Library.
For further information on the partnership and placements please contact:
May 6, 2009
Posted by ismailimail in Africa, Education, Education Services, Kenya.
30 April 2009: On Wednesday, April 22, the Aga Khan Academy held its inaugural Careers Fair. This provided the students with an opportunity to meet with experts from a large range of professions who talked with the students on a one to one or small group basis. Many of the experts were parents of the Academy students, past and present. It is hoped that this will be an annual event and eventually we hope that some participants will be past graduates of the school.
Students in grade 8, 9, 10, 11 and DP 1 were invited to attend the event at different times throughout the morning. The event was very informal and informative. A wide range of professions were represented including those from the fields of health (doctors, an orthodontist, an optician and a pharmacist), business (accountants and a financial consultant), legal, hospitality, human resources, banking, travel and engineering.
AKA,Mombasa becomes first Kenyan school to offer the full IB programme
Posted on 02 June 2009
In May of 2009, the Aga Khan Academy, Mombasa became the first school in Kenya to be authorised to offer the Middle Years Programme of the International Baccalaureate Organisation. There are currently 708 schools in the world and only a handful on the African continent authorised for this programme.
This achievement was down to the hard work and dedication of a largely local staff who have proven themselves to be fast learners. Critically, it now allows the Academy to better instil local culture and relevant learning into the lives of their students, while simultaneously being able to better prepare them specifically for the challenges which await them as they enter the Diploma programme in the last two years of their time at the Academy.
Head of Academy, Peter J McMurray commented that the journey to this point has been an amazing one with the knowledge that the staff have gained form their intensive workshops, training and professional development beginning to manifest itself in both the teachers, and indeed the students’, confidence.
The first class who will complete the MYP programme and gain certification are the current eight graders who will graduate in 2011.
The school community is delighted by this recognition and is excited to embark on the next stage of its maturity as an IB World School.
AGA KHAN ACADEMY MOMBASA IB DIPLOMA GRADUATION CEREMONY
Guest speaker Professor Azim
Nanji gave the key note address
Coastweek -- Guest speaker Professor Azim Nanji has given the key note address to 'The Aga Khan Academy, Mombasa IB Graduation ceremony celebrating the graduation of its third cohort of IB Diploma students.
Professor Nanji was actually born in Kenya and attended the Aga Khan School in Mombasa.
He subsequently has held senior academic and administrative posts at various American and Canadian universities.
He is currently Senior Associate Director of the Abbasi Programme in Islamic Studies at the Stanford University in California.
Professor Nanji spoke knowledge.
"You too have now done the same but remember that it is meaningless if you do not pass that knowledge on to others".
The ceremony ended with musical celebrations, including traditional Kenyan songs performed by the Academy teachers.
Head of Academy, Peter J. McMurray, commented that the quality of the graduating class was extremely high and he was confident that they would be capable of listening to the words of wisdom from Dr. Nanji and go out into the world and make a difference.
The Aga Khan Academies move ahead with curriculum development
The vision of the Aga Khan Academies includes an emphasis on five specific curricular strands to be woven through the IB curriculum. These areas, designated as 'AK curricular strands', are pluralism, ethics, governance and civil society, economics in a global context and cultures – including Muslim civilisations. They are meant to help young people clarify concepts, gain knowledge and develop values that are consistent with the Academies’ educational mission.
The ongoing definition and organisation of a curriculum which includes these chosen areas of emphasis is an essential area of development for the newly formed Aga Khan Academies network. An AKA Curriculum Advisory Committee has been formed, and five advisors (one per strand) have been identified to participate in the first committee meeting to be held in Mombasa on 15 June 2009. Advisors include: Prof. Azim Nanji, Chair; Afroza Nanji (independent consultant), Pluralism; Farid Panjwani (faculty member, ISMC), Cultures; Richard Pearce (independent consultant and faculty member at International School London), Ethics; Tristian Stobie (current Head of DP, IB, soon to be Vice Principal of Atlantic College UWC), Governance and Civil Society; and Nicholas Wachira (AKU-IED faculty member), Economics in a Global Society. The meeting will also include members of the Academies Unit and staff from the Aga Khan Academy, Mombasa, as well as the new Director for Academic Planning and Development for Maputo, Lee Davis.
The committee will monitor the progress in the development of the AK strands, provide guidance for their integration into all aspects of the curriculum, and advise the Academies network on the use of research and resources that will inform best practices.
DUAL LANGUAGE PROGRAMME AT
AGA KHAN ACADEMY, MOMBASA
bilingual students outperform monolinguals
in creative thinking and problem solving
Coastweek -- The Aga Khan Academy (AKA, M) is proud to introduce the first English and Kiswahili educational programme in Kenya.
This exciting dual language learning initiative will enhance the Junior School's Primary Years Programme, providing its students with a stimulating education through which they will gain the advantages of bilingualism.
Emile Cioran, a Romanian philosopher once said, 'We don't live in a country; we live in a language.'
It will be through Kiswahili that AKA, M students will be able to access, appreciate and under-stand the richness of Kenyan culture that would be un-attainable without the language.
This is fundamental to the fulfilment of His Highness the Aga Khan's vision for the Academy.
What is The Aga Khan Academy, Mombasa ?
AKA, M is the first of an integrated network of schools, called the Aga Khan Academies, dedicated to expanding access to education of an international standard, offering a diverse curriculum, including academic, artistic and athletic pursuits, the school fosters an ethical, public-minded and pluralistic approach to life and learning.
The School's learning environment is designed to enhance the students' academic excellence, their sense of civic responsibility and service, their understanding of global issues, and their analytical and independent learning skills.
To best achieve these aims, the Aga Khan Academy utilises the curricular framework of the International Baccalaureate Organisation and is the first school in Kenya authorised to offer all three of its academic programmes:
The Primary Years Programme (PYP) for students in Grades 1 - 6, the Middle Years Programme (MYP) for students in Grade 7 - 10, and Diploma Programme (DP) for students in Grades 11 - 12.
As an IB World School, AKA, M promotes a holistic approach to international education which encourages inquiry teaching and learning, reflection and a commitment to service or action.
AKA, M strives to provide a relevant, challenging and internationally minded education for our students, contributing to their development as leaders with a pluralistic view for civil society in Kenya and the world.
To take on such leadership roles, our graduates must be bilingual, able to communicate effectively not only in English, but also in Kiswahili, the National Language of Kenya.
Research clearly illustrates that there are more benefits to dual language learning than the creation of bilingual and biliterate graduates.
It has been consistently demonstrated that bilingual students outperform monolinguals in tasks requiring divergent or creative thinking and problem solving.
These students have shown a greater mental flexibility and a superiority in concept formation when compared to children learning in one language.
In addition to the cognitive benefits, children acquire meta-linguistic abilities when learning in two languages.
In other words, they gain insights into their own language through the study of another.
What is a dual language educational programme?
There are a variety of terms used to describe dual language learning, such as bilingual and multilingual education, or two-way immersion programmes.
Essentially, dual language learning occurs when two languages are used for approximately equal time in the curriculum and the classes will have a mix of both language speakers.
Educational research clearly supports this view.
The iceberg analogy developed by Jim Cummins in 1980 explains the fact that the two different languages a bilingual speaker uses may appear to be two different peaks of an iceberg, but there is a common underlying 'central operating system' of language use and cognition in the speaker's brain.
Therefore, two languages used by a bilingual speaker tap into the same set of thinking abilities and concepts rather than into two separate systems of thinking or processing.
The aim of the Aga Khan Academy's dual language programme is not just to produce bilingual, biliterate and multi-cultural children.
The School strives to provide an enriching programme that meets the individual needs of each student, one in which the students become critical thinkers, able to solve problems both independently and collaboratively.
The fact that our students will be given the opportunity to develop their conceptual under-standings in two languages will enhance all of these aims.
If you would like more information regarding any of the Aga Khan Academy's programmes, please contact the School at:
Coastweek -- Head of Aga Khan Academy, Mombasa, Peter J McMurray [centre] is seen while being presented with a Microsoft 'Mentor School ' recognition certificate by the Global Vice President of Microsoft's Innovative School's Programme, Michael Golden.
'AGA KHAN ACADEMY BECOMES ONE OF TWELVE
MICROSOFT 'MENTOR' SCHOOLS IN THE WORLD
Coastweek -- The Aga Khan Academy in Mombasa has been honoured during a recent ceremony in Salvador, Brazil, by being invited to become part of the prestigious 'Mentor School' programme initiated by Microsoft Corp.
The Academy becomes only the 12th school in the world to join the programme.
The honour is part of the Microsoft Innovative Schools Programme which currently has 30 'Pathfinder' schools recognised for special achievement globally.
'Pathfinder' schools showing effective educational innovation are invited to apply for Mentor School status.
The 12 mentor schools were each presented with a new cutting edge technology smart screen computer.
According to a Microsoft spokesman: "Mentor Schools will be honoured at the event because they have achieved a level of change within their education systems and are viewed as leaders in their countries and regions.
"Their innovations have a global interest and are replicable models that other schools can follow."
The five day event in Salvador was attended by over 400 influential educators and teachers from around the world.
School heads were invited to discuss innovation in today's modern world especially the use of Information Technology in helping young people globally obtain the education they deserve.
The Aga Kan Academy is the only school in Africa to be recognised with this honour and it now will be working closely in partnership with Microsoft to design and implement educational innovations which will have a positive impact both locally, nationally and throughout the continent.
Other Mentor schools include exemplary institutions in Australia, the United States, France, Sweden, the United Kingdom and South America.
Notable schools worldwide include: Silverton Primary School, Australia; Literacy@School, Canada ; Crescent Girls' School, Singapore ;Hellerup School, Denmark; Huyton Arts and Sports Centre for Learning, England, U.K.
Junior School Student Initiated Fund Raising
Posted on 08 December 2009
The Junior School students care about animals and have initiated a number of activities to support the Kenya Society for the Protection and Care of Animals (KSPCA) organization. After seeing a number of stray cats near the school, a group of Year 5 students were compelled to find a way to help these creatures. They discussed the problem with their friends and brainstormed possible ways to help the animals, deciding to organize a bake sale to raise money for the KSPCA. The students enlisted the help of the student council and made flyers to advertise their cause and raise awareness. Junior School students were quick to respond, contributing goods to be sold and happy to buy the delicious treats for their break.
The success of this event prompted a group of Year 4 students to offer another bake sale to raise more money for the KSPCA. They too, independently advertised for the sale, arranged for contributions and then sold goods to their fellow students at break time.
The money raised from these two events was combined with KSPCA club’s funds from their activities. Last term this group of thoughtful students held a bake sale and a swim-a-thon to raise awareness of the plight of animals and the difficulties the KSPCA were facing. In all, the Junior School students raised more than 22,800 Kenyan Shillings and were pleased to present Mr Eric Dadu, a KSPCA Inspector, and field officer Mr Timothy Agoi, with this donation at an assembly on Thursday 3rd December.
Teaching Fellows Programme at the Aga Khan Academies
By Robbye Good • Feb 3rd, 2010
The Aga Khan Academies have announced a program to recruit a small number of recent graduates from well respected universities to serve as Aga Khan Academy Teaching Fellows.
Normally appointed for a two-year period, the Teaching Fellows will have the opportunity to work with gifted and talented youth from diverse ethnic, religious, and socioeconomic backgrounds. Some of the qualifications desired in an ideal candidate are: excellent academic achievement; a record of significant involvement in residential, athletic, and community service during university; and genuine interest in and commitment to the development mission of the Aga Khan Academies.
The Aga Khan Academies (http://www.akdn.org/academies.asp) are an integrated network of residential schools dedicated to expanding access to education of an international standard of excellence to exceptional young men and women regardless of their ability to pay, that offer the International Baccalaureate (IB) curriculum from Primary Years to the Diploma Programme.
AKA,Mombasa launches a new PD programme
Posted on 16 April 2010
The Aga Khan Academy, Mombasa, today announced a new initiative aimed at primary school teachers within the Mombasa municipality. This programme focuses on building their understanding and practice of effective teaching methods in language learning as well as improving the teachers’ fluency in English. Twenty-seven teachers from 10 schools have been selected to participate. This programme takes advantage of the Academies’ expertise, developed in its own teaching staff, and its ability to model innovative practices to operate high quality professional learning programmes at an international standard.
The three tiered-programme totaling 450 hours, is part of a series entitled the Professional Learning for Educators Series (PLES) that is being developed by the network of Aga Khan Academies and is currently being piloted in two other Aga Khan Academy locations: Maputo, Mozambique and Hyderabad, India. It has two main areas of focus, both the enhancement of the teachers’ own language fluency and building their skills in applying innovative approaches to language teaching and learning.
This series responds to the need to improve the standard of teaching and learning of English, identified during extensive market research and interaction with government and departments of education. The series will in the future include programmes for teachers of other subject areas and a specialised programme for school leaders (developed and offered in collaboration with the Aga Khan University – Institute for Educational Development) focused on developing pedagogical leadership skills.
The Honourable Minister Najib Balala, visits the PYP Exhibition
Posted on 04 June 2010
On May 21st, the Junior School had the pleasure of welcoming the Honourable Minister of Tourism to the Academy on the occasion of the PYP Exhibition. The proceedings began with the Kenya National Anthem and a song item sung by the choir.
Mr. Najib Balala addressed the gathering, his message directed mainly at the students concerning the Year 6 Exhibition topic of “Peace and Conflict”.
The Honourable Minister showed great interest as he visited the various displays and interacted enthusiastically with the Year 6 Exhibition presenters.
His questions to the students were taxing and made them dig deep into their critical thinking skills before offering answers. Mr. Balala also made friends with the AKA, M “Soldiers of Peace”.
Residential Students' Expedition to Taita Hills
Posted on 03 June 2010
From May 21-25, the residential community set out for our annual expedition and camping trip. Built on the framework of the Presidents’ Award Scheme, the trip aimed to teach students basic survival skills, map reading and compass skills, and teamwork skills. We also insist that students bear responsibility for the way in which they treat their environment, leaving it better than the way they found it.
In school, we push and stretch students academically to see what they can achieve. In Taita Hills, we pushed and stretched students physically, mentally and emotionally -and we were so impressed by what they achieved. Before leaving the Academy, students were placed in groups, which they would hike and cook in.
We arrived at our first camp site on Friday, May 21 in the evening, excited and ready for the challenges that faced us. Students started the day early at 5:45am, cooked breakfast, and prepared for the day’s hike. After 14 km of hiking in the rain, students arrived at their next camp site. In their teams, students prepared for dinner, boiling rice and cutting the meat and vegetables. That night, we celebrated Mordecai’s birthday with cake and cheers. During the night, students (in groups of 5) took turns in shifts guarding the camp site.
Sunday morning was an even earlier start at 5am. After a morning jog and stretching, students prepared their breakfast and packed their lunch. Groups then departed, compass and map in hand, to negotiate the hills. 10 km later, students arrived at our camp for the night, tired and hungry, but in good spirits. Again, students prepared their dinners and guarded the campsite, as we prepared for our final day of trekking.
Monday morning was exciting, as we knew we would be climbing Mt. Vuria, the highest peak in Coast Province at 2228m. After 7 hours of trekking, the group finally topped the mountain. After taking lunch and a few photos, we headed back to camp for our last night.
The night culminated in skits and songs by each group, followed by another birthday celebration - Christine’s.
The students demonstrated tremendous heart, effort and discipline. Even though the journey was tough, groups kept a positive attitude and supported one-another.
Congratulations to everyone! We are looking forward to our expedition next year.
The Aga Khan Academy, Mombasa celebrates its fourth graduation ceremony
Posted on 12 June 2010
The Class of 2010, 35 International Baccalaureat students, today graduated from the Aga Khan Academy in Mombasa. This is the Academy’s fourth cohort of graduates. The ceremony was attended by Director of the network of Aga Khan Academies, Salim Bhatia, as well as keynote speaker, Ms. Nurjehan Mawani, Representative of the Aga Khan Development Network (AKDN) in Bishkek, Kyrgyz Republic, where a future Aga Khan Academy will be built in coming years. Also attending is the Director General of the International Baccalaureate, Mr. Jeffrey Beard.
This year, Aga Khan Academy graduates have been awarded university scholarships, such as the University of British Columbia’s International Leader of Tomorrow and Humanitarian scholarship, and important scholarships from the University of Reading, valued so far this year at a total of around 40 million KSh (half a million US$). Graduates have also gained admission to other outstanding universities including a number of top UK universities, McGill University, the National University of Singapore, and the University of Pennsylvania, one of the American Ivy League institutions. It is to be noted that both the UBC scholarship recipients and many other successful graduates have been supported under the financial aid programmes while studying at the Academy.
Families, students, faculty and guests had the pleasure of listening to two renderings by the school choir (student and faculty) and a reception was held after the ceremony.
To read the speeches: click below:
- Nurjehan Mawani's Keynote Address
- Salim A.L. Bhatia's Welcoming Remarks
The winners will next meet at the Worldwide Innovative Education Forum in Cape Town.
Microsoft has rewarded teachers that demonstrated exemplary uses of technology in the classroom to improve student learning in the 2010 Innovative Teacher Awards at the Pan-African Innovative Education Forum.
The 18 winning teachers were chosen from among the 54 representing more than 15 countries at the Forum and will go on to represent Africa at the sixth annual Worldwide Innovative Education Forum being held in South Africa later this year.
"Gathered here in Mombasa are the pioneers of African education," said Zeid Shubailat, Education Director, Microsoft Middle East and Africa.
"We are here to celebrate the impressive work that these teachers and school leaders are doing to help every student in African realize their full potential."
The Africa Best Practice winners in the four main competition categories were Samuel Avornyor of Ghana, Innovation in Community; Linda Bradfield of South Africa, Innovation in Collaboration; Warren Sparrow of South Africa, Innovation in Content; and Lilian Ofori-Asare of Lesotho, Educators' Choice Award. Several teachers were also nominated for the Judges' Award.
The winners announced on Wednesday at the gala ceremony in Mombasa, will next meet at the Worldwide Innovative Education Forum on 25-30 October 2010 in Cape Town, South Africa.
Held for the first time on the continent, the Worldwide Forum will host approximately 150 teachers from over 100 countries to help create global communities of educators that can share ideas and best practices with their peers.
"It is an absolute honour to be a finalist for the Innovation in Content award in the company of so many amazing teachers," said Anthony Gioko, a teacher at the Aga Khan Academy, Mombasa.
Since 2008 in Africa, the Partners in Learning Forum has rewarded individuals for excellence in teaching. To enter the competition, teachers are asked to submit a relevant project for their students using multimedia tools, such as audio, video, or photo, for local Innovative Teachers Forums.
At this year's Pan-African Innovative Education Forum, 13 judges representing 9 countries spent nearly 20 hours talking to the teachers and learning about their projects before deliberating and selecting the final winners to represent Africa at the worldwide event.
At the Forum in Mombasa, school leaders from 1 Mentor and 9 Pathfinder Schools also participated in a three-day workshop where they were recognised for their leadership in driving system-level educational reform in Africa.
"Leadership in education requires a passion for innovation, but more importantly, it calls for collaboration," said Rob Burrough, Head of Academy, Aga Khan Academy, Mombasa, the host of the Forum and Africa's first Mentor School.
"We have the responsibility to share our discoveries with schools that have fewer resources than our own to multiply the innovation effect for more teachers and more students."
AKDN and the International Baccalaureate Team Up to Improve Access to Quality Education in Developing World
Photos: Signing Ceremony
Gouvieux, France, Thursday, 28th October 2010 – The Aga Khan Development Network Foundation (AKDN Foundation) and the International Baccalaureate (IB) agreed today to intensify joint efforts to broaden access to quality education for students across the developing world and provide richer and more global perspectives to those in the industrialised world.
The Memorandum of Understanding, signed at AKDN’s headquarters north of Paris, provides a framework for strengthened cooperation in the advancement of education and the improvement of delivery of education services through AKDN agencies such as the Aga Khan Academies, the Aga Khan Education Services, the Aga Khan University and the University of Central Asia. It covers the entire spectrum of education from early childhood to secondary school, graduate studies and continuing professional learning for educators.
The Memorandum was signed by Princess Zahra Aga Khan, Head of AKDN’s Social Welfare Department, and by Jeff Beard, Director General of the IB. His Highness the Aga Khan, founder and Chairman of the Aga Khan Development Network, and Carol Bellamy, Chair of the IB Board of Governors, were present at the signing.
Princess Zahra Aga Khan praised the agreement as a milestone in cooperation between AKDN and the IB.
“The agreement is an important step in an already strong relationship we have with the International Baccalaureate, not only because it will enable our educational institutions to benefit from the educational philosophy, curriculum expertise and academic excellence associated with the IB, but also because it will be instrumental in bridging cultural divides and traditions,” she said.
The IB’s Director General Jeff Beard hailed the agreement as an important move in expanding the organisation’s geographic reach.
“This is a significant development as it will allow IB to extend its reach in developing countries and draw upon the wealth of expertise AKDN has in providing education to students in some of the poorest and most challenging parts of the world,” he said. “It will help us to broaden our international curricula with specific attention paid to the developing world and Muslim societies. AKDN is recognised for its decades of experience in countries where we would like to strengthen our presence.”
The agreement results from a strong alignment of goals and values between the two organisations, including a commitment to pluralism, a desire to increase access to quality education, particularly in the developing world, and shared perspectives on issues such as the importance of ongoing teacher development, and inquiry-based approaches to teaching and learning.
Under the terms of the agreement, the two organisations also commit to exploring opportunities in areas such as curriculum development, graduate education, the professional recognition and development of teachers, and advocacy relating to academic freedom.
The AKDN is in the process of establishing an integrated network of residential schools offering an international standard of education from pre-primary to secondary levels with a rigorous academic and leadership-development experience. The schools, which will be established in Africa, Central and South Asia, and the Middle East, will admit students based on merit, irrespective of the ability to pay. The Academies’ network, which intends to follow the IB’s curriculum, will complement the already existing network of some 300 schools and programmes operated by the Aga Khan Education Services (AKES) in twelve countries, providing education to rural and urban students from pre-primary to higher secondary levels. Several of the AKES schools already offer the IB programmes.
The Network’s international universities, such as the Aga Khan University (AKU) with its nine campuses worldwide, and the University of Central Asia (UCA) not only provide students with an internationally recognised standard of higher education but also offer teacher training and development through Professional Development Centres, the AKU’s Institute for Educational Development and the UCA’s School of Professional and Continuing Education. For further information on the Aga Khan Development Network’s educational activities, please visit www.akdn.org/education.
The International Baccalaureate is a Swiss-based not-for profit foundation which offers three high quality and challenging educational programmes for a worldwide community of schools. For over 40 years, IB programmes have gained a reputation for their high academic standards, for preparing students for life in a globalised 21st century, and for helping to develop the citizens who will create a better, more peaceful world. For more information about the IB and its programmes, visit www.ibo.org
Coastweek -- Sajni Rajen Malde is seen [standing from left] together with Immaculate Koigi, Stephen Makau Kimanzi, Kashyap Gohel, Cecil Adede, Tasin Zafferhusein Sheikh, Alyhussayn Nazir Khambiye, Moez K Dungarwalla, Arjun Singh Asan, Hrishikesh Venu Nair, Zahid Mohamedzakir Ladha, Rishad Kabar, Shaneabbas Jagani, Nafisa Abdhulhamid, Gary Lee, Joan Nyangena, Maxie Howai. Sitting [from left] Maria Giada Vischi, Terry Wambui Gakuru, Saaiqa Merali, Soraiya Merali, Zilna Rajesh Shavdia, Atiya Harunani, Lubaina Mustafa Adamjee, Shezin Nazib Jiwa, Nausheen Sumar, Salima Mitha, Khadija Amiyo Mohamed, Eliza Alarakhia, Marion Mwanganyi.
Aga Khan Academy Mombasa
NETWORK OF AGA KHAN ACADEMIES WILL EXERT
TREMENDOUS STRENGTHAND POTENTIAL ENERGY
ACROSS THE DEVELOPING WORLD AND THE GLOBE
Coastweek -- The Aga Khan Academy Mombasa has honoured its senior students at the annual Graduation ceremony.
The 29 students have just completed their International Baccalaureate Diploma examinations and were 'farewelled' at a formal ceremonyon Saturday attended by nearly 500 people.
Guest speaker, Mr Salim Bhatia, Director of the Aga Khan Academies Unit and based in France, reminded the audience that graduation is a turning point when you can look back at and feel proud of your scholastic and extra-curricular accomplishments, while looking forward to the unlimited and often unimaginable opportunities that lie ahead.
Mr Bhatia focused his discourse on the importance of networks and networking, referring to the Facebook phenomenon now used by one tenth of the world’s population as a means of communication and connection, and as a catalyst for action.
Mr Bhatia then made an association with the network of Aga Khan Academies, of which Mombasa is the first of 18 Academies to be built in Africa , South and Central Asia , the Middle East .
A new Academy is opening in Hyderabad , India , in two months’ time and the next in Maputo , Mozambique , within two years.
He also discussed the students’ own experiences through internships and community service with the programmes of the Aga Khan Development Network.
He affirmed that there is tremendous strength and potential energy that the network of Aga Khan Academies will be able to exert across the developing world and the globe.
Mr Bhatia then challenged the graduates to remain actively involved in the Academies network.
He also gave examples of leadership; Aga Khan Academy alumni were demonstrating at top tier Universities encouraging graduates to fulfill their destiny as ethical leaders who have a positive impact on society.
The Aga Khan Academy graduates are dispersing to universities around the world.
Many are heading to Canada and the United Kingdom , with others moving to the United States , Australia , South Africa and Nairobi .
Areas of study are wide ranging, including medicine, engineering, architecture, law, management, finance, marketing and political science.
A number of the students have gained full tuition scholarships.
SAGALA LODGE - TSAVO
Click here to visit website
These include Zilna Shavdia and Stephen Kimanzi University of British Columbia; Rishad Kabar: Trent University, Canada; Joan Nyangena York University, Canada; Hrishikesh Nair University of Waterloo Canada; Nafisa Abdulhamid University of Alberta, Canada; and Sarrah Sheikh, the University of Reading, United Kingdom.
Aga Khan Academy Mombasa – National Choral Champions!
Posted on 23 August 2011
Members of the choir had performed for His Highness the Aga Khan during his visit to the Academy in JulyThe Aga Khan Academy, Mombasa won 14 top three placings including five firsts at the recent 2011 National Kenya Music Festival held in Nakuru. In one category the Academy was placed first, second, fourth, fifth and sixth. The school was recognized on Kenyan national television as the top individual school in a competition that featured approximately 85,000 participants from different parts of the nation.
The festival receives entries from nursery schools, primary and secondary schools, colleges and universities. Students use different avenues of self expression in celebrating Kenyan cultural heritage through an extravaganza of music, dance and elocution.
The Aga Khan Academy singers were directed by Choral Master Mr. Philip Agutu Ouma, an expert in choral music whose singers have won titles at this national festival for the last five years, with strong support and accompaniment by Head of Expressive Arts, Mr. Otieno Onyango. They guided the performers from the Divisional and Provincial competitions to ultimately representing Coast Province at the National Festival.
Individual results included:
OPERATIC ORATORIO LIEDER: Xenia Karungu 1st
OPERATIC ORATORIO LIEDER: Sameer Shah 2nd
OWN CHOICE TRIO: Xenia Karungu, Cicilia Tende, Njeri Mwengi 1st
BHAJAN–HINDI/ GUJARATI: Parthivi Bhatia 1st
SOLO PUBLIC SPEAKING: Emaan Rashid 1st
PIANO SOLO ADVANCED: Saumya Gupta 1st
HINDI/ GUJARATI SOLO: Sameer Shah 2nd
ORIENTAL CLASSICAL VOCAL: Mishal Lalani 2nd
SOLO SET PIECE: Jane Mwengi 2nd
OPERATIC ORATORIO SOLO: Parthivi Bhatia 2nd
OPERATIC ORATORIO SOLO: Vanessa Mucheke 3rd
SOLO SET PIECE: Timeus Mulinge 3rd
TRIO OWN CHOICE: Jane Mwengi, Parthivi Bhatia, Moureen Mulinge 3rd
ORIENTAL CLASSICAL VOCAL SOLO: Saahil Ariff Manji 3rd
Fifth Model United Nations Conference at the Aga Khan Academy, Mombasa
Posted on 28 September 2011
The Aga Khan Academy, Mombasa held its fifth annual Model United Nations (MUN) Conference on 26 September, 2011. The MUN Conference simulates the working of the United Nations and allows students to participate as delegates in debates on major world issues.
The Academy holds a Model UN Conference annually to prepare students for the South Africa Conference held in October and the Geneva Conference held in December each year. It is also used to prepare those attending the Nairobi Conferences held in January (Middle School MUN) and February (East African MUN) of the following year.
The Academy’s Conference was officially opened by the East African MUN (EAMUN) Patron, Zubair Kassam, and was attended by Rob Burrough, the Head of the Academy. Naheed Bardai (MUN Clubs Patron) praised the students for their depth of understanding of world issues. He also challenged them to be mindful of the foreign policies of the countries they were representing as they debated the various resolutions. Mary Nyandieka, Co-Patron of the Middle School MUN, was also in attendance.
The judges for the Conference were David Ochieng (Patron, Middle School MUN) and Safiya Jetha. The judges commended the students for the quality of their debates and the relevance of their resolutions. The resolutions this year covered issues related to human rights, environment, security and health.
The Best Resolution Award for the Middle School MUN (11–14 year-olds) went to Qatar, which was represented by Shivam Vyas and Malcolm Cameron. In the EAMUN category (16–19 year-olds) the award went to Iran, represented by Julia Soares and Valentina Solinas.
Other awards included Top Speaker, Best Country Representative and Best New Participant. For the Middle School MUN, the awards were given to Shivam Vyas, Caleb Cameron and Kumayl Jacksi respectively. At the EAMUN level the Top Speaker was Amsal Lakhani, the Best Country Representative was Alim Alarakhia, and the Best New Participant was Sohail Shariff. Farhana Jiwa received an Honorable Mention for her notable contribution as a first time MUN Club member.
As part of the process of developing intercultural awareness, the MUN Conference is an ideal way to engage students in debating significant issues and in learning to understand the perspectives of people around the world.
School with difference nurtures pluralism
Nikhila Henry, TNN Jan 28, 2012, 03.49AM
MOMBASA (KENYA): Saleem, a 13-year-old in Kenya's second-largest city, till the end of 2009, used to work at a cycle shop for three hours before and after school hours to pay for his term fees. But now, he lives in a spacious residential quarter facing the marine drive and has to spend not even a shilling on tuition fees. Saleem, like many other students at the Aga Khan Academy, is on a fully funded primary, middle and secondary school programme that allows him to get an International Baccalaureate ( IB) education at no cost.
The Aga Khan Academy in Mombasa stands on 18 acres of land, housing 650 students between ages six and 18. It was established in 2003 and, since then, has been catering to the less fortunate in Kenyan society even while taking students from across the globe. The academy is located on the sea coast, just five kilometres away from the heart of the scenic, and busy, Mombasa town.
The academy which has woven in readings on pluralism into its syllabus is, interestingly, a meeting point for the many cultures in Mombasa. The city which bears Portuguese and Arabic influence in its rich architecture encourages the best of all cultures. With living standards in this Safari tourism destination improving over the last decade, even the government has started diverting funds towards the education sector. Almost all students at the academy are receiving education subsidies, thanks to a tie up between the Kenyan government and the Aga Khan foundation. The academy is the first among the 18 academies which make up the Aga Khan Development Network.
Academic heads of the institution said that they make it a point to reduce the cultural and economic distance between students. "We are here to provide a mixture of all cultures and races. Within campus walls, students from various backgrounds mingle freely. They are encouraged to understand one another and assimilate the best of all cultures. This free and egalitarian existence makes them better human beings," said Salim AL Bhatia, director, Aga Khan Academies. Students from East Africa, Middle-East, Central and South Asia study at this academy. The academy has also been taking in exchange students from Tajikistan to further enhance the heady pluralism on campus.
Students said that the training given to them at the academy had made them free thinkers. "We are encouraged to think on our own in the academy. We draw from our experiences to understand theories which are universal. This also puts less pressure on us as we go through a rigorous academic programme," said Ham, a diploma student from Uganda. Starting from primary school, students are encouraged to engage in debates and discussions on just about everything. The academy has made it mandatory for students to take part in at least two sports.
But what makes the academy different from other educational institutions is its commitment to the community of which it is a part. The academy conducts training programmes for teachers from across Africa and also runs outreach programmes to get government schools in Kenya to adopt a student-friendly approach to teaching.
"We identify schools and train teachers and principals to impart an inclusive education which is not based on direct and one-sided instruction. Interestingly, as a result of our outreach programmes in several government-run schools in Mombasa, one can now see a marked change in the way students go about learning the various subjects which interest them. They are no longer afraid of examinations and are confident," said Rob Burrough, head of the Mombasa Academy. About 40% of the students at the academy come from Asian countries and more than half of them are of Indian origin.
Meanwhile, in Hyderabad, a chapter of the Aga Khan Academy is already functional. The Hyderabad academy is expected to be Andhra Pradesh's first state-of-the-art international school. The school, set up on a sprawling 100 acre campus near Rajiv Gandhi International Airport, is currently admitting students from eight years of age. Incidentally, the academy will also be one of the few international schools in the city to follow only the International Baccalaureate syllabus without any supporting Indian (CBSE or ICSE) affiliation, says head John Puddefoot. While the school has about 70 students at present, it could accommodate up to 1,200 students once the campus is ready within the next five years.
(This correspondent was in Kenya at the invitation of the Aga Khan Foundation)
At Aga Khan Academies children come out with innovative ideas
By Syed Akbar
Mombasa (Kenya): “How to save water?” This simple yet
complicated question has evoked about four dozen different answers
from eight-year-old students. Some of the answers were quite
innovative and scientific that one cannot expect from the students of
class III in a backward town in Africa.
The Aga Khan Academy in Mombasa has made all the difference to the way
students learn or know the things around them. The Academy, the first
of several such institutions planned by the Aga Khan Development
Network the world over, has successfully created alternatives to rote
teaching and recitation. As a result, students as young as class I
come out with their own answers to practical problems, without the
teacher prompting them.
The Academy has taken the IB (international baccalaureate) programme
to a new level, giving it a new definition. Students are taught
education beyond the IB syllabus and the five strands of His Highness
Aga Khan teaches students how to face the world and stand up to the
challenges the world throws up from time to time.
According to Rob Burrough, head of Academy, the aim is to change
society through education. “Education is a creative, joyful process
that engenders hope and curiosity. The Aga Khan Academy strives for
the development of the whole person - mind, body and spirit. The
learning environment is designed to enhance the students’ academic
excellence, their sense of civic responsibility and service, their
understanding of global issues, and their analytical and independent
learning skills,” he points out.
The Academy is offering financial aid to a little over 100 students
and offering them excellent education. It is also training teachers of
nearby government schools. As against the global IB ranking average of
29, the Academy has secured 32.4.
The Aga Khan Academy in Hyderabad is the second of the series of
institutions to be operational after the one in Mombasa. Says John
Pudderfoot, head of Aga Khan Academy in Hyderabad, “the academy breaks
the stranglehold of traditional teaching and gives other teachers and
schools a model and the means to overcome the fear that accompanies
“At the heart of academies educational method lies child-centered
learning and intelligent, interactive inquiry. Students find out for
themselves how the world works, where they came from, how social and
political systems operate, and why environmental issues matter. The
international curriculum, which has such an educational method to its
heart, is the international baccalaureate,” adds John.
Academies director Salim Bhatia says the Aga Khan Academy has taken
the IB syllabus to a new level through the five education strands of
His Highness the Aga Khan.
Creating leaders for civil society
R. Ravikanth Reddy
Sitting in a luxurious common room facing the sea and chatting with his friends belonging to various nationalities and ethnic backgrounds is a hard-earned privilege for Salim, a poor boy who earlier worked in a cycle shop in a small Kenyan village to support his education.
Life has changed ever since the Aga Khan Academy spotted his yearning for education and innate leadership skills, and brought him to the Academy in Mombasa, which has committed itself to creating leaders who will build and lead institutions of civil society. Salim is among the several such poor students who get world-class residential comforts coupled with a rigorous international standard education free of cost at the AKA, Mombasa. A confident Salim declares he will bring about a change not only to his life but his country as well.
The Academy in Mombasa that will soon complete ten years in its journey to develop home-grown intellectual talent of exceptional calibre has indeed seen the difference. A few students who have got into college in the western universities have left an indelible mark on Kenyan soil. One of them started a library in his village, a revolution of its kind, while he was in school and his juniors now carefully nurture that dream. “The Academies believe that a school must prepare a graduate not only for his job but for a life of inquiry, learning and service,” says Salim Bhatia, Director, Aga Khan Academies.
Despite their diverse socio-economic backgrounds, students are at ease with each other as they explore academics and life on the sprawling 18-acre campus.
“With pluralism an integral part of the curriculum, the Academy offers multi-disciplinary education with an emphasis on humanities. Students study a range of subjects including foreign cultures, comparative religion, theory and criticism of arts and global economics,” says Rob Burrough, Head of the Academy. Five additional strands to the International Baccalaureate (IB) curriculum have been added, including Islamic cultural studies in a non-doctrinal and historical context and global economics from a moral point of view. In addition, students enjoy a vibrant programme of athletic and extra-curricular activities, which contributes to their personal growth.
They are encouraged to discuss and debate and understand theories from their experiences. The AKA, Mombasa, is the first of the 18 academies planned across the world. The AKA in Hyderabad is the second one that has started its operations this year. Located on a 100-acre campus near the Hyderabad airport, it is the only school in Andhra Pradesh to offer IB curriculum from junior school to senior school.
Keywords: Aga Khan Academy, education, human resources
the Academy was crowned top school at
last year’s national choral championships
Coastweek -- Tony and Ursula Ryan are new arrivals at the Aga Khan Academy in Mombasa where Tony is the new Head of Expressive Arts and Ursula is Manager of Communications, Events and Extension Programmes.
Like the Head of the Academy, Mr Rob Burrough, they come from Christchurch, New Zealand, where Tony was Head of Music at Linwood College for over 30 years.
‘One of the strategic goals of the Aga Khan Academy is the development of music and the expressive arts into a Centre of Excellence’, said Rob Burrough.
‘Already the Academy has a strong reputation in choral music, being crowned top school at last year’s national choral championships.
The plan is to develop orchestral and other instrumental music to be equally strong, The appointment of Tony Ryan is a significant step towards that goal’, he added.
Tony has a national reputation in New Zealand as an outstanding conductor and composer.
At Linwood College the music department features an eighty-strong orchestra and a prize-winning jazz band.
As the orchestra’s conductor, Tony last year took the group on a tour of Europe through Italy, Salzburg, Paris and the UK which culminated in a performance in London’s Westminster Abbey.
Tony has also been very active as a guest conductor of the Christchurch Symphony orchestra, accompanist, lecturer and broadcaster, and for many years has reviewed music performances, live on air for Radio New Zealand.
After gaining an Honours degree in composition, Tony began a career as a composer and musician alongside his teaching position.
He has written many pieces for school groups as well as many professional orchestral and theatre works, including a saxophone concerto, a fullscale musical based on Alice in Wonderland and many compositions for smaller ensembles.
His opera The Musicians of Bremen received considerable acclaim at its very successful premičre season in 1996.
The opera’s lead role, along with much of his other vocal music, was written for Ursula who enjoyed a successful singing career in New Zealand.
At the Aga Khan Academy, Tony is hoping to establish a range of music groups, beginning with an orchestra which has already begun rehearsals.
The Academy has launched an ‘Invest in Music’ initiative aimed at providing a range of instruments available for students to try or hire prior to purchase.
Ursula brings a varied background to her new position at the Academy.
After completing her MA she also gained library qualifications and worked in specialist libraries.
Gradually her roles developed to include work in communications, website management, publications and records management.
A recent position with Antarctica New Zealand took her on two visits to Scott Base in Antarctica – a notable climate contrast with Mombasa !
Tony and Ursula are relishing the variety and challenges of their new life, with benefits such as the wonderful Academy environment, friendly and supportive colleagues, learning Kiswahili and a completely new culture which adds a whole new dimension to their lives.
As Ursula says “Life is an extraordinary journey and none of us knows where it will take us.
“Our challenge is to step into unknown territories when the opportunity is offered, even if the thought scares us at first.”
Tony and Ursula are very grateful for the opportunity to come to Mombasa and are looking forward to helping grow music both in the Academy and in the wider community.
The Academy Choir is the proud holder
of the 'Nation Media Group Trophy'
Coastweek-- The Aga Khan Academy Small Choir has taken first place at the Kenya Music Festival in Meru.
The group of 12 students conducted by Choral Director and Vocal Tutor, Mr Philip Agutu and accompanied by Mr Tony Ryan, Head of Expressive Arts, was a popular winner in the fierce competition among the 14 groups from throughout Kenya in this class.
The Academy Choir is now the proud holder of the Nation Media Group Trophy.
Several solo singers from the Academy also gained first placings and, in the Operatic Aria section, Academy singers took first, second and third places; a clean sweep.
Coastweek-- Seen Choral Director and vocal tutor Philip Agutu, Mishal Lalani (holding trophy) and Nikita Gyssler.
In total, this elite group of singers took away 4 firsts, 5 seconds and 1 third place from the thirteen classes they entered.
Year 6 singer Sameer Shah won all three of the solo classes he entered – a record for the Festival; clearly a star in the making.
The National Festival is one of the largest cultural events in the world with around 100,000 participants.
It is the culmination of competitions held at the Divisional, District and Provincial level.
So it is a great honour and achievement for the school to be counted among the best in Kenya at such a prestigious event.
Congratulations to the Aga Khan Academy, Mombasa and its fine singers and tutors.
Sheliza Ramji: Making a Difference with Her Positive Attitude
The Academy, the constant guidance from its teachers and the IB curriculum has played an important part in Sheliza’s life, providing her with the skills and knowledge to prepare her for the future. She says, “The Academy gave me a much stronger and broader platform from which I was able to face different challenges that came my way”.
Sheliza Ramji, a 2008 graduate from the Academy, is pursuing a specialist co-op degree in International Development Studies with a minor in French, at the University of Toronto, Canada. She is currently in Kandy, Sri Lanka undertaking a nine-month internship with World University Services of Canada, a Canadian NGO, working as a communications intern to improve the socio-economic conditions of workers living in and around the tea plantations of Sri Lanka.
During her three years at university, Sheliza has involved herself in various extracurricular activities such as volunteering at a senior’s home and with the student’s residence council. As an executive member of the Ismaili Muslim Students Association, she coordinated events between different universities in the Greater Toronto Area and also conducted daily prayers in the campus prayer room. “The reason why this has been one of my biggest services is because this was not a regular leadership position given that it entailed a spiritual/religious perspective as well. I strongly feel this has played a big role in my personal development,” she says.
Sheliza’s most unforgettable experience at the Academy was when she sang in the school choir in the presence of His Highness and His Excellency President Kibaki at the inauguration ceremony in 2003. One of the things she misses the most about the Academy is the fact that there was always someone around to help with problems both in and out of the classroom. “I miss walking amidst the familiar smiling faces of students, supporting staff and teachers,” she recalls.
The most important values Sheliza learned while at the Academy were honesty, having a positive attitude and being a good team player. “The pluralistic approach that the school seeks to instill in all its members is the key in preparing students for university and is what makes our school different from the rest. Keeping an open mind, I have learnt to appreciate and respect different cultures. Together these two qualities have made adapting to new countries (Canada and Sri Lanka) much easier for me,” Sheliza says.
Sheliza will graduate from the University of Toronto in May 2013. Her goal is to return to Kenya, where she wishes to develop sustainable systems and projects for impoverished and vulnerable groups in Kenya, so they can provide for themselves indefinitely. “I have always known I would return to Kenya. I cannot see myself living anywhere else, and that’s one of the main reasons I chose to study International Development,” she remarks.
Director of Facilities Michael Williams Departs for Aga Khan Academies
Chief strategist behind two decades of campus building initiatives to oversee global development of 18 new residential academies
January 03, 2011 — After nearly two decades serving as the chief strategist behind Andover’s campus planning and stewardship efforts, Michael Williams, director of facilities, has accepted a position with the Aga Khan Academies. As senior manager for property development, Williams will be based in Gouvieux, France, but his work will extend globally as he works to build 18 residential academies in Africa, the Middle East, and Central and Southern Asia.
On Friday the 27th April, 2012 DOT Kenya held an exciting youth Innovation Fest at the Aga Khan Academy in Mombasa. The Fest, which was championed by the Business Hub interns in the region, aimed at showcasing and celebrating DOT Interns, participants, community partners, as well as engaging government and corporate stakeholders to share ideas on how youth can embrace technology to create sustainable livelihoods.
Collaborating in Cyberspace
15 May 2013
The Academy received four merit awards in the recent Global Virtual Classroom website design contest. Entries were placed in the following categories: Global Kids Online Journal, GlobeTech, Communications and World Energy. In each category students joined in collaboration with those from other schools around the world—in the Academy’s case linking up with schools in the Russian Federation, USA, Malaysia and Thailand.
The Global Kids Online Journal included Junior School students in collaboration with students from the Russian Federation and the USA. They created a lively website covering culture, careers, storytelling and much else. The GlobeTech site focused on the advantages (and disadvantages) of our technology-filled world and also presented an overview of the history of technology from pre-historic times to the present, while the Communications site, unsurprisingly, also focused on technology. The busy World Energy site, created by a team of seven students from the Academy along with a group from the USA, provided information on the global energy crisis, global warming and alternative energy sources. Congratulations to all involved in using technology to remove all the barriers that time and distance otherwise place on us—a truly global collaboration.
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