Syeda Sayema Mayesha – tackling global issues through film
Watch Sayema's film "One Sky, Two Souls" below.
Sayema, currently in grade 11, directed and produced an impactful short film to create awareness on child rights for her IB MYP Personal Project towards the end of her IB Middle Years Programme journey. The film was screened in February 2017 at the Academy’s annual ‘innovation expo’.
What caused her to pursue this particular project? “I was inspired to make this film as I have often observed how privileged children do not appreciate what they have, whereas the ones who suffer continue to do so as they are neglected,” Sayema explains. “As a student of the Academy, where children are given the opportunity of holistic education regardless of their financial background, I could not have worked on a better project.”
Sayema is from Bangladesh and studied at the Aga Khan School in Dhaka before joining the Hyderabad Academy in 2014. Her favourite subject is I&S (Individuals and Societies), particularly Economics, because she loves how it engages students and sharpens their perception about the real world. “15 years from now, I see myself completing my higher studies in International Relations and working as a Public Relations Executive. The Academy has influenced this career choice as it has broadened my knowledge and perspective about the world making me enthusiastic to be a leader and play a part in constructive change.”
Soccer is a passion for Sayema, and she has been part of the Academy Senior School girls’ soccer team from the beginning. “It has been a splendid experience for me to play home ground tournaments as well as outside tournaments and win the first ever trophy for the team in Kerala.” Another momentous occasion for her was when she won the ‘Best Delegate Award’ at her first ever Academy Model United Nations in 2015. She is now a passionate MUN participant.
Her knowledge of global issues and her desire to contribute to social change is evident through the film that she made, discussing child rights through the angle of education and labour. “Ensuring child rights today will ensure a brighter future for all tomorrow. The entire process has taught me many aspects of filmmaking. It has taught me to become a leader while working with a team. I have learnt how to deliver stories to the world through my own lens.”
Watch Sayema's film:
Samantha Caras: Pioneering new approaches to University Counselling
Samantha Caras is from Southern California in the United States and has worked as a University Counsellor at the Aga Khan Academy Mombasa for four years. Her budding journey first began in India where she worked as an Academy Fellow for a year at the Aga Khan Academy Hyderabad supporting the leadership curriculum, helping out with college essay writing and teaching yoga before embarking on her role as a University Counsellor.
During her five years with the Academies, Samantha said her work changed the trajectory of her professional and personal life.
“It showed me that small opportunities, like being sent to a conference can change the course of your life,” Samantha said.
After being mentored in AKA Hyderabad, Samantha set out on a whirlwind experience at AKA Mombasa as a full-time University Counsellor.
“Coming to Mombasa has been exciting because I was able to have a lot of ownership over my work and could structure the office however I wanted,” Samantha said. “The flexibility and creative license I was given allowed me to build and restructure the university counselling programme to fit the diverse needs of our students.” She also said she enjoyed being immersed in many cultures, owing to the diversity of the school, and making friends from all over the world has helped her gain an overseas family for life.
Samantha said what she will miss the most is working closely with the students on their essays, being a part of High-achieving, Low-income (HALI) Access Network (an association of non-profit organisations in Africa that work with high-achieving, low-income students to access international higher education opportunities) and living in beautiful Mombasa. She also said she’s learnt quite a lot professionally, especially about the role of culture and background in higher-education advising.
During her time and position at the Academy, Samantha achieved quite a lot. On a personal level, she managed to finish her Master of Education in International Counselling Psychology, after which she got Minal Shah, the head of student support and well-being, to help her out with a professional internship. For the University Counselling office, Samantha managed to change the structure of the programme to include weekly lessons on topics such as writing a resume; professional communication; writing college essays; mock admissions game; applying for financial aid and scholarships; money matters; budgeting and cost of living abroad; adjusting to life after the Academy; and developed the presentations for these lessons. She also applied for the Academy to become a member of the HALI Access Network, which has increased its visibility and given it access to numerous resources and scholarship opportunities for the Talent Identification programme students over the past four years. Additionally, she contributed to the early drafts of what is now the University Counselling Handbook for the Academies network, set up the office’s social media page on Facebook, and worked with USA-based Ismaili volunteers to develop a sustainable standardised assessment test (SAT) programme for college admissions.
Minal describes Samantha as a warm, open and candid individual who worked well with the students.
“Samantha has built significant bonds with the students she’s worked with,” Minal said. “She always encouraged and pushed the students, who always appreciated her patience, honesty and sense of humour. I will miss working with her and her enthusiasm of making things right for the students. She will be a wonderful addition to any institution she joins.”
For her next plans, Samantha said she will be moving to Quito, Ecuador to work as the college counsellor at an international school.
“It was a difficult decision to leave Mombasa and the Academies, but I am excited for the new experience and to work on my Spanish language skills again,” Samantha said.
Cinzia Torriani: The budding environmental activist
Growing up on Funzi Island, a settlement in Kenya, Cinzia Torriani, a Diploma Programme 1 student at the Aga Khan Academy Mombasa, has seen the impact climate change can have on the environment and the people within it.
“I saw the aquatic life in the bay that surrounded a part of the island deteriorate over time,” Cinzia said. “Fish disappeared from the easy view of the waters, dolphins, which would appear annually, stopped appearing, and I would even hear stories of animals that were once habitants of the bay as now a distant memory. Contrary to this, the number of fishermen stayed the same, and at some point, every small fish in the ocean was being caught to feed a fisherman’s family. I realised that a majority of the motives put in place on the island for helping the environment served little purpose towards establishing a feasible way forward to ensure locals, who depend on the ocean, would remain economically stable.”
By seeing this and her parents’ personal initiatives toward the environment, Cinzia channeled her energy into becoming an environmental activist, focusing on ways to better her environment while also keeping in mind the local community.
“My goal is to ensure sustainable economic and ecological development to consider both my love for my surroundings, but also the community,” Cinizia said.
Taking action
One of the first initiatives Cinzia made in relation to her goal happened a year ago during her Year 10 personal project, which allows students to collaborate with individuals in their local community to address an issue or challenge. Cinzia created an integrated farming system combining a fish farm, chicken farm and maize farm in a self-sufficient cycle. Through this system, human efficiency would be maximised; the harvest timeline would be effectively eradicated; and locals would be provided with an alternative and more productive way to get fish from the ocean.
“I was able to build this system and present it to the locals in my community while also further spreading the word about my personal project,” Cinzia said.
Following the completion of her personal project, Cinzia was able to further spread her message about the environment by speaking at the 2019 TEDxYouth event held at the Academy. In her talk, Cinzia spoke about the importance of fighting complacency in order for action to be taken toward the environment, while also discussing her personal project as a way of implementing a new agricultural system.
“This was one of the most thrilling and greatest memories I hold,” Cinzia said. “I was able to use my voice as a way to spread my opinions and ideas on what mattered to me to a group of people who were interested in listening. From this, my story was published in one of the nation’s newspapers, Business Daily, about my project, my TEDx talk and my future goals. This provided me with the opportunity to convey my message about environmental sustainability to a larger audience.”
During this academic year, Cinzia has taken steps to further her goal and spread awareness about the environment. This was seen during the Academy’s annual Peace Summit, which is a two-day event bringing together students from the Academy and around Mombasa to discuss peace and conflict resolution. The theme for this year’s Summit was “Climate Action for Peace” with Cinzia being selected as the female student lead for the event.
“The aim of the Summit was to take students through several thought-provoking and interactive activities to question their stand as activists for peace, linking this directly to the environment’s state,” Cinzia said. “From discussions on the dangers of rising sea levels, to water scarcity, to the impacts of desertification and drought, the students promoted the value of being environmentally conscious and reflecting on the actions of mankind.”
Another way Cinzia was able to spread awareness about the environment was through community service. As part of the International Baccalaureate, Diploma Programme students have to create a community service group or be a part of an existing one. For Cinzia, she saw this as an opportunity to reconnect with the local community and spread awareness.
“My friend and I created a community service project at the Academy called iSEAyou,” Cinzia said. “Our current goals include making use of polluted materials to create purchasable furniture and art, as well as promoting sustainable environmental development without any implications on the economic standards of members of society through creating and building projects, such as those I proposed in my personal project.”
Looking forward
As Cinzia continues to decide what she wants to study when she goes to university, she said she will always be an environmental activist wherever she goes. and is forever grateful for those who have guided her to get to where she is.
“I feel that no matter what career path I go into, it has become a hobby and a joy to raise awareness on the environment and work towards more environmentally-friendly systems in society,” Cinzia said.
For Cinzia, being an environmental activist doesn’t mean dedicating your entire life to the environment. She said anyone can be an advocate for the environment through various, simple ways.
“Personally I feel that simply having the strive to make a difference completely changes the path for society in order to reach end goals,” Cinzia said. “I feel that students at the Academy should work towards becoming more environmentally-conscious throughout their day-to-day lives to take little actions that make a great difference. Involvement in different initiatives taking place at the Academy also helps grow one’s character, and I feel that this is a prospect that should not be missed. I would actively encourage students to join these different teams and groups and work towards the betterment of the planet.”
Reflecting on the time she has spent so far at the Academy, Cinzia said she appreciates the supportive and nurturing environment at the Academy, which has opened many doors of opportunity for her. She said she is also grateful for her friends and family who have guided her and stood by her side throughout this all.
“The Aga Khan Academy Mombasa has instilled lifelong ethical values in me,” Cinzia said. “Through this education, I have gained a great awareness on the importance of continuously considering my environment and my community in decision-making. The values of giving back to your community and the opportunities provided by the Academy to do so are endless and truly incredible. My teachers at the Academy were one of my anchors of support as they continuously encouraged me to reach my goals and push harder. I cannot give enough gratitude to Mrs. Susan Abuto who, as the head of the Individuals and Societies department, has guided me throughout this journey, especially in spearheading this academic year’s Peace Summit. I also would not have been able to reach many of my goals without the support of my friends, family and special people in my life who stood by my side throughout this long process.”
Rajan Thampi: Working for a cause
Rajan has played this role of connecting students to resources for his entire career. His work with Aga Khan Education Services began in 2008 in Maheshwaram Mandal, present day Telangana, where he implemented outreach programs for government schools and anganwadis. Rajan was in charge of programs like introducing life skills to high schoolers, leading health programs for adolescent girls, organising inter school sports competitions, and also training teachers for pre-primary and primary schools. Rajan’s other responsibility at that time, something he is still involved in, is creating and maintaining relationships with government officials.
A significant part of outreach depends on securing permission and getting recognition from government education bodies. Rajan played a major role in getting junior and senior schools recognised by the authorities. Rajan thanks the people who support the outreach department in these endeavors - the Academies Unit and members of the local board, Suleiman Hirani and Jayanthi.
Born in Kerala, the second of five siblings, Rajan grew up in Shakkarnagar, Telangana. Shakkarnagar is home to historical industrial era sites built under the Nizam. Most significant among these sites is the 1,600 square kilometer Nizam Sugar Factory that the town gets its name from. Designed as a model town, the place was built for factory employees and their families. “My father was an accountant in the factory,” remembers Rajan, “and we use to live in the accommodation provided by the factory in its colony.” Madhu Malancha high school, where Rajan went, was also created and funded by the factory. But India’s sugar trade has been in decline for decades, and in his lifetime Rajan has had to see the closure and privatisation of the massive factory. “Asia’s largest sugar factory is now shut,” he muses.
After completing senior school, Rajan gained a Bachelors in Commerce and started teaching at a private school. Finding his calling, Rajan then pursued a Bachelors in Education, focusing on social studies and education. Today he also has a Masters degree in social work under his belt. To Rajan, these degrees are tools to help others. Asked about the outreach department's future plans, his responses are ambitious and focused. “Reaching out to 31 districts of Telangana,” he says, “and to continue to share expertise through collaborative discussion forums for the government teachers are some of my plans.”
“Inner delight,” he says, “and the satisfaction obtained from working for a cause are the rewards I seek from my work." If the outreach program is a manifestation of the ethos behind service and stewardship, then Rajan exemplifies those ethos.
Hyderabad Academy represented at IB World Student Conference
AKA Hyderabad Junior School steps up for Kerala
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, “he muses, “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 emphatically. 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 must be used to improve the functioning of government and private organisations to eradicate fraud and mismanagement.
“One day, my fellow citizens will realise that having organised systems can help eliminate the never-ending corruption in our nation and allow it to develop to its true potential,” he states unsparingly.
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 his being able to obtain the generous scholarship under the transfer honors 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 rigor 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, which, he asserts, 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, and in his sophomore year where 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 learned 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 learned 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 instills in students the importance of leading balanced and well-rounded lives outside the world of scholarships and academic studies. The 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.
Asked about the most important tenets he learnt from his time at the Academy, Joshua is quick to reply. “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.”
Milka Gatungoh: The dedicated school nurse
When Milka Gatungoh joined the Aga Khan Academy Mombasa in 2010 as the residential school nurse, she knew her experience was going to be exciting and fulfilling. Her main role has been to address the physical, mental, emotional and social health needs of all school members, especially of students, to ensure their success in the learning process.
In the 10 years she’s been with the Academy, Milka’s favourite parts about the school is the pluralistic community, its culture of giving back to others in society, as well as the positive work environment that enables one to grow professionally.
“The cultural diversity and involvement in community service, which provides us with the opportunity to help others in a very special way, are my favourite things about the Academy,” Milka said. “There is also a lot of potential for one to nurture their career if they know what they want to achieve in life.”
As a little girl, Milka never liked to see anyone in any kind of pain so she always made sure to reach out to help. As the residential school nurse, she continues to be compassionate and empathetic when caring for students because she feels it makes a huge difference to understand what they’re going through in order to offer the necessary support.
“I always have to engage with students emotionally because sometimes their physical pains are caused by emotional distress, also known as psychosomatic illnesses," Milka stated. "Offering emotional support is sometimes the only remedy they need and not necessarily painkillers."
At the onset of the coronavirus pandemic, Milka said her role changed drastically, which has been rather challenging, but has gotten better with time. Being on the frontline, she has had to work extra hard to educate people on the virus, demystify the myths, fight any stigma and ensure all necessary protocols are followed for the safety of all school members.
“I have had to emphasise on the importance of people observing the World Health Organization safety measures regarding the virus, which was a little difficult initially as the reality of COVID-19 had not hit most of the students and staff,” Milka said. “As a caregiver on active duty, I also faced a little stigma because people thought of me as a risk factor for contracting the virus. Additionally, I’ve had some people express concern about visiting the health and wellness centre at the Academy for fear of being subjected to a COVID-19 test, especially when they have cold symptoms. Despite all these challenges, I’m glad I have been able to offer support and care.”
To further help spread positivity during the pandemic, Milka has been providing psychosocial support for students through virtual seminars by encouraging them to develop a caring attitude and helping them cope with any fear or anxiety they may have.
For Milka, the most rewarding part of her job is seeing the students she nurtures live healthy lives and succeed in their school life. As she continues to do what she loves the most, which is being of service to others, Milka said the fulfillment of her purpose in life is guided by a set of first aid goals, which are, to preserve life, prevent further injury and promote recovery.
“Whenever I’m attending to anyone, I am keen to ensure that I stick to these goals, which have become my motto in life,” Milka said.
Moiz Rajwani: Video Spotlight
Through the inquiry-based International Baccalaureate curriculum, the Aga Khan Academies aim to develop young individuals who will have the capacity to lead and to build strong civil democratic societies in the future.
Hear from one of our alumni, Moiz Rajwani, Class of 2018, and see how we have been turning this vision into reality at the Academies. Moiz was awarded a scholarship at Western University in Ontario, Canada and enrolled in September 2018.
Zia Chapman: Video Spotlight
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