Samy Natho Jina: Using information technology to better the world
Samy Natho Jina is an International Baccalaureate (IB) Diploma Year 12 student at the Aga Khan Academy Mombasa. In addition to being an informed global citizen, Samy is a skilled and talented self-taught computer coder. Currently pursuing Information Technology in a Global Society at higher level as part of his IB Diploma, he strives to derive ways through which he can use information technology (IT) to create value in today’s society and tackle social and ethical issues. He says, “Building systems is not enough; for me, considering the impact on the stakeholder’s life is also a key factor.”
Samy’s passion for computers began on his sixth birthday when he received a “slow and old Acer laptop.” He says that because the laptop was too slow to play computer games, he used his time to explore the computer’s settings and discovered all the features that were being offered by Windows XP. As a result of his vivid curiosity and experimental nature, Samy unknowingly installed virus software which caused the computer to crash. Determined to fix his computer, Samy tried all the possible methods to restore it: he sought advice from many adults, attempted creative problem-solving techniques, and even visited a computer scientist to figure out what was happening.
Ultimately, Samy’s curiosity and determination led him to discover that this – dealing with computers and software – was what he wanted to do for a living in the future. Samy now aspires to develop his skills at university through studying software engineering and computer science.
Along with being a hardworking IB student, Samy is constantly working on new applications, coding new projects, and making apps for various companies. The first app he created was for his parents to help their pharmaceutical company handle online business management, archive files and track sales. He created another security software for a non-profit organisation for referencing and tracking individuals for an event. Samy also designed an advanced website for a TEDx event in Mombasa, Kenya where he added security and ticketing features. Samy comments, “As my understanding increases so does my passion.” An extremely driven individual, he also uses online platforms such as OpenClassrooms to learn coding languages like HTML5, CSS3, JavaScript, PHP5, jQuery and others, for which he has also gained many certificates. “With each new language I learn, I become more excited about that field,” Samy explains.
Samy believes that in five to 10 years, the whole world will depend more on information technology than it currently does today. He believes that there is a great future in developing modern technologies for medical applications, and wishes to be at the core of the technological development that will advance medical health applications. Samy believes in practical application along with theoretical learning and is working hard to bring about a positive change.
Samy is extremely grateful for the opportunities he has been granted to use his skills for the betterment of the local community with support from the encouraging environment at the Aga Khan Academy Mombasa. Samy says, “For each and every project, I have spent countless nights out of my own free will fixing incorrect lines of code. It is my dream to make sure this talent and passion I have for software development and computers can be used to make this world a better place.”
By Khushboo Shah
Nabil Patel: photographer par excellence and published author
Kamini Menon – communications for change
Maria Atalia Matola: Exuding passion in her profession
From early on in her career, Atalia exhibited qualities of perseverance and courage toward achieving her dreams and receiving an education. Despite initially facing challenges in her plans to attend university, Atalia remained strong-willed and pursued her studies in teaching English at a teacher’s college in Maputo. The one-year intensive programme rewarded her with a teaching qualification for students from Grades 1–7 and ultimately, entrance into a university programme for English language teaching, which qualified her to teach at the secondary level as well. “After that one-year course, I realised that I really love teaching. When I get to the classroom it’s as if I’m connected to a socket. It just comes naturally – my communication with the students and delivery of the lessons,” she claims. Atalia taught for four years in both private and public schools before coming to the Academy.
During her programme at the teacher's college, she had the experience of teaching English to adults and was able to gain many skills, which she built upon and adapted during her time in Mombasa. She continues to search for new experiences and enjoys being stretched out of her comfort zone. As she has taught younger students and adults, she says, “I would like to challenge myself and teach teenagers.”
With bravery and a determined mindset, Atalia embraced the opportunity to teach at the Academy in Mombasa. Previously, Atalia was teaching at the Matolajhota school in Maputo, and frequently attended the Professional Development Centre (PDC) training and development sessions at the Aga Khan Academy Maputo, which is where she learned about the TPP. After a rigorous selection process, she was one of six individuals who were chosen to participate in the TPP.
Atalia experienced culture shock when transitioning from Maputo to Mombasa. The dressing style, the hospitality, the dominant religions and the culture are all very different from her hometown. She began to appreciate the cultural nuances and slowly adapted to the different social and cultural environments of the city, including the language. “I came to Mombasa thinking I have to work on improving my English, but I’ve also started learning Kiswahili!”
Not only was she exposed to a new culture and belief system, but Atalia also reflects upon the many lessons and skills she learned whilst in the classroom. She is always willing to grow, learn and unlearn, all in a bid to further develop her mindset and philosophy of teaching. “There are so many things that I learned here that I’m going to take in my luggage to Maputo…[especially] the inquiry-based learning, because here in the IB curriculum the student is at the centre of the learning, it’s not the teacher.” Atalia also feels that the collaborative learning approaches and the integration of the Aga Khan Academies' (AKA) Learner Profile attributes within the classroom make a large impact on the development of the child. “It makes a lot of difference…the way the students behave inside and outside the classroom really mirrors the AKA LearnerProfile.” She emphasises, “No doubt [my experience at the Academy] has made me a more effective teacher.”
Atalia has returned to Mozambique to teach at AKA Maputo. The language of instruction in Mozambique is normally Portuguese, but the Academy implements a dual-language approach and teaches in both English and Portuguese to ensure that students are fluent in both English, which is taught across the Academies network, and the language spoken in their national context. “I’m really passionate about English,” says Atalia. Many students entering Grade 1 at the Academy speak little to no English, which can make teaching in English challenging. “The main language of instruction will be English, but we’ll have Portuguese as a scaffolding language for students who don’t understand English well,” she notes.
Atalia speaks about the need for a teacher to develop a relationship with the students that goes beyond conveying information. “To be an IB teacher, you need to be someone who is passionate about your profession. You have to play so many roles apart from being a teacher…You need to be someone who is aware of the life of the student… so that you can properly guide the student.”
Having grown up in Mozambique, Atalia is looking forward to teaching at AKA Maputo, which is currently expanding its physical campus and its curricular offering to include the IB Middle Years Programme. Atalia and the other TPP graduates from her cohort will have the opportunity to bring their newly wrought skills to bear on helping to grow the school. She is embracing the challenge of nurturing the next generation of students. One of the most memorable moments of her earlier time as a teacher in Maputo was teaching young students who didn’t yet know the alphabet how to read. “It was a great moment for me to see those students opening their books and reading, joining words together, making a sentence, counting…It really touched my heart.”
Atalia has learned a great deal through the TPP but is looking forward to continuing her growth as a teacher. She says, “This course has changed me totally, no doubt. But I still want to learn more – there are so many things that are still in my mind and that I want to know how to implement. I will still learn.” Atalia also hopes to work with the PDC at AKA Maputo and share her experiences with the next cohort of teachers engaging in the TPP.
By: Karishma Bhagani and Sarra Sheikh
International Baccalaureate
The International Baccalaureate (IB) is a non-profit educational foundation, motivated by its mission to create a better world through education. IB programmes for students aged 3-19 help develop their intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalising world.
Following in the footsteps of its sister schools in Mombasa, Hyderabad and Maputo, the Aga Khan Academy Dhaka plans to become an IB World School, subject to the necessary authorisations.
IB World Schools share a common philosophy – a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high-quality programmes of international education that share a powerful vision.
Aims of the IB programme
Founded in 1968, the International Baccalaureate currently works with schools in 144 countries to develop and offer their programmes to over one million students.
The IB mission statement declares:
"The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right."
For further information about the International Baccalaureate and its programmes, please visit the IB website.
Enrichment Programme
Enrichment programmes enable students to realise their potential in a variety of settings beyond the classroom. Students develop a sense of self-awareness and an understanding of school and community needs and opportunities. They also learn how to apply their gifts and skills to make a positive impact.
At the Academy, we believe in a balanced, rounded, comprehensive school experience. As this includes both academic and co-curricular experiences, we encourage our students to do their best both in and outside the classroom.
We will offer outstanding sports facilities that will include swimming and diving pools and playing fields for a wide variety of sports and athletics.
Children with special sporting gifts will be encouraged to develop their talents in every way. Children with special gifts in music, art or drama will similarly be encouraged through opportunities to practise and perform while at the Academy.
Our enrichment programmes are clustered into three main streams, each with a different focus:
Expression
Whether through visual or performing arts, this cluster engages students to think creatively and express their identities and thoughts aesthetically. Through theatre, art, music and drama, students learn to work together and infuse their projects with values and lessons from other parts of their schooling. Individual and collaborative creative projects emphasise growth and development through personal challenge, ultimately resulting in achievable personal goals.
Action
The student as a reflective practitioner is a basic tenet of the action cluster. Through physical sport, both competitive and non-competitive, students are challenged in their physical growth, and learn values such as good sportsmanship, teamwork and ethical behaviour. We encourage them to extend themselves by trying different activities and working with teammates to pass on their knowledge. In line with developing the student as a whole, a healthy lifestyle complements and enhances academic achievement.
Citizenship
At the Academy, we encourage knowledge and understanding of humanity and civil society. Through their involvement in citizenship activities, students gain an understanding of the practical implications of their work and study. By collaborating with community groups on sustainable projects, they develop an appreciation for human rights, human dignity and of how their actions impact the world around them.
To learn more about the Academy's programme, please visit the Academic Programme page.
Fatema Sheikh (Class of 2012): Advocating Educational Equality
Fatema Sheikh carries the lessons she learnt during her time at the Aga Khan Academy Mombasa with her to date.
Fatema joined the Aga Khan Academy Mombasa community in 2009 and graduated in 2012. She is currently pursuing a Bachelor of Science in consumer behaviour and marketing at the University of Reading on a full scholarship – an achievement for which she appreciates the support she received at the Academy through university counselling. She has had a colourful university career so far and hopes to graduate with her degree in the summer of 2015.
In the summer of 2013 after her first year at university, Fatema underwent a three-month internship with Champions Life Academy – an organisation which recruits and trains undergraduate students from universities to raise funds for various charities.
“This internship appealed to me, especially because it was related to my course of study as well as being able to support a worthwhile cause.”
She raised funds for a charity called Action for Blind People.
“This internship strengthened a lot of my skills, such as communication, negotiation and time management as well as improving my people skills tenfold. I am now able to approach and communicate with anybody.”
In addition to the work she did over the summer, Fatema was also heavily involved in various community activities through the university’s RED Award scheme.
Currently, she spends her time as a volunteer working with special needs children. Her desire to get involved with something like this was sparked during her time at the Academy in Mombasa. As part of her creativity, action, service (CAS) component of the Diploma Programme (DP), she spent time working with children in the special support unit of the Junior School, helping them with one-on-one or small group sessions on areas such as reading and comprehension.
“As difficult as it is, it is equally rewarding. When you get the child to enjoy what they are doing and play a part in helping them learn, it is very fulfilling.”
One situation she reflects on is her success in working with a student with several impairments, such as delayed speech, hearing impairment and a slight problem with balance.
“Helping and encouraging her made me feel like I was contributing to her understanding of various concepts," she says. "Working with children is always a two-way thing – they teach you as much as you teach them.”
In the past, she has also been involved in cultivating a garden at a school as well as volunteering at a family church in Reading during Christmas.
Fatema also places great worth on the advice she got from the Academy in preparation for university.
“My experience at the Academy could not have prepared me for life at university any better. While at the Academy, I was immersed in a diverse and multicultural environment which allowed me to adjust relatively easily to university where I was and still am constantly meeting people from different backgrounds.”
Having studied in this environment made her more open-minded and accepting of other people, and that has contributed to her being able to make friends and interact with people more easily. She also reflects on the value the International Baccalaureate (IB) DP added to her education.
“Deciding to do the IB DP is probably one of the smartest decisions I have made. I feel that the work ethic and skills such as time management required to do the programme have prepared me to take on any challenge.”
However, it was not just the academic component of the programme that pushed Fatema to stretch her limits. The DP's CAS component requires students to be actively involved in extra-curricular activities, and the theory of knowledge lessons encourages students to think critically in all disciplines. She commends both these aspects of the programme for instilling values in her that have become intrinsic to the way she lives her life.
“It made me into a more well-rounded and holistic individual,” she says. “It prepares you for life outside of school and makes you think about things that would not cross your mind or that you normally would not consider important. My ability to think and analyse situations critically has improved significantly due to constantly being challenged throughout the programme.”
Fatema has also been able to think about the time she has spent away from home and how her experience at the Academy prepared her for life in a new environment. The abundance of the AKA Mombasa alumni at the University of Reading was a part of that, and she was able to form connections quickly within the community. She also felt that the Academy offered education and opportunities just as good, if not better, than the schools in more developed places such as England, which made it very easy to transition into the unfamiliar environment.
“The Academy and the IB encourages independent thinking and this served me well since it was the first time I was living away from home for a long period and where I would have to make a lot of decisions on my own.”
A lot of Fatema’s involvement in her local community at university is inspired by the ethics she picked up at the Academy. One of the projects of which she is particularly proud is an outreach programme she conducted while interning for the Kenya School Improvement Project (KENSIP) as part of the Aga Khan Foundation internships offered to DP students at the Academy. She visited rural schools and worked with the adolescent girls there towards educating and counselling them on the day-to-day challenges faced. Initially, she focused on identifying the key issues to be tackled and then tried to come up with a way in which sensitive issues such as abuse, early pregnancy and the menstrual cycle could be approached.
“I formed a very close bond with the girls I worked with as well as their teachers. I truly felt like I helped to make a difference and taught them something worthwhile. Although I spent most of my time with the girls, I also included the boys and led forums which discussed issues such as bullying and drug abuse.”
As part of her outreach project, she worked to raise awareness in local rural communities about equal education opportunities for both boys and girls.
Fatema's commitment to providing education opportunities remains strong to this day. In particular, she feels passionate about eradicating gender inequality when it comes to education in rural parts of the world. Her work with KENSIP highlighted the need for equal education for boys and girls as the key to future development.
“It is only through education and knowledge that the current and future generations can flourish. I believe the key to breaking the poverty cycle is improving education opportunities. So, if I had all the resources at my disposal, I would advocate for the importance of the girl child being allowed to attend and stay in school.”
Anahita Aman (Class of 2020): Building on her Academy experiences to pursue international development
Anahita Aman, a graduate of the Class of 2020, studied at the Aga Khan Academy Hyderabad for eight years. Currently pursuing history at the University College London, she hopes to build a career in international development.
Having spent her fundamental years at the Academy in Hyderabad, Anahita credits the Academy for shaping her into who she is today, not just as a person, but in her interests and career choices as well. Anahita lived in the residences on campus, and she misses that feeling of knowing everyone and the close-knit community, “which is hard to find in college when you are an international student in a different country,” she expressed.
Anahita appreciates the opportunities provided to her at the Academy, such as the creativity, activity, service initiatives she pursued along with the internship programme she participated in, which strengthened her application to her current field of study at university. She believes the International Baccalaureate (IB) programmes at the Academy helped her explore more about who she is as a person.
“Even though you are working in criteria and a certain structure, you still have the space to express your viewpoint."
The one experience from the Academy in Hyderabad that firmly stuck with Anahita was the Model United Nations (MUN) club, in which she served as the secretary-general for the 2019-2020 academic year. MUN taught her a lot in terms of management, planning, communication, leadership and even finance as you work towards an event dealing with multiple stakeholders in the Academy. Known for her calm nature, Anahita was a completely different person in the MUN.
“That was a fun thing, I never knew that side of me existed until I was put into the position. I didn’t know if I could do it but when you are in the atmosphere and put in that position I think some part of you just takes charge. That’s a new side of me that I saw, which boosted my confidence because I realised I could lead people if I needed to and it was a great thing.”
Anahita calls the Academy a second home, practically growing up there. She believes the IB, teachers, the residences and her friends helped and impacted her in more ways than one and have had a significant impact on who she is today.
Aga Khan Academy Hyderabad Scholarship Programme
The Aga Khan Academy Hyderabad is launching a unique scholarship programme to attract India’s brightest young minds to join the Academy.
Up to six merit-based scholarships are on offer for outstanding boys and girls who can demonstrate superior academic ability alongside the potential to excel outside of the classroom in one or more of the following areas:
- Leadership in the service of others
- Innovation in science, technology, engineering or math
- Environmental responsibility
- Performing arts
- Team sports
Scholarships will be awarded to students from a diversity of socioeconomic, cultural, ethnic, linguistic and other backgrounds across India. Based on demonstrated merit and financial need, scholarship awards may cover up to 100% of school fees, including residential fees.
Scholarships are open to new students applying for residential admission in Grade 9 or Grade 11 in July 2025.
The process:
Students should make an application through the normal admissions process (an application fee is payable) and indicate their interest in applying for the Aga Khan Academy Hyderabad Scholarship Programme.
*This scholarship programme is open to new students only; those already enrolled at the Academy are not eligible.
- An initial assessment to determine suitability for the scholarship programme will take place.
- Shortlisted candidates will be invited for a personal interview with the Dean of Admissions. This interview will assess the ability of the student to contribute significantly to the Academy outside of the classroom.
- The final selection includes an interview with the Head of the Academy and the Dean of Admissions.
*The decision of the Academy in awarding these scholarships will be final.
Eligibility:
- To apply, students must be Indian Nationals resident in India.
- The scholarships are open to students who are able to demonstrate exceptional academic ability and the potential to benefit from a unique educational programme based on the International Baccalaureate and the Aga Khan Curricular Strands.
- Scholarships are needs-based and will take into account aspects of the financial position of the family at the time of interviews.
- Scholarship awards may not cover all costs, and some scholarships will require the candidate and their family to contribute part of the cost.
To apply or learn more about this programme, please email AKASP.Hyderabad@agakhanacademies.org
Applications will close on 31 May 2025.
The Aga Khan Development Network
The Aga Khan Development Network (AKDN) is a group of non-denominational agencies that work to improve living conditions and opportunities for the poor across countries of the developing world. Building on an underlying ethic of compassion for the vulnerable in society, the agencies in the Network focus on health, education, culture, rural development, institution building and the promotion of economic development.
Education is a central focus of the AKDN. The Network has been involved in education in the developing world for over a century. Its education programmes cover a wide spectrum of activities, from pre-primary to post-secondary education, teacher training, literacy programmes, school improvement and educational policy reform. The AKDN aims to increase access to quality education for all, particularly those that historically have been underserved or excluded.
The Aga Khan Academies form one arm of the Network's education endeavours. The Academies' focus on developing future leaders is complemented by the work of several other AKDN agencies. Together they provide programming that addresses a range of educational needs across the societies in which they operate. In addition to the Academies, the AKDN's lead organisations in education include the Aga Khan University, the University of Central Asia, the Aga Khan Education Services and the Aga Khan Foundation.
Within the AKDN framework, the Aga Khan Academies exist to both educate exceptional students and disseminate new teaching techniques and learning approaches. Investing heavily in the professional development of teachers is critical to the Academies’ mission of providing students with a rigorous academic and leadership experience.
Learn more about the Aga Khan Development Network, and its work in education and other focus areas, on the AKDN website.
