Quick Facts about the Academy
The Aga Khan Academy Mombasa (established 2003)
Location: Kizingo area of Mombasa Island
Campus size: 18 acres of land; campus design inspired by local Swahili architecture
Curriculum
The Aga Khan Academy Mombasa is an International Baccalaureate (IB) World School
IB programmes:
- Primary Years Programme: years 1–5
- Middle Years Programme: years 6–10
- Diploma Programme: years 11–12
Aga Khan Curricular Strands, implemented across the curriculum:
Ethics, Pluralism, Cultures (with an emphasis on Muslim civilisations), Governance and Civil Society, and Economics for Development
Staff and students
Faculty numbers: 7 senior management, 70 Senior School faculty, 27 Junior School faculty, 104 administrative staff
Number of students currently enrolled: 687 day and residential students in total: 181 day students in the Junior School; 506 day and residential students in the Senior School, with 270 in residence
Numbers of students and teachers at full capacity: 750 students and 90 teachers, with over 30% of students receiving some form of financial aid
First IB Diploma Programme graduating class: 2007
Residential students
Number of residential students: 270 currently, with full capacity of 300 students
Number of students per room: Between 1 and 4, with second year Diploma Programme students in single or double rooms
Residential facilities: Student lounge with large-screen television, study areas, laundry facilities, dining hall
Campus facilities
Sports facilities: 25-metre swimming pool, diving pool, full-sized sport field, Astroturf field, gym,
three regulation-sized basketball courts, cricket pitch, tennis courts, squash courts, badminton court, volleyball court, netball court and junior play area
Arts facilities: Rooms for fine arts, music, dance; individual music practice booths; music recording area; amphitheatre performance space
Academic areas: Junior School classrooms, Senior School classrooms, science and computer laboratories, multiple-award-winning library and resource centre, arts facilities, music and dance studios
Residential buildings: Six residential blocks: three male and three female; 4–6 dorm parent apartments in each block. Each block has a central atrium, lounge area, ocean view, patio and laundry facilities
Technology: The Aga Khan Academy Mombasa has been named a Microsoft Showcase School, the only school in East Africa to receive this designation
Professional Development Centre
The Aga Khan Academy Mombasa is home to a Professional Development Centre for the advancement of teachers. The primary objective of this centre is to provide professional development that will benefit the wider school system in Kenya.
Programming began in June 2010 with a Professional Learning for Educators Series for teachers in local government, independent and not-for profit schools.
Through the Microsoft Showcase Schools programme, the Aga Khan Academy Mombasa shares ideas globally and supports other schools in Kenya to improve learning and student outcomes through technology.
The Aga Khan Academies network
18 Academies are planned in South and Central Asia, Africa and the Middle East.
3 Academies are currently operating: Mombasa, Kenya (opened 2003); Hyderabad, India (opened 2011); and Maputo, Mozambique (opened 2013).
When complete, the network will represent 2,000 teachers and 14,000 students (boys and girls), with 1,400 graduates annually.
Institutional partnerships include:
Agencies of the Aga Khan Development Network; universities including Harvard, Oxford, Toronto and University of California, Los Angeles; secondary schools including Phillips Academy, Andover, USA and Schule Schloss Salem, Germany.
Quick Facts About the Academy
The Aga Khan Academy Hyderabad (established 2011)
Location: South of the city of Hyderabad, near the Rajiv Gandhi International Airport
Campus size: 100 acres of land allocated by the state government
Campus design and construction:
- total built area: approximately 500,000 square feet
- master facilities planners for the Academies: Sasaki Associates Inc. of Boston, USA
- campus design: award-winning architect Bimal Patel of HCP in Ahmedabad, India
- campus construction: Shahpoorji Pallonji
Curriculum
The Aga Khan Academy Hyderabad is an International Baccalaureate (IB) World School
IB programmes:
- Primary Years Programme: grades 1–5;
- Middle Years Programme: grades 6–10;
- Diploma Programme: grades 11–12
Aga Khan Curricular Strands, implemented across the curriculum:
Ethics, Pluralism, Cultures (with an emphasis on Muslim civlisations), Governance and Civil Society, and Economics for Development
Staff and students
Faculty numbers: 8 senior management, 63 Senior School faculty, 19 Junior School faculty, 7 working in both Senior & Junior Schools, 42 administrative staff
Number of students currently enrolled: 632 day and residential students in total: 140 day students in the Junior School; 492 students in the Senior School, with 245 in residence
Numbers of students and teachers at full capacity: 750 students and 90 teachers, with over 40% of students receiving some form of financial aid
First IB Diploma Programme graduating class: 2014
Residential students
Number of residential students: 245 currently, with full capacity of 300 students
Number of students per room: Between 2 and 4, with second year Diploma Programme students in single/double rooms
Residential facilities: Student lounge with multimedia and entertainment equipment, study areas, laundry facilities, dining hall
Campus facilities
Sports facilities: 25-metre swimming pool, diving pool, gym, two regulation-sized basketball courts, three cricket pitches with net practice facilities, two tennis courts, four squash courts, athletics track, junior play area, hockey field, training field, 2.5 km cross-country track
Arts facilities: Rooms for fine arts, music, dance; individual music practice booths; music recording area; amphitheatre performance space
Academic areas: Junior School classrooms, Senior School classrooms, science and computer laboratories, library and resource centre, arts facilities, music and dance studios
Residential buildings: 6 residential blocks: 3 male and 3 female; 6 dorm parent apartments in each block. Each block has a central atrium, lounge area, patio and laundry facilities.
Health and Wellness Centre: 12 beds and a full-time, qualified nurse
Professional Development Centre
The Aga Khan Academy Hyderabad is home to a Professional Development Centre for the advancement of teachers. The primary objective of this centre is to provide professional development that will benefit the wider school system in India.
Programming began in June 2010 with a Professional Learning for Educators Series for teachers in local government, independent and not-for profit schools.
The Aga Khan Academies network
18 Academies are planned in Africa, South and Central Asia, and the Middle East.
3 Academies are currently operating: Mombasa, Kenya (opened 2003); Hyderabad, India (opened 2011); and Maputo, Mozambique (opened 2013).
When complete, the network will represent 2,000 teachers and 14,000 students (boys and girls), with 1,400 graduates annually.
Institutional partnerships include:
Agencies of the Aga Khan Development Network; the International Baccalaureate, universities including the University of British Columbia, Concordia University, Ryerson University, University of California - Los Angeles, California State University - Northridge
Government partnerships include:
The Province of Ontario, Canada; the Ministry of Education, Science and Technology, Kenya; the Ministry of Education and Human Development, Mozambique; the French Development Agency (AFD); the French Mozambican Cultural Centre (CCFM - Centro Cultural Franco-Mozambicano); the Department of School Education, Telangana, India
Download the Quick Facts sheet here. 
AKA-Hyderabad-Quick-Facts.pdf
Academy Fellows - AA
With the aim of bringing diverse perspectives and fresh energy to the Aga Khan Academies, a small number of carefully selected recent graduates from well-respected universities are recruited each year to serve as Aga Khan Academy Fellows.
How can I become part of the Academy Fellow's Programme?
To find out more and submit your application, please visit the AKDN Career Centre
Applications are now open for opportunities in Kenya, India and Mozambique for 2020
What is the Fellows Programme at the Aga Khan Academies?
Academy Fellows have the opportunity to work with gifted and talented students from diverse ethnic, religious and socioeconomic backgrounds. Each Academy Fellow will live on campus and serve the student residential programme as a Dorm Parent promoting community life.
Academy Fellows have a demanding and important role in our community and may be responsible for any of the following, depending on the Fellow’s interests and experiences and the Academy’s needs:
- Key role as a Dorm Parent in the residential programme, which includes weekday duties and weekend duties.
- Assistance in a specific curricular area under the mentorship of an experienced master teacher.
- Tutoring individual students or study groups.
- Involvement in the administrative work of departments such as Admissions, Communications or University Counselling.
- Coaching sports and athletic teams, providing music lessons, SAT prep, artistic pursuits.
An integral part of the residential programme at the Academy, the Fellows participate actively in and chaperone off campus field trips, engage in the enrichment programmes (sports, arts, ...) and are closely involved in the student leadership development programme, including activities such as Model MUN, TedX etc.
These opportunities are offered at all our Academy campuses: Mombasa, Kenya, Hyderabad, India and Maputo, Mozambique - Future Academies are planned across Africa, South and Central Asia, and the Middle East.,In which parts of the world can I hope to serve as a Fellow?
Fellows can indicate a preference when applying.
Is this a permanent role or can I come just for a few months or a year?
These will be two-year appointments, overlapping so as to assure continuity. Some Academies will consider one year appointments but prefer a longer commitment.
What are we looking for in our Fellows?
- Genuine interest and commitment to the mission of the Aga Khan Academies and to the development of young people.
- A record of excellent academic achievement at a highly respected college or university.
- A record of significant involvement in residential life, student leadership programming, music, athletic and/or community service during college or university.
The Fellow's programme also provides onsite mentoring and coaching by experienced faculty and staff and an opportunity to experience life in a lively and dynamic school environment.
Some Fellows may come from the AK Academies’ alumni body and others may decide to pursue a career in teaching or education in general.
Do you want to hear more about the programme?
Click here to read what some of our former Fellow have to say about their experience.
To find out more and submit your application, please visit the AKDN Career Centre
First Academies student exchange programme to be launched!
International Exchanges
An international network of Academies will eventually link students with their counterparts in Africa, South and Central Asia, and the Middle East.
International student exchanges between Academies in different countries, as well as with allied schools in Europe and North America, will offer students opportunities to broaden their worldview and learn to be at ease in multicultural settings. A common curriculum will allow students to study abroad without facing uncertainties regarding compatibility of course of study or examinations.
An inaugural programme is planned for the 2018-19 academic year for grade 9 students at the Aga Khan Academy Mombasa and the Aga Khan Academy Hyderabad. The programme will grow over the coming years, drawing in more Academies as they open and giving students the opportunity to experience life in a range of different countries and cultures.
The Academies are currently putting in place their dual language programme where English and a national language will both be languages of instruction. English will be a common medium at all Academies.
The aim is for students throughout the school to be at least bilingual, and the study of a foreign language will be greatly enhanced through immersion in that language. Likewise, appreciation and respect for other nationalities, cultures, and intellectual traditions will be greatly facilitated by direct contact with people in other countries.
Each Academy will have residential facilities in a secure campus setting. Accommodation will be provided not only for international students, but also for boarding students from within the country or region. The campus is considered a vital part of the educational programme.
Campus life is an important part of the international exchange programme. Many of the least tangible but most important elements of an education – the development of practical leadership skills, the capacity to make ethical judgments, the ability to navigate through complex cultural settings – are formed outside the classroom. Mealtimes and other informal gatherings offer opportunities for discussion, meetings, and study groups. A campus therefore greatly extends and enriches international exchanges.
Introduction to the Aga Khan Academies
In 2000, His Highness the Aga Khan initiated the establishment of the Aga Khan Academies, an integrated network of schools to be located in countries across Africa, South and Central Asia, and the Middle East.
The aim of the Academies is to develop future leaders with the skills and knowledge to support positive development in their societies. The Academies achieve this by recruiting exceptional young people from all backgrounds and providing them with the highest international standard of education.
Admission is based upon merit, with financial aid available to ensure access for accepted students regardless of financial circumstances.
Global network
When complete, the network of Academies will form a global learning community of about 18 schools in 14 countries (view a map). They will eventually serve approximately 14,000 girls and boys of exceptional calibre, graduating 1,500 students annually.
The first Aga Khan Academy opened in Mombasa, Kenya in 2003, the second in Hyderabad, India in 2011 and the third in Maputo, Mozambique in 2013.
Rigorous academic programme
The academic programme offered by the Academies has been developed according to the principles of the widely-recognised International Baccalaureate (IB). The IB provides a challenging academic environment for students and allows their achievement to be measured against international standards.
In addition to providing a rigorous academic and leadership experience, the Academies help students develop an ethical and public-minded outlook through community service opportunities and education on ethics and pluralism.
“An education must equip students with the tools that enable them to adapt and thrive in a world characterised by change.”They also recognise that to become effective leaders, students must be both globally minded and locally rooted. Global as well as local perpectives are reflected in the curriculum, and students study in both English and the local language.
Purpose-built residential campuses
Each Aga Khan Academy campus is architect designed and purpose built. They feature state-of-the-art classrooms and resource areas, and extensive sports facilities.
The residences provide secure and well-supervised accommodation for local and international students as well as those visiting from another Academy. As the network develops further, both students and teachers will participate in visits and exchanges between Academies to broaden their experience and practical understanding of pluralism.
Professional development
Promoting excellence in teaching, both on campus and more broadly, is a major goal of the Academies. Each Academy is established as a Professional Development Centre (PDC). The PDC aims at strengthening the profession of teaching in the region by providing substantial professional learning opportunities and modelling highly effective educational practice.
From Hyderabad to Mombasa on the Aga Khan Academies Exchange Programme
Jonathon Marsh: Supporting the quality of teaching at the Academies
Jonathon Marsh has system-wide responsibility for teacher development at the Aga Khan Academies network. Having worked for the Academies for the past 10 years, he has previously had leadership roles in education in Canada, Hong Kong, the United Arab Emirates and the United Kingdom, including as the Head of Professional Development and Research for the International Baccalaureate. In this interview, he shares the highlights of his position at the Academies, and reflects on how the Academies are unique from other educational institutions.
Tell us the journey that led you to the Academies.
I first came across the AKDN when I was in Hong Kong. I read a recruitment ad in the Times Higher Education magazine seeking people to fill positions at the then recently opened Aga Khan University in Karachi. I remember looking at the ad and experiencing a strong sense of conviction that one day I would work for this organisation. More than a decade later, while working at the IB, I was introduced to Salim Bhatia [Director of Academies] by the then Chair of the IB’s governing council. Salim asked me if I knew anyone that would be interested in taking a lead role in teacher development for the emerging Academies. At the same time, he was in discussion with Monique Conn, who was my line manager at the IB, about the position of Academic Director. Monique accepted the position soon thereafter and persuaded me to join as well.
What is the most rewarding aspect of working for the Aga Khan Academies?
I think the majority of my colleagues would unanimously reply “the students”, and they would be right to do so. However, for me the job is about quality teaching, and having the opportunity to really influence the discourse on teaching and learning in the countries and regions we work within is very exciting. Having a chance to work both at the high end with government ministries, NGOs and universities and at the chalk face with individual teachers, especially young people new to teaching, provides me with a full spectrum of very meaningful and satisfying engagements.
What led you to choose your particular career?
I don’t see it as a career but rather as a vocation. I see the profession of teaching as critically important to the health and ongoing development of any society. As such, I can think of no better way to contribute to the betterment of humanity.
What attracted you to the Academy?
First and foremost, the vision and mission. Especially attractive is His Highness the Aga Khan’s insight into the importance of the profession of teaching and the need to restore its much diminished status in the various geographies within which the Academies are located.
Reflecting on your time at the Academy, is there a particular day that was especially rewarding and memorable?
There are too many to count. Among them perhaps two stand out: 1) the graduation of the first cohort of teacher interns completing the Teacher Preparation Programme (TPP), and 2) becoming the first (and as yet only) school network in the world to offer a teacher development programme recognised under the IB Educator Certificate initiative. The building of the TPP and overcoming the many associated challenges took an extraordinary amount of effort, with contributions coming from many people. Seeing it come to fruition was very gratifying.
How do you think you contribute to the inner workings of the Academies and to the achievement of its goals?
I work collegially with the Heads and senior staff in each Academy to think through and implement systems to support the quality of teaching across the network. This includes working with both external and internal providers to source and implement professional development programmes; liaising with universities and other AKDN agencies to define and conduct research and development projects; providing support for the collection and analysis of standardised data; ongoing development and application of the Academies’ teacher appraisal programme; specifying career pathways for teachers; and contributing to the specification of the Academies outreach strategy.
What sort of positive impact have the Academies had on you?
I have gained a great deal of knowledge and understanding around what it takes to start up a high quality school. I have also gained a great deal of insight into the full complexity of running a school. I have always had a great deal of admiration for those brave and committed enough to teach, but my admiration has grown considerably for those who continue to do so under very difficult circumstances.
In what ways has the Academy helped you to become a more effective advocate in the education world?
I am nearing the end of my professional life (I am not really sure what that means other than a euphemism for being over 60), and my role in the Academies has provided me with a unique opportunity to apply much of the knowledge and understanding I have gained over the years. I have drawn upon my background in philosophy and spirituality to better ground my efforts to develop systems within His Highness’s vision for the Academies. I have drawn upon my studies in educational technology to inform system development. My time at the IB has helped me to understand the particular needs of IB teachers and how to support them. The years spent in tertiary education have enabled me to better liaise with universities and support research and data collection. Working with the Academies has allowed me to not only to promote principles of good practice and high quality education, it has provided me with a platform to do so in places that are hungry for change and very much in need of educational reform.
How would you describe the teacher development work with which you engage?
I would describe it as very rewarding precisely because it is very challenging. When it comes to teacher development, we are dealing with many layers of readiness among practitioners. Each country has its own approach to teacher preparation, and within each country not all teachers are given equal standing. For example, senior school teachers are typically better trained and better paid than junior school teachers. Junior school teacher preparation often does not involve gaining a university degree, and only those who could not get into a university opt for junior school teacher training programmes. Convincing people that teaching young children is at least as complex and difficult as teaching older kids is surprisingly difficult. Yet how are we supposed to achieve the kinds of sophisticated learning outcomes envisioned by His Highness if we do not prepare students for them right from the beginning? Building the necessary culture of professional respect for the expertise of all teachers, and indeed helping teachers to define and value their own professional identities is particularly important and very challenging.
What do you think sets the Academies apart from other educational institutions?
The Academies are not unique. There are other schools around the world which share many of the same attributes. However, they do have some very interesting defining characteristics. Firstly, the degree to which they are vision and mission led is compelling for many. Secondly, the commitment they have to provide access to excellent education to talented kids regardless of their ability to pay. Thirdly, their commitment to serve the countries they are in by providing an international standard of education for a majority of local students and employing 80% local teachers. Lastly, their rootedness in the local community and their ability to draw upon the many strengths of the wider AKDN as well as the committed and generous support of the Ismaili community.
How do you think the Academies ensure a climate of pluralism?
The Academies strive to value each child and each member of staff as a unique individual, and expect each to make a unique contribution. A pluralistic perspective is promoted by bringing together individuals from across cultural boundaries, tribal lines, disparate geographic locations, genders, ages, faiths, and economic backgrounds and providing them with a continuous and intensive opportunity to engage with, understand, and come to value each other’s “otherness”.
The Aga Khan Academy Dhaka
“This new Academy will be an important node in a network of 18 schools throughout the developing world, providing world class education for young men and women from all backgrounds, irrespective of ability to pay. It will be a remarkable place to go to school.”
His Highness the Aga Khan, Dhaka, Bangladesh, 20 May 2008
Introduction
The award-winning Aga Khan Academy Dhaka represents a significant investment in education by the Aga Khan Development Network for the benefit of Bangladesh. It will become a new national asset for the whole country – and for its broad educational community.
This not-for-profit school will be part of an integrated network of Aga Khan Academies located across 14 countries. The Academy is being established to provide exceptional students with an outstanding education to prepare them for leadership roles in Bangladesh and across the world. Students are selected based on merit, regardless of socio-economic background, gender, race or religion. This ensures that talented students from all sectors of Bangladeshi society can access a world-class education.
Through its Professional Development Centre (PDC), the Academy will also act as a regional hub for academic innovation and excellence. The PDC is dedicated to training new teachers to the highest standards while offering veteran teachers the opportunity to stay on the cutting edge of education through research and practice. This expertise is then shared to enhance teaching and learning at government and other schools.
Award-Winning Design
The Aga Khan Academy will be located on a 20-acre plot in Bashundara, Dhaka and will enrol 750 students (K–12) with a capacity to expand to 1,200. Residential facilities will be provided for students and staff to allow for wide participation and enable a diverse learning community. The school has been designed by renowned international architects to ensure the best possible educational experience in a physical environment that resonates with local Bangladeshi culture and architectural traditions.
The design for the Aga Khan Academy Dhaka received the award for best ‘Future Education’ project at the World Architecture Festival 2017, held on 15-17 November in Berlin, Germany. The award recognises the excellence of the school’s design as well as the project’s intention to generate positive social impact, which arises from the mission and values of the Aga Khan Academies and the wider Aga Khan Development Network (AKDN). The vision of the Academies is to develop future leaders with the skills and knowledge to positively support development in their own societies.
Construction of the Academy begun in 2018, with classes for students planned to start in 2020.
Educating Future Leaders
The Aga Khan Academy in Dhaka will develop leaders with a pluralistic sensibility – individuals who are proudly Bangladeshi yet also connected to the larger, cosmopolitan world. The Academies programme, which is based on the highly regarded International Baccalaureate (IB) curriculum, prepares students to succeed in a globally competitive world while also connecting them to their own language, literature, history and heritage. As they grow to take on leadership roles, this education uniquely prepares them to address the issues facing their communities with solutions that draw on global best practices and are appropriate to the local context. As language is essential to leadership, the Aga Khan Academy will provide bilingual education in English and Bangla, ensuring that students maintain strong ties to their roots. Service learning projects also cultivate the ethic of serving one’s community. In helping their neighboring communities, students are exposed to the challenges they face and learn to come up with contextually appropriate solutions.
Global Linkages
The Aga Khan Academy Dhaka will be the fourth school in a planned network of 18 campuses in Africa, South and Central Asia, and the Middle East, following Mombasa (Kenya), Hyderabad (India) and Maputo (Mozambique). Academy teachers and students will be able to collaborate across this network via technology to share experiences with others from different cultures. Teacher exchanges between schools provide exposure to different learning environments and opportunities to share best practices with colleagues. Student exchanges between schools are also planned to allow them to experience another culture first hand and further their experience of living in a pluralistic world.
International Partners
Education at an Aga Khan Academy is enriched by unique academic and co-curricular partnerships. The Academies work closely with AKDN agencies across many areas including for curricular innovation and to offer students in-depth service learning and internship experiences. Partnerships with internationally renowned institutions contribute to the quality of the Academies’ curriculum and professional development programmes, and ensure that the Academies maintain and enhance their international standing. Partners include the International Baccalaureate, the University of British Columbia, Concordia University, the Government of Ontario (Canada) and Microsoft, with the Academies in Mombasa and Hyderabad having both been recognised as Microsoft Showcase Schools.
