Interview with Alison Hampshire, Head of Academy in Mombasa
Students Cinzia Torriani (year 10) and Alisha Doshi (DP1) interviewed Alison Hampshire, the new Head of Academy at the Aga Khan Academy Mombasa. They discussed passions, dreams, important themes in education and life lessons.
Hello Mrs Alison. Could you please share a brief background of yourself?
Hello girls! Of course! Well, I was born in Leeds, North of England, and I lived there until I was 17. I left home to attend the University of Sussex in Brighton, which is on the south coast of England. I studied for a music degree and was even a musician for a period of time! I then decided to train to be a teacher and started my teaching career in Brighton. After a little while, I got involved in theatre and became involved with a theatre group. I then ended up in Africa teaching, went back to England, ended up in Hong Kong, then Malaysia, and now back in Africa – Kenya more specifically.
If you were to describe yourself in a sentence, what would it be?
I think in a sentence I would describe myself as honest, passionate about education and protective. I am like a lioness and will protect the people that I am looking after, and that would include my students, my staff and my own family. My birth sign is actually a Leo, and my animal in the Chinese culture is a tiger, so I could see myself as a tiger and a lion – both loving yet protective animals.
Those are very important traits in a person. Similarly, what are the two things that you are not?
I know that I am not a mean person. I am not a very sporty person either!
Can you please tell us a little more about yourself and your family, for our readers to get to know you better? Is there something about yourself (a few interesting facts) that you would want students to know?
One of the things that perhaps people don’t know about me is that I really, really like heights, which is why I have done many activities that involve taking the risk of jumping out of an aeroplane, abseiling or even paragliding. I have done a number of things that require me to take a risk. And so, although I am sometimes hesitant, every time I have a birthday ending with 0, I like to give myself a new challenge and do something that is very difficult for me. There is nothing greater than accomplishing your goals.
The other thing is that I really like spicy food, so if I’m ordering a curry and the option is mild or hot, I would go for the hot one!
What is the most valuable life lesson you have ever learnt that you feel has had the biggest impact on you as a person?
One of my most valuable life lessons was when I was only 15. It was the first time that I ever felt that I had failed. When I was young, I played the flute and I received a distinction on every exam that I took, until I did my grade 6 (bronze level) exam where I got a merit. In the scheme of things, that’s not terrible, but it was devastating for me, and the life lesson I learned was that you have to pick yourself up, brush yourself off and try harder next time.
I was not prepared to proceed to grade 8 (gold level) until I was convinced that I was going to get a distinction, and so I worked and worked and worked and eventually that’s what happened. But the feeling I got when I was disappointed in myself was really hard, and the lesson I learnt was that sometimes you just have to forgive yourself and carry on.
What made you choose education as a profession? Is it a calling, a service, an agency or a love?
I started out as a musician and then realised that it wasn’t what I wanted to do with my life. It was selfish in a way – it was about being the best you could be, it was a very competitive environment. Also, while growing up at school, people had always said to me that I was such a good teacher. And so when the music didn’t work out as a profession, I looked to other options and tried many things out before deciding to be a teacher, but when I finally did decide to be a teacher I knew it was the thing I should have been doing from the beginning.
What values do you promote in terms of a learning environment?
I find that English literature provides all sorts of scenarios by which students can engage with issues and also aids in developing empathy. And I think that, as an English teacher, the important thing you need to develop is for students to be able to step inside another world and think about the lives of others.
And so the novels that I choose would possibly be about those that have challenging themes. I remember teaching To Kill A Mockingbird in a school which was entirely white, to help a rural British community understand the challenges of the themes in that novel. It was a very interesting experience. I also find that this is what literature can do – it can help us to see other people and other people’s worlds, and help us develop our understanding of different perspectives and ideally empathy for others.
I completely promote pluralism – it is also one of the main things literature can do. I remember having read the Chinua Achebe trilogy, and it was the beginning of my love for stories, literature and the love for Africa as well.
Why the Aga Khan Academy Mombasa?
Mostly because of the vision and the mission of His Highness. I completely believe that education is about empowering young people and that it is about change. I have always felt that I have gone into education to make a difference, not necessarily one that I can make but one that can be made through the lives of others through young people. And so, when I came across the mission and the vision of the Academy, it really seemed to synchronise with my own values. The other attraction was that having lived in Africa for my very first posting outside of Britain, the thought of returning was very exciting.
The community of students here is one that I felt was interesting to join. To be honest, in the past I have never worked in a situation where there were local teachers in an international school – it has mostly been expatriate teachers, and I found that to be a very exciting prospect.
What is something you have never done before and you may be able to do here in Mombasa?
I have never eaten a whole lobster! Actually, I would love to learn how to kite surf over the next few years. I would also really like to go and find some great African music and spend a whole night dancing!
What is your take on the students at the Academy, based on your interactions with them thus far? Do they measure up, in terms of mindset and potential, to those you have experienced in the west?
I think it is really hard to generalise a whole student body, especially with the regard to the fact that I have mostly taught in the east in Asia rather than in the west, but there is definitely a big difference between students in England and students I have taught in an international setting.
I have found that students here are really open and really social, very welcoming, and they seem quite interested in the adults in their lives. They are polite and also seem to be inquirers. My most intense experience was when I went on the DP1 trip, and I felt that the level of interaction the students had with each other showed great compassion with one another. They asked great questions, seeming to be very interested and open-minded, which are very good traits.
Is there a favourite quote or saying or aphorism – a thought that you live by, a statement that encapsulates your personal view?
There is a quote by Gandhi which I live by, and it encapsulates my personal view. It is basically about self-esteem and states that nobody else is in charge of your happiness, other than yourself. It is “Nobody can hurt me without my permission”. I think that how you react to a situation is in your control, and over time I have learnt that it is nobody else’s power to do anything to you; physically they can, but emotionally how I react is how I am – which is the lesson I have learnt.
Finally, is there anything else you’d like our readers to know about you?
The really important thing that I would want to let everyone know is that I am having a lot of fun so far, and I am really enjoying my time here, and I hope that carries on.
International Baccalaureate - Middle Years Programme
International Baccalaureate - Middle Years Programme
Ali Nilgiriwala - racing champion and journalist in the making
At the FIRST Lego League robotics challenge held in Bangalore in February 2017, the Aga Khan Academy’s team Queso won the Best Project award. Ali, the assistant coach for team Queso, was moved by his team’s hard work and determination. Ali was also the assistant coach for team Maverick as well, and both his teams scored very well. “We were happy that we got a mentor like Ali,” says Alyque Farishta, captain of team Queso. “He is fun, intelligent and also extremely supportive.”
Ali wants to go on to race professionally, but his ambitions don’t end at the chequered flag. His greater ambition is to own a GT3 racing team. “Team management or ownership is the path to stay involved in the industry long term,” he says.
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.
Mukhi Family: Cherishing the Academy's nurturing environment
“Through our chain of observation, the Aga Khan Academy Mombasa surely plays an active role in the holistic development of every child. This is our consistent finding all through the two years of IB Diploma programme our daughter studied. This two-year journey at Aga Khan Academy Mombasa was fully laden with profound experiences that we cherish, as we have eventually seen our daughter progress in all domains of development.”
Faliha Altaf Mukhi graduated from the Aga Khan Academy Mombasa in 2017 with an International Baccalaureate Diploma and is now pursuing her Bachelor’s degree in Global Business and Digital Art at the University of Waterloo, Canada. Faliha's proud parents, Aneela and Altaf Mukhi, are very happy with their child’s experience at the Academy. “The overall progress that we have seen in her is outstanding, both academically and non-academically!” they exclaim.
Faliha’s parents reside in Kampala, Uganda. Enrolling their daughter at the Aga Khan Academy, they say, was one of their best decisions. They feel that the educational experience provided by the Academy is exceptional, in the Eastern African region and beyond.
According to her parents, Faliha was able to take advantage of a number of development opportunities during her two years at the Academy. For example, she was the president of the Green Gang, an environmental protection endeavour, and was also involved in reporting for the school's website. In addition, Faliha participated in several information technology projects such as database creation and graphic design – she designed certificates, logos and marketing materials. “This experience at the Academy contributed tremendously towards her dream career in digital art. Through the Academy, she also had an opportunity to intern at the Aga Khan Foundation Uganda which further increased her IT skills and leadership capacity,” her parents mention proudly.
“The Aga Khan Academy Mombasa is modern and well informed in implementing an effective educational approach,” say Aneela and Altaf. They particularly appreciated the communication facilitated by the Academy through which parents are kept up to date on the curriculum, activities, assignments, results as well as overall performance. “This regular monitoring through effective means of communication helps the parents to take immediate action and ask for assistance from the very cooperative and talented teachers,” they comment.
For Faliha’s parents, the Aga Khan Academy helped tap into the hidden talents and potential of their child. “The day we were informed by our daughter’s mentor that she had successfully led her team towards their destination on their mountaineering adventure on Mount Kassigau, we felt very proud indeed! It made us reflect on her perseverance, leadership and analytical ability for problem solving. These innate abilities, somehow, remained subdued before this experience at the Academy,” they note.
“I can happily say that the Aga Khan Academy Mombasa expresses all the traits of a learning community with all stakeholders having shared values and vision. Students at the Academy are active participants in learning... Such an environment truly nurtures them fully,” says Aneela. Moreover, Faliha’s parents find the systems at the Aga Khan Academy Mombasa to be well organised, and they commend: “Residential and academic, both sectors are remarkably performing to the best of their ability. Well done all!”
Mahek Shah: Taking flight to her dreams
Mahek Shah, a Diploma Programme student at the Aga Khan Academy Mombasa, believes she knew she wanted to fly as soon as she learnt to walk. A young aviator who is driven to change the fact that the aviation industry is male-dominated, Mahek attended a 12-day British Aviation Camp from 16-27 July in the United Kingdom. She is also the curator of Wings for Women, a project she started as part of the International Baccalaureate Middle Years Programme curriculum that educates teenage girls in Kenya on becoming pilots.
Captain Irene Koki Mutungi is the inspiration behind her project. As the first African female captain of the Boeing 787 “Dreamliner” aircraft, Captain Koki actively emboldened Mahek to spread awareness among young girls through her initiative.
“Captain Koki encourages women to break stereotypes and work hard to achieve their dreams,” Mahek said. “She has held several motivational sessions within Kenya and has played an important role in shaping careers of numerous women.”
Wings for Women is currently based in Mombasa, with workshops being successfully conducted in both Mombasa and Nairobi. At present, Mahek’s 14-member student led team, is focusing on scaling up the project by expanding their target audience across Kenya.
Born in the UK, Mahek was raised in Mombasa, and looks forward to attending college in the UK. The summer camp organised by Brookfield Aviation has fortified her ambition of becoming a pilot.
The camp comprised of flight training courses which consisted of three, one-hour flight lessons in a light aircraft (Piper A28). In addition, Mahek underwent ground school training in Air Law, Navigation and Communications. She also attended aerobatic flying and helicopter lessons.
According to Mahek, practising on simulators at the Emirates Full Motion Simulators was the most challenging and exhilarating aspect of her training.
“Flying two different simulators took some getting used to,” Mahek said. “The A-380 simulator used a joystick, and it was only after two trials that I managed to land the plane. The B-777, on the other hand, was much easier to fly using a yoke.”
Another important facet of her training was meeting airlines and touring headquarters, as part of which she underwent Safety and Emergency Procedures (SEP) Training at British Airways, and visited the British Airways Heritage Centre.
Mahek’s passion and ambition to be a pilot has snowballed into a bigger mission of advocating for gender equality in her chosen field. According to Mahek, the Aga Khan Academy Mombasa and the guidance of her teachers have been instrumental in shaping her experiences in steering through the aviation industry.
“I use the Academy’s learner profile attributes, specifically caring and open-mindedness to engage with people from the aviation industry,” Mahek said. “This experience has enabled me to become a more ethical decision-maker, who is also very tolerant and pluralistic.”
Inaara Sarfani (Class of 2016): Valuing personal development
The time I spent at the Aga Khan Academy Hyderabad helped me become the person I am today. The Academy served as a platform for me to develop my self-expression, confidence, balance, service and reflective ability. The Academy provided a prestigious curriculum through the International Baccalaureate (IB) which exposed me to a unique style of education that equally emphasised academics and extracurriculars. Through teamwork, both in classes and service projects, I built collaboration as well as communication skills. To be honest, there is nothing that has not helped me adapt to university life from the time I spent at the Academy and I identify the most with the ability to reflect.
Prior to joining the Academy, I was an introvert who kept to herself and preferred the company of people I knew. Studying at the Academy was first step out of my comfort zone, as I had to make new friends with the people I would share my classes with for the upcoming four years before graduation and university. For a person as shy as I was, it sounded terrifying but I was willing to take risks to receive quality education and learn skills that would help me in the future. Apart from the rigorous academics that kept students on their toes, the service projects and athletic events fostered a close relationship between students. I was a part of the service project that went to a government school for girls (Kasturba Gandhi Balika Vidyalaya) and undertook the responsibility to improve their conversation skills in English along with imparting news of global events among them. Working with classmates, devising plans, organising meetings and keeping track of the students’ progress were some of the tasks that helped me understand my classmates further as we worked together to create positive changes in people’s lives. In this endeavour, tracking the progress of these students foreshadowed the importance evaluation and reflection would have in my life.
There was also a part of me that wanted to achieve something valuable; to me, this meant two things: true recognition and establishing relationships I would continue in the future. I was fortunate to achieve both of these by being a part of the Academy. I received recognition for my hard work and the faith my teachers, my career advisor and my parents put in me was rewarded when I received the Ontario Tuition Waiver. I have developed a close communication network with people I met at the Academy.
I integrated the qualities I learnt at the Academy into university life by participating in various extracurriculars. I have volunteered at the women’s centre who provide a supportive atmosphere to people regardless of their gender and currently a member of the Marketing Advisory Board and Residence Promotion Team for on-campus residences. Being a part of these teams required me to communicate effectively as well as form good relationships with my teammates; skills that I learnt at the Academy, proving useful.
I am currently planning to minor in human resource management and explore this field along with psychology. I plan to be open to experiences that will come along the way. Looking back on my time spent at the Academy, I cherish the small yet meaningful moments, such as going for service projects with friends and engaging history classes. I can see the introvert girl trying to fit in with a group of equally new students starting their first day at the Academy; I also see that same girl receiving the scholarship and realising the potential she always had. The transition to university would not have been easy if it were not for the time I spent at the Aga Khan Academy Hyderabad.
By Inaara Sarfani
Professional swimmer K. Surendra leads Academy swim team to victory
Rahim Daya (Class of 2013): Grateful for a balanced education
Growing up in London, England I had no idea that I would owe my intellectual and character development to the dynamic academic and residential programmes at the Aga Khan Academy Mombasa.
I was aware of the work of the Aga Khan Development Network and their efforts to improve the quality of life of communities across the globe, but little more. After moving from London to Moscow at age 12, my parents urged me to consider the programme at the Aga Khan Academy Mombasa, a school 5000 miles away. I was taken aback. Why did they want to send me away? I didn’t mean to knock over the photo frame while kicking around the soccer ball the other day. As I began to read about the Academies and their vision to create leaders, I became excited at the prospect of being part of a rigorous academic programme while having the opportunity to engage in the numerous extra-curricular activities the Academy in Mombasa had to offer.
I was one of the first members of the boarding component of the Academy and, as a result, I saw the programme grow from about 30 students living in two blocks to almost 200 across six blocks. Despite the growth, residential students remained a tight-knit community where younger students felt comfortable interacting with student several grades above them. The commitment to serve the community was of the upmost importance within residential life at the Academy. I recall taking part in cleaning Mama Ngina Drive, the street that ran adjacent to the school, as well as numerous beach clean ups, painting a local madrasa and facilitating a de-worming programme in Bombolulu to name a few. Students were also given the freedom to create their own community service projects. I was a part of a project called Your Environmental Voice, an organisation that aimed to create awareness of environmental issues and undertake initiatives to curb unnecessary pollution in Mombasa. Projects like these allowed for students to lead and take ownership of projects that made a difference in the lives of those around us.
Within the residential programme, I recall the efforts of teachers like Mr. Bernard Dudi – my dorm parent for the majority of my time at the Academy – and others who went out of their way to ensure that students quickly settled into the Academy. Teachers’ doors were always open for a quick chat on academics, current affairs and future plans as well as the results from the previous nights’ Champions League football. In holding the position of dorm captain within the residential community and representing the community on the student council, I was entrusted with a leadership role within residential life that involved organising and facilitating orientation programmes for new students. In addition, dorm captains arranged activities for students on the weekends and liaised with students and teachers to improve the boarding experience for all. Leadership roles like this gave me my first taste of managing projects and people and I continue to draw on these experiences today.
Being a part of and leading the Model United Nations club at the Academy in Mombasa was an experience that I hold most dear. At first, the thought of public speaking and writing resolutions to combat real local, regional and international problems was intimidating enough for me to turn a blind eye to joining the club. However after encouragement from teachers and peers, it wasn't long before I began to gain confidence in addressing long hundreds of fellow delegates without needing to read off a script or feel my legs wobble. Through attending conferences as well as teaching others the skills needed to be a successful delegate, I was tasked with analysing and working with others to construct creative solutions to tackle issues concerning poverty reduction including food security; the prevalence of quality educational institutions; access to clean water and sanitation. These experiences allowed me to begin to comprehend the multiple complexities to a single issue and the ethical responsibility we carry to do all in our power to promote sustainable progress in less privileged communities.
I was particularly challenged by the rigor of the IB Diploma Programme – I quickly learnt that it is essential for students to be able to think independently and work hard to engage with thought provoking course work. Studying six different subjects as well as Theory of Knowledge and writing a 4000-word essay on a chosen topic was a heavy load to bear. Crucially, there was a willingness and determination among the student body to study in groups and push one another to achieve challenging objectives. There was no shame in going to a classmate or more senior students to ask for help and this was in fact commonplace. I think that the challenge of the IB diploma was made much easier by the effort to work together among students. The teachers at the Academy were invaluable in the process as they guided students to reach the academic goals and encouraged students to think outside the box. Their collective love for teaching and determination to see students succeed allowed for the attainment of consistently high grades and development of a passion for learning that continues to drive Academy alumni today.
As I reflect on my time at the Academy and turn an eye to the future it is my hope that I will be able to return to the African continent and help to contribute to the progress being made today. Graduating with a liberal arts education from UC Berkeley and focusing on Political Economy from an African lens has cemented the responsibility I feel to give back to communities and help improve the lives of those troubled by poverty, unemployment and poor governance. Not only did my time at the Academy help me gain admission to a top university but it helped me to grow to be the man I am today by instilling values of social conscience and intellectual curiosity that I continue to hold precious today.
By Rahim Daya
Kelvin Bagthariya: Generating positive change with resilience
Kelvin Bagthariya, a second-year Diploma student at the Aga Khan Academy Hyderabad, believes that his time at the Academy has taught him one thing in particular: resilience. Kelvin joined the Academy in year 9, and having come from a small town in Gujarat, it was a completely different environment. He believes the Academy has changed his mindset, teaching him to become independent, improving his self-esteem and allowing him to pursue his passion to make a change in his community.
“It was hard for me in the ninth grade as I grew up in a conservative society where people had closed mentalities and viewed life with confined perspectives – it was totally opposite when I came [to the Academy]. I was surrounded by people from diverse communities, with different perceptions and different approaches towards learning. Coming here to the Academy made me adapt to the pluralistic environment, helped me overcome new challenges and integrate [His Highness’s] vision towards my learning.”
For Kelvin, the attitude and assistance of the staff, teachers and his peers at the Academy were the reasons behind his resilience through this tough transition, especially in adjusting to a new way of learning and thinking. They were extremely encouraging towards Kelvin, which empowered him to take responsibility, get involved in enrichment activities and take on leadership roles.
“The journey has [inspired] many transformations in me since I joined. If I recall my first day [at the Academy], everything was new to me. I felt I wouldn’t be comfortable or accepted, and the first few months were lonely. But what the Academy has taught me is that you have to be independent. The Academy offers various opportunities from sports, service projects and various events. …Throughout my journey, being part of the school cricket team, participating and leading various service projects, being head of logistics in Model United Nations, summer internships, school trips and participating in cultural events has shaped me as an individual. It is very different from other schools. The journey wasn’t easy and couldn’t have been possible without my peers, teachers and assistance staff. After four years, if I look at myself, it is a proud moment for me.”
During his four years at the Academy, Kelvin has particularly enjoyed being part of the cricket team, Model United Nations, initiating the organic farming project at the Academy and doing a summer internship with the Aga Khan Foundation. Kelvin explains, “Enrichment activities give you a taste of real life and how it works.”
Through these enrichment activities and involvement in the community at the Academy, Kelvin was encouraged to contribute to the community in his hometown. “I am very passionate about bringing change in the society. When I see a problem, I want to make a change. I have the passion to be a leader and take responsibility. I always want to take initiative.”
Kelvin has taken initiative on an issue close to his heart and one of most pressing public health issues in his hometown: tobacco addiction. Kelvin lost a close friend to tobacco addiction, so he decided to partner with institutions in the Ismaili community such as the Aga Khan Education Board and the Aga Khan Youth and Sports Board to run a campaign to inform people about the consequences of addiction through a short movie that he scripted and acted in. He also created a youth group, worked with families struggling with addiction, visited schools and vulnerable areas, and organized health checkups. The project even received an award from the local government for its effort to mitigate tobacco addiction.
“I felt proud when 15-20 people came to me and said they are no longer addicted,” Kelvin shares.
Kelvin owes his enthusiasm to take initiative to the Academy, where he had always been motivated to do the same through his CAS and enrichment activities.
After graduating from the Academy, Kelvin wishes to pursue a degree in computer science in Canada. He hopes to use his education to work for the good of society, in particular for the Aga Khan Development Network and in the direction of His Highness the Aga Khan’s vision of improving the quality of life of people.
“His Highness says when you leave the Academy, you should be working for change in your own community. I have the responsibility as a global citizen to make a change””
By Inaara Gangji
