As received, we do not know if this is authentic neither if the signatures are authentic.
AGAKHAN EDUCATION SERVICES
https://www.pakistantoday.com.pk/2018/0 ... han-board/
Govt likely to hand over new schools to Aga Khan Board
National
6 July 2018
BY Aftab Channa
KARACHI: With its failure to properly run the newly established 50 English medium schools with Cambridge International Examination (CIE) system in the province, the Sindh government is likely to handover these schools to the Aga Khan Board to ensure quality education to the students, it was learnt on Thursday.
In this regard, an initial consultation has been made while the Memorandum of Understanding (MoU) between the Sindh government and Aga Khan Board will be signed very soon after which the control of these CIE schools is to be given to Aga Khan Board, sources told Pakistan Today.
According to the sources, the former chief minister Sindh Murad Ali Shah had announced that he would give every district at least one English-medium school with the CIE system in the public sector.
These English-medium schools have been established in almost all the districts of the province including Shaheed Benazirabad, Sukkur, Larkana, Naushahro Feroze, Sanghar, Khairpur, Mirpurkhas, Tando Mohammad Khan, Ghotki, Thatta, Badin, Sujawal, Matiari, Tando Allahyar, Jamshoro, Hyderabad, Umerkot, Dadu, Qambar-Shahdadkot, Jacobabad, Tharparkar, Malir, Shikarpur, Kashmore and Karachi.
“These schools would be run through private management while the government would bear all the expenditures, including tuition fee, textbooks, exercise material, registration fee, examination fee and even the salaries of the teaching and non-teaching staff while the private partner would have to run the management effectively”, sources informed.
Aftab Channa
Govt likely to hand over new schools to Aga Khan Board
National
6 July 2018
BY Aftab Channa
KARACHI: With its failure to properly run the newly established 50 English medium schools with Cambridge International Examination (CIE) system in the province, the Sindh government is likely to handover these schools to the Aga Khan Board to ensure quality education to the students, it was learnt on Thursday.
In this regard, an initial consultation has been made while the Memorandum of Understanding (MoU) between the Sindh government and Aga Khan Board will be signed very soon after which the control of these CIE schools is to be given to Aga Khan Board, sources told Pakistan Today.
According to the sources, the former chief minister Sindh Murad Ali Shah had announced that he would give every district at least one English-medium school with the CIE system in the public sector.
These English-medium schools have been established in almost all the districts of the province including Shaheed Benazirabad, Sukkur, Larkana, Naushahro Feroze, Sanghar, Khairpur, Mirpurkhas, Tando Mohammad Khan, Ghotki, Thatta, Badin, Sujawal, Matiari, Tando Allahyar, Jamshoro, Hyderabad, Umerkot, Dadu, Qambar-Shahdadkot, Jacobabad, Tharparkar, Malir, Shikarpur, Kashmore and Karachi.
“These schools would be run through private management while the government would bear all the expenditures, including tuition fee, textbooks, exercise material, registration fee, examination fee and even the salaries of the teaching and non-teaching staff while the private partner would have to run the management effectively”, sources informed.
Aftab Channa
Aga Khan Education Services increases footprint in Hunza
Al-Murtaza Academy joins network of Aga Khan Schools following generous gift.
Murtazabad, Hunza, Gilgit-Baltistan, Pakistan, 9 September 2018 - The Aga Khan School Murtazabad, today joined the Aga Khan Education Service’s network’s 107 schools in Gilgit Baltistan, further expanding its vision to provide much needed quality education to students in the region.
Previously known as the Al-Murtaza Academy, the school was gifted to the AKES by the Al-Murtaza Educational and Social Welfare Organisation (AMWESO). The school - which from its humble beginnings, was converted into a state-of-the-art campus with 13 classrooms, a library, science and ICT laboratories - was built by Mrs Diana MacArthur, in memory of her late daughter Elisabeth “Leeza” Tschursin, who having completed her university degree in the United States, travelled to Hunza and taught science at the school.
More...
https://www.akdn.org/press-release/aga- ... rint-hunza
Al-Murtaza Academy joins network of Aga Khan Schools following generous gift.
Murtazabad, Hunza, Gilgit-Baltistan, Pakistan, 9 September 2018 - The Aga Khan School Murtazabad, today joined the Aga Khan Education Service’s network’s 107 schools in Gilgit Baltistan, further expanding its vision to provide much needed quality education to students in the region.
Previously known as the Al-Murtaza Academy, the school was gifted to the AKES by the Al-Murtaza Educational and Social Welfare Organisation (AMWESO). The school - which from its humble beginnings, was converted into a state-of-the-art campus with 13 classrooms, a library, science and ICT laboratories - was built by Mrs Diana MacArthur, in memory of her late daughter Elisabeth “Leeza” Tschursin, who having completed her university degree in the United States, travelled to Hunza and taught science at the school.
More...
https://www.akdn.org/press-release/aga- ... rint-hunza
The Aga Khan Education Services has established over 240 Early Childhood Development (#ECD) units around the world with 13,000+ kids between 2 to 6 years enrolled in pre-primary, nursery, kindergarten, and daycare centers.
https://twitter.com/AKF_Global/status/1 ... 0172949504
https://twitter.com/AKF_Global/status/1 ... 0172949504
To be able to smile, you need a heart, not just teeth.
A little schoolboy from #AKESP-operated #DJSchool in #HunzaValley, #GilgitBaltistan. It's one of the many dozens that the #AgaKhan III had initiated after his #DiamondJubilee celebrations.
#humansofhunza #hunza #portrait
https://twitter.com/iHunzai/status/1041953119133990912
A little schoolboy from #AKESP-operated #DJSchool in #HunzaValley, #GilgitBaltistan. It's one of the many dozens that the #AgaKhan III had initiated after his #DiamondJubilee celebrations.
#humansofhunza #hunza #portrait
https://twitter.com/iHunzai/status/1041953119133990912
Quality education termed must for development
CHITRAL: Aga Khan Education Service (AKES) general manager retired Brig Khosh Mohammad has said that the progress and prosperity of Chitral depend on development of human resource for which quality education is essential.
Speaking at a function held in connection with the Teachers’ Appreciation Day here on Sunday, he said that the teachers working in AKES schools were known for their excellence in quality education and realising this fact they were rewarded with cash prizes and bonuses on yearly basis.
“The more we spend on improvement of education, the more dividends we will receive and our future will be brightened,” he said.
More...
https://www.dawn.com/news/1436002/quali ... evelopment
CHITRAL: Aga Khan Education Service (AKES) general manager retired Brig Khosh Mohammad has said that the progress and prosperity of Chitral depend on development of human resource for which quality education is essential.
Speaking at a function held in connection with the Teachers’ Appreciation Day here on Sunday, he said that the teachers working in AKES schools were known for their excellence in quality education and realising this fact they were rewarded with cash prizes and bonuses on yearly basis.
“The more we spend on improvement of education, the more dividends we will receive and our future will be brightened,” he said.
More...
https://www.dawn.com/news/1436002/quali ... evelopment
Chitral schools trace history to celebrate Diamond Jubilee
It was a grand celebration and one where the Imam put all the gifts into projects that would benefit the Ismailis and the communities where they lived. The Aga Khan Education Services (AKES) began as a handful of schools that were established during that time. Over 100 year later, AKES now runs over 200 schools and educational programs across 10 countries.
This year marks the close of the Diamond Jubilee of the previous Imam’s successor, His Highness Prince Karim Aga Khan. To mark this jubilee, students from AKES, Pakistan’s schools in the mountainous district of Chitral decided to trace the history of their schools. They found that the schools have had significant social and economic impacts since they were founded in the 1980s.
Women’s education is one of the biggest area of progress, reported students at a conference on July 5 at the Aga Khan Higher Secondary School, Seenlasht. In a region where girls were traditionally kept at home instead of being sent to school, graduates of the Aga Khan Schools are building successful careers after graduating from top Pakistani universities. Many have also joined the Pakistan Army.
Dr. Badshah Munir, Project Director at the University of Chitral, and Captain Siraj Ul Mulk presided as the chief guests at the conference, which was titled: Diamond Jubilee to Diamond Jubilee – A Journey of Inspiration.
Imtiaz Momin, the CEO of the AKES,P, explained that the foundations of AKES,P schools in the mountainous regions of Pakistan were laid by Sir Sultan Mohamed Shah after his Diamond Jubilee. The educational project started in 1946 was expanded and carried forward by Prince Karim Aga Khan, he said. “The great tradition of provision of quality education will continue according to the demands of the modern world,” said Momin.
The General Manager of AKES,P, Chitral, Brigadier (retired) Khush Muhammad Khan, said the Aga Khan Development Network, of which AKES is a part, has also been working in healthcare, infrastructure development, disaster management and drinking water provision in Pakistan for the past six decades.
Dr. Munir lauded AKES,P’s instrumental role in promoting education in Chitral. He praised His Highness the Aga Khan’s role as a leader whose vision is helping the Muslim Ummah attain education for a successful life.
Captain Mulk praised AKES,P’s work in expanding the provision of quality affordable education to students in Pakistan.
AKES,P is amongst the largest private networks of education institutions in Pakistan. Reaching out to some of the most remote areas of Pakistan, AKES,P has been providing quality education for over a hundred years. It operates 160 schools in Pakistan with a total enrolment of approximately 40,000 students. Of these schools, 95% of them are in the districts of Gilgit-Baltistan and Chitral.
More...
https://www.agakhanschools.org/Home/NewsArticle/1143
It was a grand celebration and one where the Imam put all the gifts into projects that would benefit the Ismailis and the communities where they lived. The Aga Khan Education Services (AKES) began as a handful of schools that were established during that time. Over 100 year later, AKES now runs over 200 schools and educational programs across 10 countries.
This year marks the close of the Diamond Jubilee of the previous Imam’s successor, His Highness Prince Karim Aga Khan. To mark this jubilee, students from AKES, Pakistan’s schools in the mountainous district of Chitral decided to trace the history of their schools. They found that the schools have had significant social and economic impacts since they were founded in the 1980s.
Women’s education is one of the biggest area of progress, reported students at a conference on July 5 at the Aga Khan Higher Secondary School, Seenlasht. In a region where girls were traditionally kept at home instead of being sent to school, graduates of the Aga Khan Schools are building successful careers after graduating from top Pakistani universities. Many have also joined the Pakistan Army.
Dr. Badshah Munir, Project Director at the University of Chitral, and Captain Siraj Ul Mulk presided as the chief guests at the conference, which was titled: Diamond Jubilee to Diamond Jubilee – A Journey of Inspiration.
Imtiaz Momin, the CEO of the AKES,P, explained that the foundations of AKES,P schools in the mountainous regions of Pakistan were laid by Sir Sultan Mohamed Shah after his Diamond Jubilee. The educational project started in 1946 was expanded and carried forward by Prince Karim Aga Khan, he said. “The great tradition of provision of quality education will continue according to the demands of the modern world,” said Momin.
The General Manager of AKES,P, Chitral, Brigadier (retired) Khush Muhammad Khan, said the Aga Khan Development Network, of which AKES is a part, has also been working in healthcare, infrastructure development, disaster management and drinking water provision in Pakistan for the past six decades.
Dr. Munir lauded AKES,P’s instrumental role in promoting education in Chitral. He praised His Highness the Aga Khan’s role as a leader whose vision is helping the Muslim Ummah attain education for a successful life.
Captain Mulk praised AKES,P’s work in expanding the provision of quality affordable education to students in Pakistan.
AKES,P is amongst the largest private networks of education institutions in Pakistan. Reaching out to some of the most remote areas of Pakistan, AKES,P has been providing quality education for over a hundred years. It operates 160 schools in Pakistan with a total enrolment of approximately 40,000 students. Of these schools, 95% of them are in the districts of Gilgit-Baltistan and Chitral.
More...
https://www.agakhanschools.org/Home/NewsArticle/1143
Raising Learning Outcomes: the opportunities of ICT for learning
BY ISMAILIMAIL POSTED ON NOVEMBER 6, 2018
Innovation Unit in partnership with Aga Khan Education Services (AKES) and Aga Khan Foundation (AKF) have been working with UNICEF’s regional offices in sub-saharan Africa to better understand the opportunities and challenges of ICT for learning on outcomes for young people.
Schools globally have barely scratched the surface of how technology can be a positive force for learning. Those that have, often struggle to use technology effectively to have an impact on learning outcomes. This report looks at examples from across countries and continents, it then goes on to identify key issues and suggests the role UNICEF can play in ICT for learning: technologies designed to enable high quality teaching and learning.
Our research informs UNICEF’s thinking on information communication technology (ICT) for learning in a sub-Saharan Africa context. The project builds on previous work completed for AKES in which the team investigated learning technology stories from diverse contexts, including many that are complex and resource-constrained.
More...
https://www.innovationunit.org/projects ... -outcomes/
Full report:
https://www.innovationunit.org/wp-conte ... df#page=11
BY ISMAILIMAIL POSTED ON NOVEMBER 6, 2018
Innovation Unit in partnership with Aga Khan Education Services (AKES) and Aga Khan Foundation (AKF) have been working with UNICEF’s regional offices in sub-saharan Africa to better understand the opportunities and challenges of ICT for learning on outcomes for young people.
Schools globally have barely scratched the surface of how technology can be a positive force for learning. Those that have, often struggle to use technology effectively to have an impact on learning outcomes. This report looks at examples from across countries and continents, it then goes on to identify key issues and suggests the role UNICEF can play in ICT for learning: technologies designed to enable high quality teaching and learning.
Our research informs UNICEF’s thinking on information communication technology (ICT) for learning in a sub-Saharan Africa context. The project builds on previous work completed for AKES in which the team investigated learning technology stories from diverse contexts, including many that are complex and resource-constrained.
More...
https://www.innovationunit.org/projects ... -outcomes/
Full report:
https://www.innovationunit.org/wp-conte ... df#page=11
Aga Khan School in Dhaka celebrates 30 years in education
A daylong event was held at the school premises to mark the occasion
Aga Khan School Dhaka celebrated 30 years of excellence in education with its alumni, current students, teachers, and parents.
To mark the celebration, a daylong event was held at the Secondary School Building located in Sector 4 of Uttara Model Town on Saturday.
The school and the Aga Khan School Dhaka Alumni Association (AKSDAA) jointly organized the program.
Alumni, students, and teachers participated in a talent show, exemplifying the strong sense of community embodied in the school.
The Aga Khan School Dhaka was established in 1988 with only 25 students, seven teachers, and a principal. Today, the student body has grown to over 1,200 students with 200 teachers and staff.
The school offers an IB-Primary Years Program in the junior section with the CIE and IBDP curricula in the senior section.
The school is also part of an international network of over 200 schools in Afghanistan, Bangladesh, India, Kenya, the Kyrgyz Republic, Pakistan, Tajikistan, Tanzania, Uganda, and the United Arab Emirates.
https://www.dhakatribune.com/bangladesh ... -education
A daylong event was held at the school premises to mark the occasion
Aga Khan School Dhaka celebrated 30 years of excellence in education with its alumni, current students, teachers, and parents.
To mark the celebration, a daylong event was held at the Secondary School Building located in Sector 4 of Uttara Model Town on Saturday.
The school and the Aga Khan School Dhaka Alumni Association (AKSDAA) jointly organized the program.
Alumni, students, and teachers participated in a talent show, exemplifying the strong sense of community embodied in the school.
The Aga Khan School Dhaka was established in 1988 with only 25 students, seven teachers, and a principal. Today, the student body has grown to over 1,200 students with 200 teachers and staff.
The school offers an IB-Primary Years Program in the junior section with the CIE and IBDP curricula in the senior section.
The school is also part of an international network of over 200 schools in Afghanistan, Bangladesh, India, Kenya, the Kyrgyz Republic, Pakistan, Tajikistan, Tanzania, Uganda, and the United Arab Emirates.
https://www.dhakatribune.com/bangladesh ... -education
Aga Khan Lycée Khorog invites Stanford University students to engage in innovation, creativity, and problem solving
For the final article in November’s Science and Technology theme, we pay a visit to the Aga Khan Lycée in Khorog, Tajikistan. While immersing themselves in local culture, Stanford University students Faith Harron and Allison Armstrong taught the Makerspace curriculum at the Lycée, an Aga Khan Education Service (AKES) school.
"I came to Tajikistan with an open mind and no expectations necessarily of what the country would be, and it turned out to be an absolutely amazing experience. Being able to do this programme with my wonderful students made for a summer that I know I’ll remember forever."
-Faith Harron, Stanford undergraduate, Cardinal Quarter Fellow and Makerspace teacher.
What were two Stanford University engineering undergraduate students doing spending their summer in Khorog, Tajikistan, a town of 30,000 people, nestled in the Pamir mountains?
While immersing themselves in local culture, Faith Harron and Allison Armstrong were teaching the Makerspace curriculum at the Aga Khan Lycée, an Aga Khan Education Service (AKES) school. A Makerspace is a collaborative work space inside a school or other facility to provide creative ways to encourage students to design, experiment, build, and invent, as they engage in science, engineering, art, and other creative projects. This nine-week programme provided an opportunity to engage 41 Grade 5 students in creative, higher-order problem-solving through hands-on design, construction, and iteration. They experimented with new technologies and equipment, whilst also contributing towards their interdisciplinary understanding of Science, Technology, Engineering, Art, and Mathematics (STEAM).
Growing up in the small town of Bismarck, North Dakota, Faith said she did not have the opportunity to explore her STEAM interests, but since coming to Stanford she has been encouraging her friends and others to "to dream higher." She added: "That’s one of the things most important for a student, to have people that believe in and support them in their dreams, and that’s what I wanted to do with this programme in Khorog. A Makerspace like this one is so important for the community here."
Having completed the Cardinal Quarter Fellowship programme, a part of Stanford's Haas Center for Public Affairs, Faith and Allison were selected to implement the Makerspace initiative, co-sponsored by the Aga Khan Education Service (AKES) in Tajikistan, and the Aga Khan Lycée.
Photos and more:
https://the.ismaili/news/aga-khan-lyc%C ... tivity-and
For the final article in November’s Science and Technology theme, we pay a visit to the Aga Khan Lycée in Khorog, Tajikistan. While immersing themselves in local culture, Stanford University students Faith Harron and Allison Armstrong taught the Makerspace curriculum at the Lycée, an Aga Khan Education Service (AKES) school.
"I came to Tajikistan with an open mind and no expectations necessarily of what the country would be, and it turned out to be an absolutely amazing experience. Being able to do this programme with my wonderful students made for a summer that I know I’ll remember forever."
-Faith Harron, Stanford undergraduate, Cardinal Quarter Fellow and Makerspace teacher.
What were two Stanford University engineering undergraduate students doing spending their summer in Khorog, Tajikistan, a town of 30,000 people, nestled in the Pamir mountains?
While immersing themselves in local culture, Faith Harron and Allison Armstrong were teaching the Makerspace curriculum at the Aga Khan Lycée, an Aga Khan Education Service (AKES) school. A Makerspace is a collaborative work space inside a school or other facility to provide creative ways to encourage students to design, experiment, build, and invent, as they engage in science, engineering, art, and other creative projects. This nine-week programme provided an opportunity to engage 41 Grade 5 students in creative, higher-order problem-solving through hands-on design, construction, and iteration. They experimented with new technologies and equipment, whilst also contributing towards their interdisciplinary understanding of Science, Technology, Engineering, Art, and Mathematics (STEAM).
Growing up in the small town of Bismarck, North Dakota, Faith said she did not have the opportunity to explore her STEAM interests, but since coming to Stanford she has been encouraging her friends and others to "to dream higher." She added: "That’s one of the things most important for a student, to have people that believe in and support them in their dreams, and that’s what I wanted to do with this programme in Khorog. A Makerspace like this one is so important for the community here."
Having completed the Cardinal Quarter Fellowship programme, a part of Stanford's Haas Center for Public Affairs, Faith and Allison were selected to implement the Makerspace initiative, co-sponsored by the Aga Khan Education Service (AKES) in Tajikistan, and the Aga Khan Lycée.
Photos and more:
https://the.ismaili/news/aga-khan-lyc%C ... tivity-and
Video: Makerspace programme launched in Tajikistan
https://the.ismaili/news/video-makerspa ... rce=Direct
A Makerspace is a collaborative work space inside a school or other facility to encourage students to design, experiment, build, and invent; as they engage in science, engineering, art, and other creative projects. Two students from Stanford University were selected to implement the Makerspace initiative at the Aga Khan Lycée in Khorog, Tajikistan.
https://the.ismaili/news/video-makerspa ... rce=Direct
A Makerspace is a collaborative work space inside a school or other facility to encourage students to design, experiment, build, and invent; as they engage in science, engineering, art, and other creative projects. Two students from Stanford University were selected to implement the Makerspace initiative at the Aga Khan Lycée in Khorog, Tajikistan.
Aga Khan School Dhaka hosts certificate ceremony for CPE graduates
The Aga Khan School in Dhaka has hosted a certificate ceremony for teachers at the Ismaili Jamatkhana and Centre to mark the conclusion of a six-month long Continuing Professional Education (CPE) Certification Programme focusing on “Becoming a Reflective Teacher”.
The programme was conducted in collaboration with the Institute for Educational Development (IED) of the Aga Khan University, it said. The programme was attended by teachers from other schools.
It was aimed at enhancing “the pedagogical knowledge and skills of participants and equip them with strategies and tools to provide a more conducive learning environment for their students".
The comprehensive CPE programme’s design and content, which includes online sessions, are provided by the IED of Aga Khan University.
The Aga Khan School in Dhaka, which is an IB School (International Baccalaureate), has been organising such training programmes with the Aga Khan University’s IED since 1999.
The Aga Khan School Dhaka was established in 1988, and this year it is celebrating its 30th anniversary.
The school is part of an international network of over 200 schools in Afghanistan, Bangladesh, India, Kenya, the Kyrgyz Republic, Pakistan, Tajikistan, Tanzania, Uganda, and the United Arab Emirates.
https://bdnews24.com/education/2018/12/ ... -graduates
The Aga Khan School in Dhaka has hosted a certificate ceremony for teachers at the Ismaili Jamatkhana and Centre to mark the conclusion of a six-month long Continuing Professional Education (CPE) Certification Programme focusing on “Becoming a Reflective Teacher”.
The programme was conducted in collaboration with the Institute for Educational Development (IED) of the Aga Khan University, it said. The programme was attended by teachers from other schools.
It was aimed at enhancing “the pedagogical knowledge and skills of participants and equip them with strategies and tools to provide a more conducive learning environment for their students".
The comprehensive CPE programme’s design and content, which includes online sessions, are provided by the IED of Aga Khan University.
The Aga Khan School in Dhaka, which is an IB School (International Baccalaureate), has been organising such training programmes with the Aga Khan University’s IED since 1999.
The Aga Khan School Dhaka was established in 1988, and this year it is celebrating its 30th anniversary.
The school is part of an international network of over 200 schools in Afghanistan, Bangladesh, India, Kenya, the Kyrgyz Republic, Pakistan, Tajikistan, Tanzania, Uganda, and the United Arab Emirates.
https://bdnews24.com/education/2018/12/ ... -graduates
Publication
2018 - Aga Khan Schools
Established over 100 years ago, the Aga Khan Education Services is built on a century of leadership in education. We believe education improves the quality of life of students, their families and communities.
We serve diverse populations with 75% of our schools in rural areas, many operating in marginalised communities where access to quality education is limited. We offer relevant, sustainable and affordable schooling in the context in which students live so that they mature to be both local and global citizens.
This publication provides some statistics about our work in 2018.
PDF File at:
https://www.akdn.org/sites/akdn/files/2 ... chools.pdf
2018 - Aga Khan Schools
Established over 100 years ago, the Aga Khan Education Services is built on a century of leadership in education. We believe education improves the quality of life of students, their families and communities.
We serve diverse populations with 75% of our schools in rural areas, many operating in marginalised communities where access to quality education is limited. We offer relevant, sustainable and affordable schooling in the context in which students live so that they mature to be both local and global citizens.
This publication provides some statistics about our work in 2018.
PDF File at:
https://www.akdn.org/sites/akdn/files/2 ... chools.pdf
AKELC Wins Best Nursery Award in UAE
Hosted by SchoolsCompared.com, the Aga Khan Early Learning Centre (AKELC) was announced the winner of the Best Nursery UAE 2019 award. Head of Nursery, Kelli Allen, and HR and Operations Manager, Irnesa Hodzic, received the award on stage and were asked to share their thoughts. Both stated that the success of the award was a combination of staff, volunteers, parents and children working together to achieve a high-quality programme.
While the Top School Awards clearly celebrated contributions to UAE Education, the biggest success of the event according to Jonathan Westley, editor of SchoolsCompared.com, was simply to bring the industry as a whole together, and to allow its members to make new friendships and cement existing ones. "We believe this is the first time in UAE history that schools have been brought together, on such a scale, for an event such as this," he added.
On January 22, 2019, Kelli Allen was notified that AKELC had been shortlisted in the SchoolsCompared.com Education Awards 2019. “This was a great surprise as the Nursery hadn’t applied for the award,” says Allen.
David Westley of SchoolsCompared.com stated, “The 20 awards were arrived at via a three-phase process of an open nomination to schools and parents; to a shortlisting by our editors, and then online voting by seven independent judges. All awards were arrived at only after painstaking analysis by the judges, who described it as one of the hardest things they had ever been asked to do.”
Jenny Mollon, journalist for Which School Advisor, announced that the Nursery award was the only one given at the event. A total of 13 nurseries were considered for the award. This group was shortlisted further to five schools before AKELC was announced as the winner.
AKELC has been flooded with congratulations since the award was announced and plans to celebrate with a staff and family event in the near future!
https://www.agakhanschools.org/Home/NewsArticle/1183
Hosted by SchoolsCompared.com, the Aga Khan Early Learning Centre (AKELC) was announced the winner of the Best Nursery UAE 2019 award. Head of Nursery, Kelli Allen, and HR and Operations Manager, Irnesa Hodzic, received the award on stage and were asked to share their thoughts. Both stated that the success of the award was a combination of staff, volunteers, parents and children working together to achieve a high-quality programme.
While the Top School Awards clearly celebrated contributions to UAE Education, the biggest success of the event according to Jonathan Westley, editor of SchoolsCompared.com, was simply to bring the industry as a whole together, and to allow its members to make new friendships and cement existing ones. "We believe this is the first time in UAE history that schools have been brought together, on such a scale, for an event such as this," he added.
On January 22, 2019, Kelli Allen was notified that AKELC had been shortlisted in the SchoolsCompared.com Education Awards 2019. “This was a great surprise as the Nursery hadn’t applied for the award,” says Allen.
David Westley of SchoolsCompared.com stated, “The 20 awards were arrived at via a three-phase process of an open nomination to schools and parents; to a shortlisting by our editors, and then online voting by seven independent judges. All awards were arrived at only after painstaking analysis by the judges, who described it as one of the hardest things they had ever been asked to do.”
Jenny Mollon, journalist for Which School Advisor, announced that the Nursery award was the only one given at the event. A total of 13 nurseries were considered for the award. This group was shortlisted further to five schools before AKELC was announced as the winner.
AKELC has been flooded with congratulations since the award was announced and plans to celebrate with a staff and family event in the near future!
https://www.agakhanschools.org/Home/NewsArticle/1183
Improving Schools in the Land of Many Dreams
Nestled in the remote mountains of northern Pakistan, Chipurson Valley has a total population of 4,000 people. It sits less than 80 kilometres from the border of China, and is connected to the rest of the country by rocky, dirt roads that lead to the Karakoram Highway (KKH). At over 15,000 feet above sea level, the KKH is the highest paved road in the world. It’s also one of the most scenic.
Along the road, signs welcoming visitors to the “land of many dreams” appear. Since 1905, the Aga Khan Development Network has been working to ensure dreams of children in this forgotten land have a chance at coming true. For many, that starts with a quality education.
Unfortunately, when it comes to education, children in the valley are often left behind. Given its remoteness, the valley’s schools have lagged in comparison to the region’s urban centres. When Atta-Ur-Rehman first came to Chirpurson Valley as a new school principal, the signs were clear. Teachers were frustrated with the lack of resources and support, and sometimes struck students to discipline them. Parents were unhappy with their children’s progress and frustrated with the school's performance.
Since then, this Chipurson Valley school and over 270 other schools in the Gilgit-Baltistan and Chitral region—most of them public—have been recipients of a unique program that puts children at the centre of learning activities. In 2016, the Aga Khan Foundation began an innovative education project called the School Improvement Programme (SIP). SIP takes a “whole school” approach to education that involves all stakeholders—from parents and teachers to government officials—to work toward improving learning outcomes.
More...
https://spark.adobe.com/page/Hi5FgRPHQT ... 25c8c5fc8d
Nestled in the remote mountains of northern Pakistan, Chipurson Valley has a total population of 4,000 people. It sits less than 80 kilometres from the border of China, and is connected to the rest of the country by rocky, dirt roads that lead to the Karakoram Highway (KKH). At over 15,000 feet above sea level, the KKH is the highest paved road in the world. It’s also one of the most scenic.
Along the road, signs welcoming visitors to the “land of many dreams” appear. Since 1905, the Aga Khan Development Network has been working to ensure dreams of children in this forgotten land have a chance at coming true. For many, that starts with a quality education.
Unfortunately, when it comes to education, children in the valley are often left behind. Given its remoteness, the valley’s schools have lagged in comparison to the region’s urban centres. When Atta-Ur-Rehman first came to Chirpurson Valley as a new school principal, the signs were clear. Teachers were frustrated with the lack of resources and support, and sometimes struck students to discipline them. Parents were unhappy with their children’s progress and frustrated with the school's performance.
Since then, this Chipurson Valley school and over 270 other schools in the Gilgit-Baltistan and Chitral region—most of them public—have been recipients of a unique program that puts children at the centre of learning activities. In 2016, the Aga Khan Foundation began an innovative education project called the School Improvement Programme (SIP). SIP takes a “whole school” approach to education that involves all stakeholders—from parents and teachers to government officials—to work toward improving learning outcomes.
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Mawlana Hazar Imam: “…in the years ahead we will look back on the opening of the Aga Khan Lycée in Khorog as the beginning of something very important …”
Posted by Nimira Dewji
The Aga Khan Lycée, Khorog was opened on September 24, 1998 by His Excellency Emomalio Rahmon, the President of the Republic of Tajikistan, in the presence of Mawlana Hazar Imam. In his address, Mawlana Hazar Imam noted the importance of this event:
“We gather this afternoon to open the first formal educational program undertaken by the Aga Khan Development Network in Central Asia… The opening of the Aga Khan Lycée is an important moment for the Network, one of a number of outcomes of more than three and a half years of its work in Tajikistan since my first visit to the country in 1995. I am confident that its programs will make a significant contribution to the efforts of the Government to build on the remarkable achievements in education of the Soviet era and to prepare the generation who will shape Tajikistan well into the next century…
I ask you to join me in wishing this exciting new academic initiative every success for its development. I trust that in the years ahead we will look back on the opening of the Aga Khan Lycée in Khorog as the beginning of something very important for Khorog, Tajikistan and perhaps even Central Asia.”
Speech – NanoWisdoms Archive» 1998-09-24-Aga Khan Lycee Opening Ceremony (Khorog, Gorno-Badakshan, Tajikistan)
Aga Khan Lycee Khorog Tajikistan AKES
Mawlana Hazar Imam and President Emomali Rahmon welcomed by the crowd gathered for the opening ceremony of the Aga Khan Lycée in Khorog, Tajikistan, September 1998. Source: AKDN / Gary Otte
Aga Khan Lycée Khorog Tajikistan
Aga Khan Lycée, Khorog. Source: Aga Khan Education Services
The Aga Khan Lycée is now part of the Aga Khan Education Services, whose foundations were laid by Imam Sir Sultan Muhammad Shah Aga Khan III, who established over 200 schools during the 20th century. The first schools were established around 1905 in Zanzibar, Gwadar (Pakistan), Dar es Salaam (Tanzania) and Mundra (India).
School History, Aga Khan Lycée, Khorog, Aga Khan Development Network.
Aga Khan Education Services, Tajikistan
Nizari Ismaili of Central Asia
The Nizari Ismailis of Central Asia (Afghanistan, Kazakhstan, Kyrgyzstan, Northern Areas of Pakistan, Tajikistan, Uzbekistan, Xinjiang province of China, and northeastern parts of Iran) living amidst the prohibitive Pamir, Hindu Kush, and Karakorum mountain ranges, have been historically isolated from other Ismaili communities for centuries. They were further isolated in the 18th and 19th centuries by political powers. These communities, who were deprived of contact with the Imam of the time and his representatives, developed independently under the leadership of mirs and khalifas, based on the teachings of Nasir-i Khusraw, who is regarded as “the founder of the intellectual and spiritual tradition in Central Asia (Elnazarov and Aksakolov, A Modern History of the Ismailis p 47).
In 1995, in an unprecedented event in the recorded history of the Imamat, Mawlana Hazar Imam granted a mulaqat to the Jamat of the Central Asian, first in Russia in January, and then in Tajikistan in May.
Aga Khan Hazar Imam Central Asia Badakshan
Mawlana Hazar Imam addresses members of the Ismaili community in Rushan, Badakshan, May 27, 1995. Source: The Ismaili, Islamic Publication Ltd., London, May 1995
Aga Khan Tajikistan AKDN
Mawlana Hazar Imam addresses members of the Ismaili community in the Bartang Valley in Tajikistan on September 25, 1998. Source: AKDN / Zahur Ramji
Sources:
Elnazarov and Aksakolov, “The Nizari Ismailis of Central Asia in Modern Times, ” A Modern History of the Ismailis, Ed. Farhad Daftary, I.B. Tauris in association with The Institute of Ismaili Studies, 2011
Sarfaroz Niyozov, Evolution of the Shi‘a Ismaili Tradition in Central Asia, The Institute of Ismaili Studies
The Ismaili – International Issue, May and July 1995
Photos at:
https://nimirasblog.wordpress.com/2019/ ... important/
Posted by Nimira Dewji
The Aga Khan Lycée, Khorog was opened on September 24, 1998 by His Excellency Emomalio Rahmon, the President of the Republic of Tajikistan, in the presence of Mawlana Hazar Imam. In his address, Mawlana Hazar Imam noted the importance of this event:
“We gather this afternoon to open the first formal educational program undertaken by the Aga Khan Development Network in Central Asia… The opening of the Aga Khan Lycée is an important moment for the Network, one of a number of outcomes of more than three and a half years of its work in Tajikistan since my first visit to the country in 1995. I am confident that its programs will make a significant contribution to the efforts of the Government to build on the remarkable achievements in education of the Soviet era and to prepare the generation who will shape Tajikistan well into the next century…
I ask you to join me in wishing this exciting new academic initiative every success for its development. I trust that in the years ahead we will look back on the opening of the Aga Khan Lycée in Khorog as the beginning of something very important for Khorog, Tajikistan and perhaps even Central Asia.”
Speech – NanoWisdoms Archive» 1998-09-24-Aga Khan Lycee Opening Ceremony (Khorog, Gorno-Badakshan, Tajikistan)
Aga Khan Lycee Khorog Tajikistan AKES
Mawlana Hazar Imam and President Emomali Rahmon welcomed by the crowd gathered for the opening ceremony of the Aga Khan Lycée in Khorog, Tajikistan, September 1998. Source: AKDN / Gary Otte
Aga Khan Lycée Khorog Tajikistan
Aga Khan Lycée, Khorog. Source: Aga Khan Education Services
The Aga Khan Lycée is now part of the Aga Khan Education Services, whose foundations were laid by Imam Sir Sultan Muhammad Shah Aga Khan III, who established over 200 schools during the 20th century. The first schools were established around 1905 in Zanzibar, Gwadar (Pakistan), Dar es Salaam (Tanzania) and Mundra (India).
School History, Aga Khan Lycée, Khorog, Aga Khan Development Network.
Aga Khan Education Services, Tajikistan
Nizari Ismaili of Central Asia
The Nizari Ismailis of Central Asia (Afghanistan, Kazakhstan, Kyrgyzstan, Northern Areas of Pakistan, Tajikistan, Uzbekistan, Xinjiang province of China, and northeastern parts of Iran) living amidst the prohibitive Pamir, Hindu Kush, and Karakorum mountain ranges, have been historically isolated from other Ismaili communities for centuries. They were further isolated in the 18th and 19th centuries by political powers. These communities, who were deprived of contact with the Imam of the time and his representatives, developed independently under the leadership of mirs and khalifas, based on the teachings of Nasir-i Khusraw, who is regarded as “the founder of the intellectual and spiritual tradition in Central Asia (Elnazarov and Aksakolov, A Modern History of the Ismailis p 47).
In 1995, in an unprecedented event in the recorded history of the Imamat, Mawlana Hazar Imam granted a mulaqat to the Jamat of the Central Asian, first in Russia in January, and then in Tajikistan in May.
Aga Khan Hazar Imam Central Asia Badakshan
Mawlana Hazar Imam addresses members of the Ismaili community in Rushan, Badakshan, May 27, 1995. Source: The Ismaili, Islamic Publication Ltd., London, May 1995
Aga Khan Tajikistan AKDN
Mawlana Hazar Imam addresses members of the Ismaili community in the Bartang Valley in Tajikistan on September 25, 1998. Source: AKDN / Zahur Ramji
Sources:
Elnazarov and Aksakolov, “The Nizari Ismailis of Central Asia in Modern Times, ” A Modern History of the Ismailis, Ed. Farhad Daftary, I.B. Tauris in association with The Institute of Ismaili Studies, 2011
Sarfaroz Niyozov, Evolution of the Shi‘a Ismaili Tradition in Central Asia, The Institute of Ismaili Studies
The Ismaili – International Issue, May and July 1995
Photos at:
https://nimirasblog.wordpress.com/2019/ ... important/
World Teachers' Day 2019
5 October 2019 - Today is World Teacher’s Day. Across the Aga Khan Development Network, thousands of men and women, from a multitude of countries and cultural backgrounds and at all levels of the education spectrum, help improve the quality of life of hundreds of thousands of people by being teachers. To all of them, today, we say thank you for all your hard work and for helping so many people look forward to a brighter future.
Gallery at:
https://www.akdn.org/gallery/world-teachers-day-2019
5 October 2019 - Today is World Teacher’s Day. Across the Aga Khan Development Network, thousands of men and women, from a multitude of countries and cultural backgrounds and at all levels of the education spectrum, help improve the quality of life of hundreds of thousands of people by being teachers. To all of them, today, we say thank you for all your hard work and for helping so many people look forward to a brighter future.
Gallery at:
https://www.akdn.org/gallery/world-teachers-day-2019
Aga Khan School, Mundra named as #1 school at Asia`s Biggest Education Event
“An education must equip students with the tools that enable them to adapt and thrive in a world characterised by change.” - Mawlana Hazar Imam
At Asia's biggest education event organised by The India Didactics Association (IDA) at the Bangalore International Exhibition Centre, The Aga Khan School, Mundra was awarded as India’s No. 1 school for ‘Exemplary Initiative Towards Faculty Development Programs’. The school was selected from more than 1600 entries from across India and was appreciated for its efforts towards the professional development of its teachers by the India Didactics Association (IDA). While receiving the award Mr Giridhar Reddy, Principal of Aga Khan School, Mundra, said “This is the outcome of continuous investment in professional development by Aga Khan Education Service, India. The institution will continue its endeavour to provide quality education through the ongoing professional development of its teachers and leaders”.
Established in 1905, The Aga Khan School, Mundra, one of the first schools in Mundra, was started with the intent to provide education and support to the local community and has evolved over time as a renowned CBSE school. It has also recently received an award by EducationWorld India, the world’s most detailed schools ranking survey, ranked at #2 across the entire Kutch region on 14 parameters. The school’s emphasis is on teaching pedagogy and student-centred learning and considers teacher professional development a part of its core values. The school regularly conducts teacher training on different topics such as Early Childhood Development (ECD), Student Evaluation, Teaching Pedagogy for Math and Literacy, and Cambridge English Language. It is the only school in the region to boast of Cambridge Certified English teachers. “Aga Khan Education Service, India believes in inducting students with 21st-century skills. The Aga Khan School, Mundra has been a training hub for regional as well as international training, with attendees travelling from across the state to attend these trainings”, said Dr. Iqbal Sama, Head Special Projects and Gujarat Office.
Aga Khan School, Mundra is a part of a global network of 200+ Aga Khan Schools and education programs, spread across 13 countries. Aga Khan Education Service, India manages 8 schools, a hostel and 19 Pre-schools across Gujarat, Maharashtra and Telangana. Aga Khan Schools are equipping young learners with the knowledge, skills, attitudes and values to thrive in a complex and dynamic world. Children are taught to make ethical choices, to embrace the strength of pluralism and to serve in their communities, while aspiring to be global citizens.
Photos at:
https://the.ismaili/india/aga-khan-scho ... tion-event
“An education must equip students with the tools that enable them to adapt and thrive in a world characterised by change.” - Mawlana Hazar Imam
At Asia's biggest education event organised by The India Didactics Association (IDA) at the Bangalore International Exhibition Centre, The Aga Khan School, Mundra was awarded as India’s No. 1 school for ‘Exemplary Initiative Towards Faculty Development Programs’. The school was selected from more than 1600 entries from across India and was appreciated for its efforts towards the professional development of its teachers by the India Didactics Association (IDA). While receiving the award Mr Giridhar Reddy, Principal of Aga Khan School, Mundra, said “This is the outcome of continuous investment in professional development by Aga Khan Education Service, India. The institution will continue its endeavour to provide quality education through the ongoing professional development of its teachers and leaders”.
Established in 1905, The Aga Khan School, Mundra, one of the first schools in Mundra, was started with the intent to provide education and support to the local community and has evolved over time as a renowned CBSE school. It has also recently received an award by EducationWorld India, the world’s most detailed schools ranking survey, ranked at #2 across the entire Kutch region on 14 parameters. The school’s emphasis is on teaching pedagogy and student-centred learning and considers teacher professional development a part of its core values. The school regularly conducts teacher training on different topics such as Early Childhood Development (ECD), Student Evaluation, Teaching Pedagogy for Math and Literacy, and Cambridge English Language. It is the only school in the region to boast of Cambridge Certified English teachers. “Aga Khan Education Service, India believes in inducting students with 21st-century skills. The Aga Khan School, Mundra has been a training hub for regional as well as international training, with attendees travelling from across the state to attend these trainings”, said Dr. Iqbal Sama, Head Special Projects and Gujarat Office.
Aga Khan School, Mundra is a part of a global network of 200+ Aga Khan Schools and education programs, spread across 13 countries. Aga Khan Education Service, India manages 8 schools, a hostel and 19 Pre-schools across Gujarat, Maharashtra and Telangana. Aga Khan Schools are equipping young learners with the knowledge, skills, attitudes and values to thrive in a complex and dynamic world. Children are taught to make ethical choices, to embrace the strength of pluralism and to serve in their communities, while aspiring to be global citizens.
Photos at:
https://the.ismaili/india/aga-khan-scho ... tion-event
Impressive school. I visited this school last May during a trip to Kutchh. I was surprised to see such a big and well organised school.kmaherali wrote:Aga Khan School, Mundra named as #1 school at Asia`s Biggest Education Event
“An education must equip students with the tools that enable them to adapt and thrive in a world characterised by change.” - Mawlana Hazar Imam
At Asia's biggest education event organised by The India Didactics Association (IDA) at the Bangalore International Exhibition Centre, The Aga Khan School, Mundra was awarded as India’s No. 1 school for ‘Exemplary Initiative Towards Faculty Development Programs’. The school was selected from more than 1600 entries from across India and was appreciated for its efforts towards the professional development of its teachers by the India Didactics Association (IDA).
Their computer lab was at par or better than those in the best Canadian schools. Actually I was looking for one of the first school built in Mundra , the Khoja Lalji Sumar school built in 1871 and I stumbled on the Aga Khan School nearby by chance. I had a chat of almost an hour with the principal while he offered tea and shared some of the accomplishments of the Aga Khan school. He was very professional, I almost forgot we were in India.
Makerspace programme in Khorog, Tajikistan
Video:
https://www.youtube.com/watch?v=V9tBKkLN7mw
A Makerspace is a collaborative work space inside a school or other facility to encourage students to design, experiment, build, and invent, as they engage in science, engineering, art, and other creative projects.
Video:
https://www.youtube.com/watch?v=V9tBKkLN7mw
A Makerspace is a collaborative work space inside a school or other facility to encourage students to design, experiment, build, and invent, as they engage in science, engineering, art, and other creative projects.
Nasrullah’s story: reflections of a father how education can improve quality of life
Nasrullah is a proud father. He tells the story of his son’s success and the impact it had on his family.
In 2010, the Aga Khan Education Service, Afghanistan began offering English and computer programmes in Nasrullah’s village of Dahan-e-Zargha in the Doshi district of Baghlan Province in Afghanistan. Abdul Razaq, Nasrullah’s son, immediately enrolled in the basic level English class and later, in the computer programme.
Study did not come easily to Abdul Razaq, but with determination, perseverance and lots of help from his teachers, he successfully graduated from both programmes in April 2013.
Competent in English and with relevant computing skills, he applied to an international construction company based in Afghanistan for the position of English translator. His application was successful. His salary, a substantial amount for this family, was able to significantly improve the quality of life of the entire family. “Even our food was better”, said Nasrullah, commenting on the fact that the family was eating more healthy food as a result of the increased family income. After a few months, Abdul Razaq was able to help his brother join the same company to supervise the construction work. With two brothers in paid employment the family was able to save enough to bring further positive changes in their quality of life. A few months later, Abdul Razaq got married and Nasrullah commented that “with the money my son saved we were able to manage the expenses of his wedding.”
Nasrullah who enjoys the honour of being an elder of the community in the Dahan-e-Zargha village, attributes the positive changes for his family to the Aga Khan Education Services. “The programmes came to us, right to the village. We are so happy and thankful. The opportunities that these programmes gave to our young people will change the lives of our families for many generations.”
https://www.akdn.org/our-stories/nasrul ... ality-life
Nasrullah is a proud father. He tells the story of his son’s success and the impact it had on his family.
In 2010, the Aga Khan Education Service, Afghanistan began offering English and computer programmes in Nasrullah’s village of Dahan-e-Zargha in the Doshi district of Baghlan Province in Afghanistan. Abdul Razaq, Nasrullah’s son, immediately enrolled in the basic level English class and later, in the computer programme.
Study did not come easily to Abdul Razaq, but with determination, perseverance and lots of help from his teachers, he successfully graduated from both programmes in April 2013.
Competent in English and with relevant computing skills, he applied to an international construction company based in Afghanistan for the position of English translator. His application was successful. His salary, a substantial amount for this family, was able to significantly improve the quality of life of the entire family. “Even our food was better”, said Nasrullah, commenting on the fact that the family was eating more healthy food as a result of the increased family income. After a few months, Abdul Razaq was able to help his brother join the same company to supervise the construction work. With two brothers in paid employment the family was able to save enough to bring further positive changes in their quality of life. A few months later, Abdul Razaq got married and Nasrullah commented that “with the money my son saved we were able to manage the expenses of his wedding.”
Nasrullah who enjoys the honour of being an elder of the community in the Dahan-e-Zargha village, attributes the positive changes for his family to the Aga Khan Education Services. “The programmes came to us, right to the village. We are so happy and thankful. The opportunities that these programmes gave to our young people will change the lives of our families for many generations.”
https://www.akdn.org/our-stories/nasrul ... ality-life
Bangladesh: Parents commend online classes
More than a month after the COVID-19 pandemic forced unexpected shutdowns of schools around the world, parents from the Aga Khan School, Dhaka (AKSD) remain grateful to the teachers who have made the transition to online school a smooth one.
Parents acknowledged that their children would not have been able to complete the academic year without hardworking AKSD teachers. They are grateful for access to online tools such as Zoom, through which the teachers host their classes.
akes-bangladesh-2._ayyan_khan_pic.jpg
Ayyan Khan, Grade 1 student.
AKDN / Fahareen Mosharraf
“Though it is an unusual situation, this online platform helped the kids to continue with their regular activities through classes, mini projects and small, formative assessments,” said Fahareen Mosharraf, mother of Grade 1 student Ayyan Khan. “The teachers are doing a fantastic job with enormous patience.”
“Online Zoom classes were a new experience to us. The teachers put in tremendous effort to make online classes as engaging as face-to-face lessons. They are superb in terms of conducting the sessions,” said the parents of Grade 1 student Arisha Afrida Islam. “Arisha is very happy to see her loving teachers and friends during these hard days of pandemic COVID 19.”
Khaleda Shapla, mother of Grade 1 student Anzar Saifan, said the diligent teachers have inspired her to make this experience a memorable one. “There are ways of making the best out of any situation, this one included,” she said of the AKSD’s transition to online learning. “We can make the COVID-19 crisis into a moment that will live vividly in our kids’ memories, so that in other times of uncertainly they will recall fondly how their family pulled together and made the best of things, and they will be able to do the same.”
An impressive 98% of nursery and year 1 students at AKSD participate in online classes. By contacting and supporting parents to engage with learning at home, teachers aim to raise this to full attendance. Parents credit AKSD for taking the initiative to ensure learning continues in a creative and supportive environment.
akes-bangladesh-4._fardin_sazzad_pic.jpg
Fardin Sazzad, Grade 1 student.
AKDN / Shehrin Sazzad
“My son is very eager to participate in his daily classes. The teachers are really cordial and supportive in ensuring his presence and progress,” said the father of Fardin Sazzad in Grade 1. “A big round of applause to the school and the teachers for the fantastic initiative to ensure an uninterrupted education!”
Dr. Md. Mizanur Rahman and Rezwana Anwar, parents of Raida RahaNameera, Nursery class, explained that online lessons “in a home environment have had a profound effect on Raida's approach to learning, involving us more in her learning journey and making her more aware of our supportive role in it.” They added that their daughter gets to “interact with her teachers and peers in a setting that gives an impression of her actual classroom,” and the whole family has “thoroughly enjoyed using this novel communication medium.”
As expected, however, new methods of learning come with new challenges. Parents of these young children also shared the problems families have faced since online learning began. Internet connectivity issues are a common and major frustration, and for many families, finding quiet, uninterrupted time to concentrate on “school work” can be difficult. Parents also recognised that proper online behaviour needs to be taught and students must adhere to simple rules. Raising hands and being invited to speak is just as important in an online class so that questions do not go unheard amid the chatter of other students. Several parents were also concerned that their children felt more pressure to succeed when completing assignments in the presence of both their teachers and their parents.
Despite these challenges, most parents agreed that their children are enjoying their “new normal” and find the online classes playful and interactive. Shaila Parveen, mother of Danishmand Abedin Reeshad in nursery, said, “All the online classes, especially the Mathematics classes, are very exciting for my child. He is learning to count and form numbers through participating in various online games and by arranging his favourite things from home. He shares the findings with teachers and class friends when the class is going on. As parents, we are happy that the teachers and the management of the Aga Khan School, Dhaka is taking steps towards approaching a better tomorrow.”
https://www.akdn.org/our-stories/bangla ... ne-classes
*****
Gulnara Abdieva: Teaching amid the COVID-19 pandemic in Kyrgyzstan
Told from the perspective of Gulnara Abdieva, English teacher ad Professional Development Trainer at Aga Khan School in Osh, Kyrgyzstan.
2020 has brought drastic changes to the education system not only in Kyrgyzstan, but also in schools all over the world. Our (physical) school closed on 16 March 2020, as soon as our country began to take quarantine and lockdown precautions. It is safe to say that the lives of most teachers and students have changed radically since then.
The Ministry of Education and Science in Kyrgyzstan announced that learning in the fourth quarter of our academic year would be online and remote. They began filming and showing lessons on national television right away, but we teachers also needed to play our part. We were fortunate to receive some training on Google Classroom and Zoom, but have relied on and learnt from each other, sharing our methods, successes, and frustrations.
The first time I signed up to teach an online English lesson, I thought it would be straightforward. I figured I would just teach the same content the same way I always did – the only difference would be that the students were at home. I simply would not be able to see them. However, I discovered very quickly that it would not be as easy as I had hoped. I realised that I needed to recreate my teaching content to make the lessons even more engaging and interesting for my students. I must say that it was initially challenging for myself and my colleagues, as well as for our students. We teachers needed to figure out how to create online classes, but we also had to teach our students the process of Google Classroom so they could access their tasks and submit their assignments on time. Initially, many of our students were unwilling to study online, but that has changed.
More...
https://www.akdn.org/our-stories/gulnar ... kyrgyzstan
More than a month after the COVID-19 pandemic forced unexpected shutdowns of schools around the world, parents from the Aga Khan School, Dhaka (AKSD) remain grateful to the teachers who have made the transition to online school a smooth one.
Parents acknowledged that their children would not have been able to complete the academic year without hardworking AKSD teachers. They are grateful for access to online tools such as Zoom, through which the teachers host their classes.
akes-bangladesh-2._ayyan_khan_pic.jpg
Ayyan Khan, Grade 1 student.
AKDN / Fahareen Mosharraf
“Though it is an unusual situation, this online platform helped the kids to continue with their regular activities through classes, mini projects and small, formative assessments,” said Fahareen Mosharraf, mother of Grade 1 student Ayyan Khan. “The teachers are doing a fantastic job with enormous patience.”
“Online Zoom classes were a new experience to us. The teachers put in tremendous effort to make online classes as engaging as face-to-face lessons. They are superb in terms of conducting the sessions,” said the parents of Grade 1 student Arisha Afrida Islam. “Arisha is very happy to see her loving teachers and friends during these hard days of pandemic COVID 19.”
Khaleda Shapla, mother of Grade 1 student Anzar Saifan, said the diligent teachers have inspired her to make this experience a memorable one. “There are ways of making the best out of any situation, this one included,” she said of the AKSD’s transition to online learning. “We can make the COVID-19 crisis into a moment that will live vividly in our kids’ memories, so that in other times of uncertainly they will recall fondly how their family pulled together and made the best of things, and they will be able to do the same.”
An impressive 98% of nursery and year 1 students at AKSD participate in online classes. By contacting and supporting parents to engage with learning at home, teachers aim to raise this to full attendance. Parents credit AKSD for taking the initiative to ensure learning continues in a creative and supportive environment.
akes-bangladesh-4._fardin_sazzad_pic.jpg
Fardin Sazzad, Grade 1 student.
AKDN / Shehrin Sazzad
“My son is very eager to participate in his daily classes. The teachers are really cordial and supportive in ensuring his presence and progress,” said the father of Fardin Sazzad in Grade 1. “A big round of applause to the school and the teachers for the fantastic initiative to ensure an uninterrupted education!”
Dr. Md. Mizanur Rahman and Rezwana Anwar, parents of Raida RahaNameera, Nursery class, explained that online lessons “in a home environment have had a profound effect on Raida's approach to learning, involving us more in her learning journey and making her more aware of our supportive role in it.” They added that their daughter gets to “interact with her teachers and peers in a setting that gives an impression of her actual classroom,” and the whole family has “thoroughly enjoyed using this novel communication medium.”
As expected, however, new methods of learning come with new challenges. Parents of these young children also shared the problems families have faced since online learning began. Internet connectivity issues are a common and major frustration, and for many families, finding quiet, uninterrupted time to concentrate on “school work” can be difficult. Parents also recognised that proper online behaviour needs to be taught and students must adhere to simple rules. Raising hands and being invited to speak is just as important in an online class so that questions do not go unheard amid the chatter of other students. Several parents were also concerned that their children felt more pressure to succeed when completing assignments in the presence of both their teachers and their parents.
Despite these challenges, most parents agreed that their children are enjoying their “new normal” and find the online classes playful and interactive. Shaila Parveen, mother of Danishmand Abedin Reeshad in nursery, said, “All the online classes, especially the Mathematics classes, are very exciting for my child. He is learning to count and form numbers through participating in various online games and by arranging his favourite things from home. He shares the findings with teachers and class friends when the class is going on. As parents, we are happy that the teachers and the management of the Aga Khan School, Dhaka is taking steps towards approaching a better tomorrow.”
https://www.akdn.org/our-stories/bangla ... ne-classes
*****
Gulnara Abdieva: Teaching amid the COVID-19 pandemic in Kyrgyzstan
Told from the perspective of Gulnara Abdieva, English teacher ad Professional Development Trainer at Aga Khan School in Osh, Kyrgyzstan.
2020 has brought drastic changes to the education system not only in Kyrgyzstan, but also in schools all over the world. Our (physical) school closed on 16 March 2020, as soon as our country began to take quarantine and lockdown precautions. It is safe to say that the lives of most teachers and students have changed radically since then.
The Ministry of Education and Science in Kyrgyzstan announced that learning in the fourth quarter of our academic year would be online and remote. They began filming and showing lessons on national television right away, but we teachers also needed to play our part. We were fortunate to receive some training on Google Classroom and Zoom, but have relied on and learnt from each other, sharing our methods, successes, and frustrations.
The first time I signed up to teach an online English lesson, I thought it would be straightforward. I figured I would just teach the same content the same way I always did – the only difference would be that the students were at home. I simply would not be able to see them. However, I discovered very quickly that it would not be as easy as I had hoped. I realised that I needed to recreate my teaching content to make the lessons even more engaging and interesting for my students. I must say that it was initially challenging for myself and my colleagues, as well as for our students. We teachers needed to figure out how to create online classes, but we also had to teach our students the process of Google Classroom so they could access their tasks and submit their assignments on time. Initially, many of our students were unwilling to study online, but that has changed.
More...
https://www.akdn.org/our-stories/gulnar ... kyrgyzstan
AKES Pakistan Digital Learning Programme
During the Covid-19 pandemic, the Aga Khan Education Services in Pakistan developed a Digital Learning Programme to support their students in Gilgit-Baltistan and Chitral.
Video:
https://www.youtube.com/watch?v=gNGwPaFHPLM
During the Covid-19 pandemic, the Aga Khan Education Services in Pakistan developed a Digital Learning Programme to support their students in Gilgit-Baltistan and Chitral.
Video:
https://www.youtube.com/watch?v=gNGwPaFHPLM
The Aga Khan Education Service, Pakistan's Distance learning Programme
Video:
https://www.youtube.com/watch?v=1BHKES97ANA
Video:
https://www.youtube.com/watch?v=1BHKES97ANA
“Urban Forest” at AKES school in Pakistan
Karachi, Pakistan, 2 November 2020 – In a country that ranks among the top states affected by climate-induced disasters, an urban forest inaugurated at the Sultan Mahomed Shah Aga Khan School in Karimabad, Karachi, kicked off the process of greening Aga Khan Education Service (AKES) schools in Pakistan.
The forest, which covers an area of 48 square metres / 516 square feet, contains 154 trees of 14 different species planted in close proximity. The trees planted are all native to the region; they include mulberry, almond, fig, lemon and tamarind, among others. The forest has been planted with the technical expertise of the NED University and the generous support of the SMS Aga Khan School’s graduating class of 1986.
While inaugurating the urban forest by planting a tree at the site of the forest, the Vice Chancellor of NED University of Engineering and Technology, Dr Sarosh Hashmat Lodi, said that NED University and its resources are available to anyone who wishes to benefit from them and use them to benefit others. “I am always inspired by young bright minds,” he said. “I see a lot of hope for the future.”
“This forest will not only be a source of joy and relaxation for our students and staff, it will also demonstrate to our students how a small effort like this can go a long way into providing a valuable habitat for urban wildlife, in improving the quality of our air, and in adding beauty to our lives,” said Ms Shirin Nooruddin, the General Manager of the AKES, Pakistan.
The Chairman of the Aga Khan Education Service, Pakistan, Mr Moez Narsi, said, “This forest is a small step to use tree plantation to absorb carbon and create shade. We will be duplicating this effort in our schools all over Pakistan to make our schools ‘green’ and educate our students on the importance of the grave environmental challenge the world faces.”
The Aga Khan Development Network, of which the Aga Khan Education Service is a part, places great importance on reducing and reversing emissions and other damaging environmental impacts, and has launched several projects all over the world in the past few decades to mitigate the impact and risks of climate change.
https://www.akdn.org/press-release/%E2% ... l-pakistan
Karachi, Pakistan, 2 November 2020 – In a country that ranks among the top states affected by climate-induced disasters, an urban forest inaugurated at the Sultan Mahomed Shah Aga Khan School in Karimabad, Karachi, kicked off the process of greening Aga Khan Education Service (AKES) schools in Pakistan.
The forest, which covers an area of 48 square metres / 516 square feet, contains 154 trees of 14 different species planted in close proximity. The trees planted are all native to the region; they include mulberry, almond, fig, lemon and tamarind, among others. The forest has been planted with the technical expertise of the NED University and the generous support of the SMS Aga Khan School’s graduating class of 1986.
While inaugurating the urban forest by planting a tree at the site of the forest, the Vice Chancellor of NED University of Engineering and Technology, Dr Sarosh Hashmat Lodi, said that NED University and its resources are available to anyone who wishes to benefit from them and use them to benefit others. “I am always inspired by young bright minds,” he said. “I see a lot of hope for the future.”
“This forest will not only be a source of joy and relaxation for our students and staff, it will also demonstrate to our students how a small effort like this can go a long way into providing a valuable habitat for urban wildlife, in improving the quality of our air, and in adding beauty to our lives,” said Ms Shirin Nooruddin, the General Manager of the AKES, Pakistan.
The Chairman of the Aga Khan Education Service, Pakistan, Mr Moez Narsi, said, “This forest is a small step to use tree plantation to absorb carbon and create shade. We will be duplicating this effort in our schools all over Pakistan to make our schools ‘green’ and educate our students on the importance of the grave environmental challenge the world faces.”
The Aga Khan Development Network, of which the Aga Khan Education Service is a part, places great importance on reducing and reversing emissions and other damaging environmental impacts, and has launched several projects all over the world in the past few decades to mitigate the impact and risks of climate change.
https://www.akdn.org/press-release/%E2% ... l-pakistan
Aga Khan Education Service, Pakistan lays the foundation for two new higher secondary schools in District Ghizer, Gilgit-Baltistan
Aga Khan Education Service, Pakistan lays the foundation of two state-of-the-art regional Aga Khan Higher Secondary Schools in Gupis and Yasin, promising continuity of quality education until grade 12 for the students of the region.
The two schools, Aga Khan Higher Secondary School, Gupis, and Aga Khan Higher Secondary School, Yasin, will have a combined capacity for almost 1,200+ students in single shift. This will greatly improve educational opportunities in the area, not only for the 11,000+ students who are currently studying in more than 40 Aga Khan High schools in the region, but also those studying in other schools.
The Aga Khan Higher Secondary Schools Gupis and Yasin have been designed keeping in view the changing landscape of education, with a focus on encouraging inquiry, experimentation, and innovation in the students. In addition to spacious classrooms and internet connectivity, the schools have separate laboratories for Physics, Chemistry and Biology, libraries, discussion and conference rooms, and sports facilities.
The Minister for Education for Gilgit-Baltistan, Raja Muhammad Azam Khan, was the chief guest at the ground breaking ceremony, while the Deputy Speaker of the Gilgit-Baltistan Assembly, Nazir Ahmad, and President Ismaili Council for Pakistan, Hafiz Sherali, were the guests of honour. In addition, Chairperson of the Aga Khan Board for Education, Zahra Ladhani, CEO AKES,P, Imtiaz Momin, the General Manager for Gilgit-Baltistan and Chitral, Brigadier (retd.) Khush Muhammad, and notables from the local community, were also present.
On this occasion, Minister Azam Khan lauded the contributions of the Aga Khan Education Service in promoting accessible and quality education. He further said that the new schools promise a brighter future for the young people of the region. President Hafiz Sherali expressed the hope that students from these schools will qualify for top-ranking national and international colleges and universities, and become change agents in their communities.
The land for the schools, 60 kanals for AKHSS Yasin and 25 kanals for AKHSS Gupis, has been donated by the local communities. The seismic-resistant buildings will incorporate elements of green design focused on working with the local environment and terrain, and geared towards sustainability and longevity. It will offer an alternative approach to learning through technologically advanced and experiential spaces. The total covered area for the two schools will be more than 60,000 square feet accommodating smart classrooms, e-library, multipurpose halls, auxiliary spaces, enclosed corridors with incidental and interactive learning spaces.
https://the.ismaili/pakistan/programmes ... new-higher
Aga Khan Education Service, Pakistan lays the foundation of two state-of-the-art regional Aga Khan Higher Secondary Schools in Gupis and Yasin, promising continuity of quality education until grade 12 for the students of the region.
The two schools, Aga Khan Higher Secondary School, Gupis, and Aga Khan Higher Secondary School, Yasin, will have a combined capacity for almost 1,200+ students in single shift. This will greatly improve educational opportunities in the area, not only for the 11,000+ students who are currently studying in more than 40 Aga Khan High schools in the region, but also those studying in other schools.
The Aga Khan Higher Secondary Schools Gupis and Yasin have been designed keeping in view the changing landscape of education, with a focus on encouraging inquiry, experimentation, and innovation in the students. In addition to spacious classrooms and internet connectivity, the schools have separate laboratories for Physics, Chemistry and Biology, libraries, discussion and conference rooms, and sports facilities.
The Minister for Education for Gilgit-Baltistan, Raja Muhammad Azam Khan, was the chief guest at the ground breaking ceremony, while the Deputy Speaker of the Gilgit-Baltistan Assembly, Nazir Ahmad, and President Ismaili Council for Pakistan, Hafiz Sherali, were the guests of honour. In addition, Chairperson of the Aga Khan Board for Education, Zahra Ladhani, CEO AKES,P, Imtiaz Momin, the General Manager for Gilgit-Baltistan and Chitral, Brigadier (retd.) Khush Muhammad, and notables from the local community, were also present.
On this occasion, Minister Azam Khan lauded the contributions of the Aga Khan Education Service in promoting accessible and quality education. He further said that the new schools promise a brighter future for the young people of the region. President Hafiz Sherali expressed the hope that students from these schools will qualify for top-ranking national and international colleges and universities, and become change agents in their communities.
The land for the schools, 60 kanals for AKHSS Yasin and 25 kanals for AKHSS Gupis, has been donated by the local communities. The seismic-resistant buildings will incorporate elements of green design focused on working with the local environment and terrain, and geared towards sustainability and longevity. It will offer an alternative approach to learning through technologically advanced and experiential spaces. The total covered area for the two schools will be more than 60,000 square feet accommodating smart classrooms, e-library, multipurpose halls, auxiliary spaces, enclosed corridors with incidental and interactive learning spaces.
https://the.ismaili/pakistan/programmes ... new-higher
Aga Khan schools expand in Gilgit-Baltistan
Gilgit-Baltistan, Pakistan, 29 November 2021 – New state-of the-art buildings are being added on three Aga Khan school campuses in Ghizer District to enhance educational opportunities in the area, giving more young and talented students from the surrounding towns and villages – including those from the most remote valleys – a chance to fulfil their potential. Aga Khan Higher Secondary School, Gahkuch, Aga Khan School, Damas and Aga Khan Higher Secondary School, Chatorkhand are amongst the 156 Aga Khan schools operating in Pakistan with a total enrolment of more than 50,000 students.
The new infrastructure has been designed keeping in view the rapid changes in teaching and learning, and the need to equip students to meet the complex challenges of the 21st century. Inspired by the natural beauty of the area, once completed, the new buildings will ensure 1,500 students access to smart classrooms, modern science and computer laboratories, libraries, conference rooms, offices, canteens and sports grounds.
At the groundbreaking ceremony, Gilgit-Baltistan Legislative Assembly Speaker Syed Amjad Ali Zaidi said that students studying in these institutions will have the chance to explore, question and follow their dreams.
akes-pakistan-interior_view_-_01r.jpg
Concept design of the new facilities at Aga Khan Higher Secondary School, Chatorkhand.
AKDN
Planned over nearly 6,700 m2, the new facilities have been designed as green buildings to work in harmony with the local environment. Solar panels and insulated building materials will ensure minimal energy consumption and carbon footprint. The structures will also be seismic-resistant and act as shelters for surrounding communities in the event of natural disasters.
The expansions will be completed in 2023 at Aga Khan Higher Secondary School, Gahkuch and at the end of 2024 at Aga Khan School, Damas and Aga Khan Higher Secondary School, Chatorkhand.
For more information please contact:
https://www.akdn.org/press-release/aga- ... -baltistan
Gilgit-Baltistan, Pakistan, 29 November 2021 – New state-of the-art buildings are being added on three Aga Khan school campuses in Ghizer District to enhance educational opportunities in the area, giving more young and talented students from the surrounding towns and villages – including those from the most remote valleys – a chance to fulfil their potential. Aga Khan Higher Secondary School, Gahkuch, Aga Khan School, Damas and Aga Khan Higher Secondary School, Chatorkhand are amongst the 156 Aga Khan schools operating in Pakistan with a total enrolment of more than 50,000 students.
The new infrastructure has been designed keeping in view the rapid changes in teaching and learning, and the need to equip students to meet the complex challenges of the 21st century. Inspired by the natural beauty of the area, once completed, the new buildings will ensure 1,500 students access to smart classrooms, modern science and computer laboratories, libraries, conference rooms, offices, canteens and sports grounds.
At the groundbreaking ceremony, Gilgit-Baltistan Legislative Assembly Speaker Syed Amjad Ali Zaidi said that students studying in these institutions will have the chance to explore, question and follow their dreams.
akes-pakistan-interior_view_-_01r.jpg
Concept design of the new facilities at Aga Khan Higher Secondary School, Chatorkhand.
AKDN
Planned over nearly 6,700 m2, the new facilities have been designed as green buildings to work in harmony with the local environment. Solar panels and insulated building materials will ensure minimal energy consumption and carbon footprint. The structures will also be seismic-resistant and act as shelters for surrounding communities in the event of natural disasters.
The expansions will be completed in 2023 at Aga Khan Higher Secondary School, Gahkuch and at the end of 2024 at Aga Khan School, Damas and Aga Khan Higher Secondary School, Chatorkhand.
For more information please contact:
https://www.akdn.org/press-release/aga- ... -baltistan
Aga Khan Schools: The Home for 21st Century Learners
Learning doesn’t happen by magic. Rather, teachers must make important decisions to ensure learning, especially when integrating technology and media into a lesson. In the views of scholars, Smaldino, et al. (2014) learners in the 21st century need to be better educated to assume the challenges of continually evolving knowledge and skills requirements for the future. This is what Aga Khan Schools in Tanzania have been aiming for during the last 40 years of providing education.
The Aga Khan Schools are governed by the philosophy that today’s learning must prepare students for an unpredictable tomorrow, and thus lifelong learning is a cornerstone in helping students toward knowing how to approach the evolving knowledge and skills of their future. The Aga Khan Schools, including Aga Khan Nursery and Primary School (AKNPS) and Aga Khan Mzizima Secondary School (AKMSS), are champions in preparing students for a world revolutionized by the 4th Industrial Revolution. Pilar Quezzaire, Curriculum Manager for Educational Technology and Design at the IB, says: “Edtech serves schools that know their mission and pedagogy, and who strategize with technologies that aid and extend them both.” These schools are part of The Aga Khan Education Services (AKES) that operates more than 200 schools and educational programs in East Africa, South and Central Asia, and the Middle East. Each school aims to provide quality education that impacts a broad set of skills and knowledge and that develops independent and critical thinking abilities.
The Aga Khan Schools’ Curricula
The Aga Khan Nursery and Primary School offers Primary Year Programme for children aged 3 -12. The curriculum framework recognizes a child’s natural curiosity, creativity and ability to reflect. It engages students actively through inquiry based learning experiences that stimulates and challenges students’ thinking in order to develop understanding of concepts while valuing student agency thus fostering the growth of self-motivated lifelong learners.
Middle School Program
AKMSS offers the MSP to Grades 7-8. This is an interdisciplinary curriculum that focuses on building the necessary skills needed in upper- secondary school.
International General Certificate of Secondary Education (IGCSE)
Cambridge IGCSE course is offered for grades 9, 10 & 11, preparing students for International Baccalaureate (IB) or A-levels.
International Baccalaureate Diploma Program (IBDP)
AKMSS offers the International Baccalaureate Diploma for students in Years 12 & 13. The IB diploma program is a rigorous, pre-university course which is internationally recognized at universities world-wide.
National Examinations Council of Tanzania (NECTA)
AKMSS offers Tanzanian National O-levels for students in Forms 1 to 4 and A-levels for students in Forms 5 & 6. NECTA A-levels are an extremely challenging pre-university course.
How ICT is integrated in Teaching and Learning at Aga Khan Schools
The Aga Khan Schools in Dar es Salaam have been at the forefront of educational innovation since the 1980s. They were among the first schools to implement inquiry-based learning approaches and integrate technology into all aspects of school life. ICT provides an opportunity for learners at Aga Khan Schools to develop ideas both independently and together. Learners are exposed to technology through computer screens in libraries, the teachers resource centre (TRC), media rooms, music rooms, and ICT Labs, which are all connected to the internet 24 hours a day, seven days a week.
In addition, our classroom has high-tech projectors, desktop computers, laptops, smart phones, tablets, radios, and speakers, among other things. We believe that ICT tools and resources are critical components of student learning in an environment where inquiry is encouraged across grades, subjects, and timetables. Various Edu software, such as Ed-Admin, Edupage, SIS, Zoom, Ms. Office Apps, and others, are also available to the schools. All of this ensures that teaching, learning, and administrative functions run smoothly.
Our teachers have strengthened their ICT skills during the first and second waves of COVID-19 through e-learning platforms. As if nothing had happened, learning and teaching resumed remotely. Teachers successful organized and executed both core and extracurricular programs which in turn have increased students’ conceptual and contextual learning. Our students’ contextual understanding, research, critical thinking, and problem-solving skills have all improved as a result of online learning and interactive learning materials. However, with such advancements in technology, we ensure a balance between physical and Edtech learning. Like said by Bill Gates “Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important.”
How ICT is integrated in Extra-Curricular at Aga Khan Schools
Imagine youngsters sitting in class touring the Globe Theatre, experiencing the International Space Station, or meeting with a well-known author! Isn’t this incredible? Well, virtual field trips allow you to enjoy all of these experiences. Our students, for example, have been able to go around the world in just one sitting thanks to the virtual field trip. In this term, our students across the grades were taken on a virtual field trip to overcome the stagnant nature of class room teaching imposed due to the pandemic situation. Creating a balance between content in learning and teaching through incorporating IT, is always a challenge. The content of English A: Language and literature is varied and covers a multitude of cultural, religious, political and personal narratives. At times, it is difficult to familiarize the students with the contexts of these narratives without them experiencing it first-hand. Information technology has provided that window where from the confines of a classroom the students can visit renowned theatres, libraries, and birth places of authors of classic literature. Through integration of IT, this was made possible. The infrastructure supported the screening of the videos required to visit the Globe Theatre. (The courtesy of AKS-teacher)
All of this illustrates that with the integration of ICT into school curricula, we (Aga Khan Schools) have done our best to ensure that our pupils are equipped with one of the most critical 21st-century abilities. It’s long past time for parents to join us in our quest for achievement. “The illiterate of the twenty-first century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn,” as Alvin Toffler put it. For more info visit the school website https://www.agakhanschools.org.
https://www.thecitizen.co.tz/tanzania/n ... rs-3640392
Learning doesn’t happen by magic. Rather, teachers must make important decisions to ensure learning, especially when integrating technology and media into a lesson. In the views of scholars, Smaldino, et al. (2014) learners in the 21st century need to be better educated to assume the challenges of continually evolving knowledge and skills requirements for the future. This is what Aga Khan Schools in Tanzania have been aiming for during the last 40 years of providing education.
The Aga Khan Schools are governed by the philosophy that today’s learning must prepare students for an unpredictable tomorrow, and thus lifelong learning is a cornerstone in helping students toward knowing how to approach the evolving knowledge and skills of their future. The Aga Khan Schools, including Aga Khan Nursery and Primary School (AKNPS) and Aga Khan Mzizima Secondary School (AKMSS), are champions in preparing students for a world revolutionized by the 4th Industrial Revolution. Pilar Quezzaire, Curriculum Manager for Educational Technology and Design at the IB, says: “Edtech serves schools that know their mission and pedagogy, and who strategize with technologies that aid and extend them both.” These schools are part of The Aga Khan Education Services (AKES) that operates more than 200 schools and educational programs in East Africa, South and Central Asia, and the Middle East. Each school aims to provide quality education that impacts a broad set of skills and knowledge and that develops independent and critical thinking abilities.
The Aga Khan Schools’ Curricula
The Aga Khan Nursery and Primary School offers Primary Year Programme for children aged 3 -12. The curriculum framework recognizes a child’s natural curiosity, creativity and ability to reflect. It engages students actively through inquiry based learning experiences that stimulates and challenges students’ thinking in order to develop understanding of concepts while valuing student agency thus fostering the growth of self-motivated lifelong learners.
Middle School Program
AKMSS offers the MSP to Grades 7-8. This is an interdisciplinary curriculum that focuses on building the necessary skills needed in upper- secondary school.
International General Certificate of Secondary Education (IGCSE)
Cambridge IGCSE course is offered for grades 9, 10 & 11, preparing students for International Baccalaureate (IB) or A-levels.
International Baccalaureate Diploma Program (IBDP)
AKMSS offers the International Baccalaureate Diploma for students in Years 12 & 13. The IB diploma program is a rigorous, pre-university course which is internationally recognized at universities world-wide.
National Examinations Council of Tanzania (NECTA)
AKMSS offers Tanzanian National O-levels for students in Forms 1 to 4 and A-levels for students in Forms 5 & 6. NECTA A-levels are an extremely challenging pre-university course.
How ICT is integrated in Teaching and Learning at Aga Khan Schools
The Aga Khan Schools in Dar es Salaam have been at the forefront of educational innovation since the 1980s. They were among the first schools to implement inquiry-based learning approaches and integrate technology into all aspects of school life. ICT provides an opportunity for learners at Aga Khan Schools to develop ideas both independently and together. Learners are exposed to technology through computer screens in libraries, the teachers resource centre (TRC), media rooms, music rooms, and ICT Labs, which are all connected to the internet 24 hours a day, seven days a week.
In addition, our classroom has high-tech projectors, desktop computers, laptops, smart phones, tablets, radios, and speakers, among other things. We believe that ICT tools and resources are critical components of student learning in an environment where inquiry is encouraged across grades, subjects, and timetables. Various Edu software, such as Ed-Admin, Edupage, SIS, Zoom, Ms. Office Apps, and others, are also available to the schools. All of this ensures that teaching, learning, and administrative functions run smoothly.
Our teachers have strengthened their ICT skills during the first and second waves of COVID-19 through e-learning platforms. As if nothing had happened, learning and teaching resumed remotely. Teachers successful organized and executed both core and extracurricular programs which in turn have increased students’ conceptual and contextual learning. Our students’ contextual understanding, research, critical thinking, and problem-solving skills have all improved as a result of online learning and interactive learning materials. However, with such advancements in technology, we ensure a balance between physical and Edtech learning. Like said by Bill Gates “Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important.”
How ICT is integrated in Extra-Curricular at Aga Khan Schools
Imagine youngsters sitting in class touring the Globe Theatre, experiencing the International Space Station, or meeting with a well-known author! Isn’t this incredible? Well, virtual field trips allow you to enjoy all of these experiences. Our students, for example, have been able to go around the world in just one sitting thanks to the virtual field trip. In this term, our students across the grades were taken on a virtual field trip to overcome the stagnant nature of class room teaching imposed due to the pandemic situation. Creating a balance between content in learning and teaching through incorporating IT, is always a challenge. The content of English A: Language and literature is varied and covers a multitude of cultural, religious, political and personal narratives. At times, it is difficult to familiarize the students with the contexts of these narratives without them experiencing it first-hand. Information technology has provided that window where from the confines of a classroom the students can visit renowned theatres, libraries, and birth places of authors of classic literature. Through integration of IT, this was made possible. The infrastructure supported the screening of the videos required to visit the Globe Theatre. (The courtesy of AKS-teacher)
All of this illustrates that with the integration of ICT into school curricula, we (Aga Khan Schools) have done our best to ensure that our pupils are equipped with one of the most critical 21st-century abilities. It’s long past time for parents to join us in our quest for achievement. “The illiterate of the twenty-first century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn,” as Alvin Toffler put it. For more info visit the school website https://www.agakhanschools.org.
https://www.thecitizen.co.tz/tanzania/n ... rs-3640392
Preparing to thrive in a competitive world
Since its establishment in Hyderabad in 1955, the Aga Khan Hostel's extensive reach, progressive programmes, and emphasis on inclusion have created a lasting impact on its students and the communities it serves.
In many countries, the Covid-19 pandemic has negatively affected the prospects and opportunities of young people, exacerbating the existing generational wealth gap. At least one institution in India is trying to reverse this trend.
The Aga Khan Hostel in Hyderabad strives to provide students from underserved regions of India with a safe residential environment, academic and socio-emotional support, and appropriate guidance in various aspects of life.
It is managed by the Aga Khan Education Service (AKES) in India, which is ranked amongst the country's top 10 most respected education and early childhood education brands according to Education World India.
The hostel's dorm parents — teachers trained in critical areas, including community life, interpersonal skills, and health and safety — have demonstrated commendable work in the holistic development of thousands of students. Today, 130 hostel students are supported by nine dorm parents to develop the knowledge, skills, and values needed to become contributing members of a pluralist society.
In alignment with AKES’ objectives, the hostel's mission has always been to enable every generation of students to acquire the knowledge and wisdom needed to strive toward the highest levels of fulfilment.
However, the hostel has also adapted to the changing times and needs of its students. It’s offering today includes daily tutoring, access to an IT-enabled library, indoor and outdoor recreational activities, sports coaching, and field trips. Leadership workshops at the hostel encourage students to harness the power of teamwork and thrive in a competitive environment.
According to Aliya Parveen, Head of Hostel, the environment “augments students’ academic performances through foundation courses for core subjects, subject matter sessions by academic experts, theme-based activities for understanding subject concepts, field trips, and extracurricular activities.”
The hostel also welcomes diversity and celebrates multi-cultural events and festivals, including Ganesh Chaturthi, Ramadan and Eid-ul-Fitr, Christmas, and Diwali.
With the help of the Aga Khan Education Board (AKEB) in India, the hostel arranges career programmes for students to explore potential future professions, based on their aptitudes and interests. AKEB's Rise and Trendsetter programmes are specially designed to support students in their career development.
Hostel alumnus Nuruddin Samnani, aged 29, reflected on the impact of these programmes as a student.
“2009 was a life-changing year for me,” he said. “During that year, AKES conducted the career guidance programme… and evaluated my interests and abilities. I decided to pursue Chartered Accountancy.”
Nuruddin graduated from Grade 10 in 2009 and has now achieved his aspiration of becoming a Chartered Accountant.
Other alumni acknowledged the hostel’s efforts in supporting their holistic development across both academics and sports. They appreciated the many opportunities to explore computer science, data analytics, and other advanced programs.
One such alumnus is Rinkesh Virani, aged 28, who completed a Bachelor of Technology in Mechanical Engineering from the India Institute of Technology (IIT) in Madras, and now works at HyperVerge, a Silicon Valley company specialising in Artificial Intelligence.
“All of my achievements were possible because of the environment I grew up in at Aga Khan Hostel,” Rinkesh said. “The excellent education, facilities, and mentors made me what I am today. I will be indebted forever to all those involved in my journey.”
https://the.ismaili/global/news/communi ... tive-world
Since its establishment in Hyderabad in 1955, the Aga Khan Hostel's extensive reach, progressive programmes, and emphasis on inclusion have created a lasting impact on its students and the communities it serves.
In many countries, the Covid-19 pandemic has negatively affected the prospects and opportunities of young people, exacerbating the existing generational wealth gap. At least one institution in India is trying to reverse this trend.
The Aga Khan Hostel in Hyderabad strives to provide students from underserved regions of India with a safe residential environment, academic and socio-emotional support, and appropriate guidance in various aspects of life.
It is managed by the Aga Khan Education Service (AKES) in India, which is ranked amongst the country's top 10 most respected education and early childhood education brands according to Education World India.
The hostel's dorm parents — teachers trained in critical areas, including community life, interpersonal skills, and health and safety — have demonstrated commendable work in the holistic development of thousands of students. Today, 130 hostel students are supported by nine dorm parents to develop the knowledge, skills, and values needed to become contributing members of a pluralist society.
In alignment with AKES’ objectives, the hostel's mission has always been to enable every generation of students to acquire the knowledge and wisdom needed to strive toward the highest levels of fulfilment.
However, the hostel has also adapted to the changing times and needs of its students. It’s offering today includes daily tutoring, access to an IT-enabled library, indoor and outdoor recreational activities, sports coaching, and field trips. Leadership workshops at the hostel encourage students to harness the power of teamwork and thrive in a competitive environment.
According to Aliya Parveen, Head of Hostel, the environment “augments students’ academic performances through foundation courses for core subjects, subject matter sessions by academic experts, theme-based activities for understanding subject concepts, field trips, and extracurricular activities.”
The hostel also welcomes diversity and celebrates multi-cultural events and festivals, including Ganesh Chaturthi, Ramadan and Eid-ul-Fitr, Christmas, and Diwali.
With the help of the Aga Khan Education Board (AKEB) in India, the hostel arranges career programmes for students to explore potential future professions, based on their aptitudes and interests. AKEB's Rise and Trendsetter programmes are specially designed to support students in their career development.
Hostel alumnus Nuruddin Samnani, aged 29, reflected on the impact of these programmes as a student.
“2009 was a life-changing year for me,” he said. “During that year, AKES conducted the career guidance programme… and evaluated my interests and abilities. I decided to pursue Chartered Accountancy.”
Nuruddin graduated from Grade 10 in 2009 and has now achieved his aspiration of becoming a Chartered Accountant.
Other alumni acknowledged the hostel’s efforts in supporting their holistic development across both academics and sports. They appreciated the many opportunities to explore computer science, data analytics, and other advanced programs.
One such alumnus is Rinkesh Virani, aged 28, who completed a Bachelor of Technology in Mechanical Engineering from the India Institute of Technology (IIT) in Madras, and now works at HyperVerge, a Silicon Valley company specialising in Artificial Intelligence.
“All of my achievements were possible because of the environment I grew up in at Aga Khan Hostel,” Rinkesh said. “The excellent education, facilities, and mentors made me what I am today. I will be indebted forever to all those involved in my journey.”
https://the.ismaili/global/news/communi ... tive-world