Our Graduates, Their Success (AKU-IED)

THE AGA KHAN UNIVERSITY InstItute for educatIonal development, east afrIca

OUR GRADUATES

THEIR SUCCESS

CONTENTS Our Graduates Their Success

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Euphrasia’s Story Lydia’s Story

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Rose’s Story

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Fred’s Story AKU Who we Are

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The Aga Khan University, an international comprehensive institution, is a private not-for-profit university with a social mission. The Aga Khan University, Institute for Educational Development, East Africa (AKU-IED) is based in Dar es Salaam, Tanzania. We aim to contribute to the socioeconomic development of the region by improving the quality of education through human resource development, institutional capacity building, research and community engagement.

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Shelina’s Story

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MISSION

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aga Khan university, Institute for educational development, east africa

CORE VALUES

ACCESS IMPACT QUALITY RELEVANCE

OUR GRADUATES THEIR SUCCESS the aga Khan university, Institute for educational development, east africa aims to develop a critical mass of region and engaging in educational development activities that are also well aligned with regional Government priorities. through the aKu-Ied, successful applicants are able to pursue a one-year master of education in various specialist pathways including educational leadership and management, early childhood care and education, language and literacy, science education, and mathematics education. core courses include research methods, Ict in education, and curriculum, learning and assessment. a four-week practicum period in a school, or other educational setting, enables links between theory, principles, and pedagogical practice to be made. a sustained research project provides the opportunity to examine one particular area in depth and use research and critical analysis skills developed during the programme. this publication captures narratives shared by our graduates on their experiences at aKu-Ied, their thoughts on education in the east african region, and on how the university has helped them in shaping their current careers.

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“THEY REALLY WANTED US TO BE SOMEONE AND TO BE CHANGE AGENTS BACK HOME. AND THEY SUCCEEDED!” – Euphrasia Buchuma Being responsible for 555 primary schools, 96 secondary schools and thousands of students can be daunting. exceptional leadership is required in order to manage such large and far-reaching educational programmes. When euphrasia Buchuma graduated from the aga Khan university, Institute for educational development, east africa with a master of education in educational leadership, she had the necessary skills to manage such large school systems. she is now

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aga Khan university, Institute for educational development, east africa

doing things as usual. And then, after my graduation from AKU, I became an exemplary leader, an educational leader; I was putting theories into practice. AKU made me into a person who can think, who can tackle the problems within my context.”

When asked about how the aKu-Ied equipped her to deal with says: “From AKU, the practical skills that I picked up were, for example, doing action research. When I came back, I taught the teachers how to do action research, to go into classes, identify students with problems, to solve their problems accordingly. Another was around

And the schools have changed … you can tell the difference in head teachers between those that have the leadership skills [training] and the one who doesn’t. The way they run their schools - there’s a big difference.”

at school. Another was learning by doing. Teachers now know how to deal with students in their classes; head teachers, how to deal with their schools, how to improve their schools, how to include the community in the schools, how to relate to the community.”

What makes aKu-Ied so unique is the international scope of the programme with students from throughout east africa and faculty and staff from around the world:

By participating in professional development courses for teachers offered by aKu-Ied’s outreach programmes, her schools saw improvements in various ways:

short courses for English, Science, and Mathematics teachers, to equip them to make them the leaders in their classrooms. That’s what we did.

“It was really a wonderful experience. Putting these two things together, my undergraduate studies and my graduate studies, AKU was wonderful for me. The culture of the university itself was really good, there was support, teamwork, teaching and learning together … we were in a learning community where we shared everybody’s experiences. Everyone wanted everyone to succeed … . They really wanted us to be someone and to be change agents back home. And they succeeded!”

Facts about the AKU–IED, EA through the centre for continuing education and life long learning (cell), the aKu-Ied offers many outreach programmes for in-service teachers in east africa. the direct number of teachers enrolled in these diverse courses and workshops has risen from 115 participants in 2011 to an estimated 965 in 2014.

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“I’VE GAINED A LOT OF KNOWLEDGE THAT NO ONE CAN TAKE AWAY FROM ME AND ... I’M PROUD TO BE AN AGA KHAN GRADUATE!” – Lydia Njake

Lydia Njake is another one of our exceptional graduates. a long time educator, she now works at the Kenyan teacher services commission (tsc) where she assists and helps other teachers to access government services. Her years in a natural leader, lydia recounts how her experience at the aga Khan university, Institute for education development, east africa gave her the skills and tools she needed to succeed in her multiple responsibilities at the tsc.

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aga Khan university, Institute for educational development, east africa

“Before I joined IED, I was still working with the institution where I am, the Teacher Service Commission in Kenya. Previous to that I have been a [secondary school] teacher for the last 24 years. I also taught 12 years in [a Teacher Training College] where I was [training] teachers … in Kenya. When I got the opportunity to join IED I was very happy … because for a long time I wanted to pursue my Master in Education, especially when I heard that it’s in leadership. All through my career, even in those schools where I was a teacher, I was doing a lot in leadership. I was head of department and I was headmistress I was expected to lead them in what they were doing so I was very happy to be to be a member of the IED’s leadership programme.”

When the subject of her classroom experience at the aKu-Ied came up, lydia shared the following insight: “The lecturers were always well prepared. Three hours [felt] like a really short time and we could tell that they spent a lot of time preparing because of the different activities that would go on in those three hours. There’s no one lecturer that would just lecture you as you scribble in your notebook. It was a great experience.” students who attend the aKu-Ied do so with many years of share these experiences with others provides enriching learning opportunities:

“I enrolled in leadership class and because of the many years of teaching experience I had, I found that I could contribute in the education classes that we started with [AKU-IED]. I had a lot of experiences that I could share and other students also contributed their experiences so that we learned from one another” lydia was interviewed on the day of her convocation from aKu-Ied, a momentous occasion which she describes in the following passage: “I feel honoured to be a graduate of Aga Khan University … . The fact that we weren’t too many at AKU brought about the quality that we managed to get. We had a lot of support in terms of IT and the courses were tailored to us. For example, we learnt about Monitoring and Evaluation [as part of the Leadership course] and I’ve gained a lot of knowledge that no one can take away from me and I’m proud of that and that’s why I’m proud to be an Aga Khan graduate!”

Facts about the AKU–IED, EA aKu-Ied has a well equipped computer lab and through the use of diverse new technologies for teaching and learning, it supports its students in using appropriate technologies in their professional practice contexts.

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“EDUCATION ENHANCES ONE’S LIVELIHOOD, BRINGS THE PERSPECTIVE OF DIGNITY AND THE PERSPECTIVE OF VALUE FOR OTHERS AND VALUE FOR ONE’S OWN LIFE”– Shelina Walli Shelina Walli, a graduate of the aga Khan university, Institute for educational development, east africa has always been very involved in the process of being a teacher for several years, she decided to take this vision for education further by undertaking a master of education degree at the aKu-Ied. she is now a lecturer at aKu-Ied making major contributions to programmes and projects in the area of early childhood education.

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aga Khan university, Institute for educational development, east africa

“A good number of people said they were happy being teachers. That is because the whole learning process within the IED was such that it was relevant to the course participants in their lives, how we use that learning. It is important to note that the teaching and learning experiences were very geared towards development of our careers and outside our careers.” shelina was asked about the impact that the med programme had on her and her fellow course participants’ outlook on education: “The biggest change for us as course participants was to challenge the knowledge that was out there and challenge it because we learnt that we have experience to contribute, we could challenge what doesn’t meet the needs of our context and environment and we could look back and be proud of what we have.”

It also empowers the individual to create relationships within the

as the founding academic coordinator of aKu-Ied’s centre for continuing education and life long learning, shelina was actively involved in planning in-service programmes on offer for teachers in different regions of east africa:

of education:

“I think this is very unique. It’s great for graduates to come back and better themselves but its even better for our graduates to actually engage in professional development for other teachers.

Once you’re a graduate and you’re a PDT [Professional Development Tutor], you’re often requested to facilitate a course, which not only gives you further development but also the participants.

community.”

“I just walk into the ministry today and I will be able to meet people from early childhood or teacher education or whatever and they know

them. My role is to network with people and be a representative of my institution.”

Facts about the AKU–IED, EA

achievement of this region.

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“THE PURPOSE OF EDUCATION SHOULD BE TO HELP SOMEONE … TO READ THE WORLD SO THAT THEY CAN REWRITE IT” – Rose Akullo Rose Akullo is an accomplished individual. an educator for 27 years, she has always had a strong desire to improve and upgrade her skills. after

education, rose looked for an opportunity to complete a coveted master of education. that is where the aga Khan university, Institute for educational development, east africa came into the picture. now a deputy vice-principal for a primary teachers training college in uganda, rose is another example of how our students go on to achieve.

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aga Khan university, Institute for educational development, east africa

“From the time I went to IED, I think I’m a changed educator in the way that I approach situations within my practice. I think that I have become a pedagogical leader in that I empower students more.

Student learning is not about me. I’m just a facilitator. I just guide them and I see learning going on.”

When asked about the practical skills she gained whilst at aKu-Ied, rose responds: “One of the skills that AKU equipped me with is general facilitation whether of a workshop, [or] a teaching and learning process. Another skill is research. I can now supervise students and

Now some of the practical skills I help them with have to do with

really help that student in making meaning of the research question

letting the learner become a part of every process in teaching and

that they identify. I realized that at AKU it had been practical: you learn to apply things in practice. Another practical skill has to do

rose currently works at Kotido primary teacher college, north east uganda as deputy vice-principal where she is responsible for instructing future teachers who upon graduation will take on the responsibility of educating ugandan youth. When asked how the Ied has prepared her for this leadership role, rose comments: “Some of these skills that I’m trying to transfer to teachers have to do

their surroundings and their communities?”

When asked about the role of education, rose observed: “The purpose of education should be to help someone realize their potential and be able to live in harmony with other people and the environment. They should be able to understand, to read the world so that they can rewrite it. Education should bring a change in the way people feel about others and the way we look at things.”

with pedagogy, especially participatory pedagogies. I’m helping them realize that they are not the exclusive source of knowledge.

Facts about the AKU–IED, EA aKu-Ied’s master of education programme includes a four-week practicum component. through school placements, aKu-Ied students are able to transfer the principles and skills acquired in the med programme into practice and gain further insights into appropriate classroom pedagogies.

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“THAT TO ME IS THE LANDMARK OF AN EDUCATED PERSON - BEING ABLE TO TRANSFER AND INFLUENCE AND EXPAND THE IMPACT OF EDUCATION” – Fred Tukahirwa Fred Tukahirwa started early on. fred was initially hired by the aga Khan education service, uganda to serve at the primary school in Kampala. Having served for a few years, recommended that he undertake his master of education degree from the aga Khan university, Institute for educational development in Karachi, pakistan. thrown into a completely different context from his own, fred gained a new level of social conscience and expertise in the domain of comparative education, expertise that he brought back with him to his native uganda and shared with those he works with.

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aga Khan university, Institute for educational development, east africa

“When we were being trained, we were trained to be change leaders in our different contexts. When I came back, I was appointed to the post of Professional Development Trainer. My main role was capacity building of teachers; holding workshops, planning lessons setting the next course of action. I also worked in school improvement projects which was about the enhancement of primary universal education in Kampala.” as time went by, fred was considered for several promotions, one of which saw him working closely in strengthening provision of education amongst aKes schools in east africa: “After three years I was elevated to the post of Education Programme reviewed the lower primary and secondary schools curricula of Kenya, Uganda and Tanzania in English language, Mathematics and Science and came up with a common curriculum and common tests. We also had an inspection programme where all AKES schools were inspected and a teacher exchange programme. These programmes aimed at

of education (his current position) where he uses the knowledge and skills he gained from the aKu-Ied: “IED has a big role to play given their approach to education; be it in the classroom, be it in the way they train educators and the participants. It’s an approach that is novel in East Africa.”

When asked about the importance of education for east africa, fred suggests that:

improving the AKES schools from where they were to where we expected them to be and the activities were done in a collaborative manner.” as fred continued his work with aKes uganda, he was eventually

questions posed, not just to pose questions. This is the problem. We have the questions, we even know the problems, but we can’t actually solve the problems so we expect someone else to come and solve them. That to me is the landmark of an educated person, being able

appointed deputy Head of education and then ceo and Head

Facts about the AKU–IED, EA aKu-Ied has a library with over 4000 books and 10,000 journals including online access to its students. these resources support the wide range of research studies undertaken across east africa by aKu-Ied faculty and students. It also offers teaching-support materials and multimedia learning technologies.

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ABOUT AGA KHAN UNIVERSITY the aga Khan university, part of the wider aga Khan development network, aims to contribute to the socio-economic development of the region in which it operates by improving the quality of education through human resource development, institutional capacity building, and research. It prepares individuals for constructive and exemplary leadership roles, and for shaping public and private policies, through its strengths in research and excellence in education, all dedicated to providing meaningful contributions to society. established as an international university, aKu now operates in eight countries with 13 teaching sites, 7 hospitals, 231 medical centers and an Institute for educational development in east africa and in pakistan, with a growing 10,779 alumni and 2,390 current students worldwide.

THE AGA KHAN UNIVERSITY Institute for Educational Development, East Africa

regional educational strategies to improve and develop the quality of educational systems and provisions for the region. aKu-Ied works closely with ministries of education in east africa and the Kenyan teacher services commission, drawing its

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aga Khan university, Institute for educational development, east africa

the aKu-Ied contributes to socio-economic development across east africa by improving the quality of education through human resource development, institutional capacity building, including partnerships with the public sector, and research. the well respected by the respective ministries of education within the region. aKu-Ied also has strong outreach and continuing professional development initiatives through its centre for continuing education and life long learning, offering training based on the needs of particular educational communities with whom aKu-Ied works across the east african region. aKu-Ied’s work is embedded in informed inquiry and strives to gather evidence to demonstrate effectiveness of appropriate pedagogies and professional practices in the delivery and promotion of quality education. research is an integral component of the Institute’s work. our research investigates central issues of quality in educational systems, educational achievement and the factors that impact on raising standards of education.

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THE AGA KHAN UNIVERSITY

the aga Khan university Institute for educational development , east africa p hone: +255 (0) 22 2152293 / 2150051 email: iedea@aku.edu Website: www.aku.edu/iedea