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The Aga Khan Nursery School, Makerere
A great school,
"will educate its students not merely to be personally successful but also to use their gifts to build their communities and enhance the common good to levels beyond our dreams."
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About Us
The Aga Khan High School, Kampala strives to create a harmonious balance between academic demands, sporting and cultural activities and community life. It challenges its pupils to be intellectually inquisitive and socially conscious. The School believes that while what students know is important, the true measure of a student’s education is the ability to analyse what they do not know.
The Aga Khan Approach
Developing critical thinking and analysis is therefore at the core of the School’s mission. The School also encourages students to respect and appreciate other people’s cultures, social structures, values and beliefs. Taken together, these objectives are designed to help equip children with the tools they will need to make their way in school, society and an increasingly interdependent world.
School History
Established in 1959 in Old Kampala, the Aga Khan High School's quality staff and students distinguished themselves under the School's Headmaster, Mr Brendan McCourt. Many talented young men and women have gone on to key universities and positions internationally, taking with them the skills and self-confidence nurtured at Uganda's first multi-cultural school.
Among the first Africans to benefit from its scholarship programme were Hussein Male, who became Principal of Kibule Teacher Training College, and William Kibuuka, now lecturing at Mbarara University of Science and Technology. Alumni frequently return to visit the school, Mr Male and Mr Kibuuka amongst them.
Between 1972 and 1996, the School was run by the government and renamed Kampala High School. In 1997, management was restored to the Aga Khan Education Service, Uganda with refurbishments completed in 1998.
The School is part of the Aga Khan Education Services (AKES). It has a long tradition of leadership in educational development. The foundations of the present system were laid by Sir Sultan Mohamed Shah, Aga Khan III, under whose guidance over 200 schools were established during the first half of the 20th century, the first of them in 1905 in Zanzibar, Gwadur in Pakistan and Mundra in India. Since the creation of Aga Khan Education Service companies in the 1970s, the schools have been centrally administered and managed.
AKES currently operates more than 300 schools and advanced educational programmes that provide quality pre-school, primary, secondary and higher secondary education services to more than 54,000 students in Pakistan, India, Bangladesh, Kenya, Kyrgyz Republic, Uganda, Tanzania and Tajikistan. Schools are also envisaged, or under development, in Afghanistan, the Democratic Republic of Congo, Madagascar, Mali, Mozambique and Syria.
School Population
The co-educational School has a student population of 380. English is the medium of instruction and the School offers the Uganda O-level (UCE), S1 - 4 (13 - 16 years) and the International O-level (IGCSE), G1 - 4 (13 -16 years). The Ugandan A-level is also offered, S5 - 6 (17 -18 years). The Head teacher, 32 teachers, 15 administrative and support staff manage the School.
Encouraging the child’s holistic development
The School’s holistic teaching and learning approach gives special care to steer the child’s progress in a well-rounded fashion. One of the main objectives is to create a learning environment that is productive and rigorous yet free of undue anxiety.
Students learn in a number of different ways. The school believes in activity-based learning, avoiding traditional rote learning and spoon feeding, and emphasizes comprehension and understanding. Students are encouraged to ask and question teachers and to take responsibility for learning and self-advancement. Whilst academic achievement is important, the School is concerned about how examination results are achieved. This sequential growth process allows students to grow into vibrant, confident and amicable adults.
Parent Teacher Partnership
Every term, the School faculty keep parents posted of their child’s school performance. Class teachers update parents of their child’s discipline, attendance and school participation. The School functions in a friendly environment that supports and encourages an on-going partnership between the School, parents and management.
The School regularly seeks parental co-operation and assistance in promoting a closer relationship between home and school. Parents assist by reviewing the School’s progress through School Development Meetings and by supporting school activities and initiatives, for example, organizing social events for students, careers days, sports events and computer camps.
The School’s orientation programmes give parents and students an opportunity to interact, give feedback and exchange ideas with management. Parents are encouraged to be involved in the social and emotional development of their child. The School focuses on nurturing parents as critical partners, actively contributing to the effective functioning of the School.
