The beautiful high valleys of the Pamir Mountains hide a secret in plain sight. Food insecurity is rife, and has a serious bearing on the health of local people. To combat this issue, the Aga Khan Foundation is demonstrating how the construction of greenhouses can allow people to grow vegetables locally, fulfill basic nutritional requirements, and earn some extra income.
Innovations emerge from Schools2030 workshop
In Pakistan, the Aga Khan Foundation's activities in early childhood...
After 12 weeks of consultation, the country teams from Schools2030 – the Aga Khan Foundation’s 10-year longitudinal research and learning improvement programme working with 1,000 schools across 10 countries to document “what works” to improve holistic quality learning for all – assembled once more in their home offices to pitch their ideas in response to the question: How might we support children’s learning during COVID-19?
Learning must go on: Protecting girls’ education in Afghanistan
Schools are closed but students in the AKF Accelerated Learning Programme...
For many Afghan girls, accessing quality education is already wrought with challenges – a situation complicated further since the pandemic. With the closure of schools, the Aga Khan Foundation (AKF) found out how girls in one community are continuing to learn against the odds.
Gary Kamemoto on the partnership between Maki and Associates and the AKDN
Opened in the summer of 2018 in the heart of London’s Knowledge Quarter,...
The concept of pluralism influences how AKDN institutions are designed and built, helping them to fulfil their missions in a more expanded way. On 19 September 2020, as part of the Open House Festival 2020, Maki and Associates’ lead architect Gary Kamemoto joined the Aga Khan Foundation via webinar to share the fascinating story of how his firm’s partnership with AKDN evolved and took shape.
Improving schools in the land of many dreams
In the remote mountains of northern Pakistan, when it comes to education...
Moving away from a traditional approach, where teachers “chalk and talk” as a means of transferring information, the School Improvement Programme empowers teachers to adopt a child-centred model. Role playing, drawing, storytelling and craftwork are just some of the examples of learning activities that teachers now promote, with the training they have received.