ABOUT MALAIKA:

• Malaika is an outstanding leader with an incredible heart for service. In addition to her academic achievements, Malaika has excelled in extracurricular, service-oriented programs. She is not only a participant but is often a leader and inspirational force for many of the service-oriented programs and clubs at Rosslyn Academy.
• Malaika is the president and founder of The Midas Green Project, an environmental club that has taken steps to reduce our carbon footprint and inspire discussion within our community about the environment.
• She also co-founded and manages the “BiWeekly,” a student newsletter that focuses on magnifying student voices on Rosslyn’s campus.
• To build on this desire to highlight student voice, she also started a Podcast, “The Teen Spark.”
• She is also a member and Communications Director of Project Imagine, a club that focuses on seeing an end to Period Poverty in Kenya through partnerships with local schools and organizations.
• She also serves on the High School Student Leadership Team, coordinating a wide variety of school events and managing communications for the team.
• As a member of the National Honor Society, she has been part of a tutoring program that partners with local schools, and she was also instrumental in coordinating the annual NHS community-wide Blood Drive.
• Somehow she has also found time to serve as the manager of the boys’ and girls’ varsity basketball teams and as a leader and part of the crew for Rosslyn’s plays and musicals.
• Recently, she lead a team of students in designing and creating an app called “HomeHelp,” which is designed to connect potential employers with domestic workers in Kenya. This app provides a very practical solution for a need within the Kenyan market. Malaika led this team of students in presenting “HomeHelp” in the Craydul Cup, an Inter School Business pitch competition in Kenya. There were over 100 teams from schools all around Kenya that were invited, and Malaika’s team finished in 2nd place overall.

WHAT MAKES THIS STUDENT’S PROJECT ACHIEVEMENTS STAND OUT?

Her achievements stand out because they are so often focused on others. She is motivated by lifting up and magnifying the voices of others, and has a strong desire to serve in every context. She is also an inspiration for her classmates, as her passion for service is contagious.

HOW DOES THE STUDENT’S SERVICE PROJECT INTEGRATE WITH THE SCHOOL’S WIDER SERVICE-LEARNING PROGRAMME?

Malaika’s leadership aligns extremely well, because Rosslyn’s Philosophy of Service is relational. We begin with partner relationships that are built on concepts of mutuality, humility, respect and love. Malaika models each of these attributes in her leadership approach and in her interactions. The focus of our program is to provide students with opportunities to serve and lead within the context of on-going, mutually beneficial relationships. Malaika embodies this approach fully.

HOW DOES THE SERVICE PROJECT PROMOTE AN APPRECIATION AND UNDERSTANDING OF AFRICA?

Malaika’s Sierra Leonean heritage, as well as her upbringing in Kenya, have led her to have a unique and full appreciation for Africa. Many of her endeavors, whether through service or art, are focused on the African context. This includes her desire to magnify the voices of others, her art and design, her desire to invest in Kenyan domestic workers, environmental initiatives, or to fight for the rights of young Kenyan girls to receive and education and to have access to menstrual care needs.

HOW DOES THIS STUDENT’S SERVICE LEADERSHIP ALIGN WITH BEING AN ACTIVE GLOBAL CITIZEN?

Malaika is extremely aware of local issues and needs, but is also mindful of global issues. She not only seeks to find solutions to issues and serve within our school, but she is also motivated to address Kenyan and Global issues, as demonstrated through the Midas Green Club, the HomeHelp app, the Teen Spark podcast, and her involvement in Project Imagine, Student Leadership Team. and National Honors Society.

OUTCOMES OF MALAIKAS’ SERVICE INITIATIVES:

The greatest impact that Malaika has had on the Rosslyn Campus is that her approach to life is extremely motivating to other students. She inspires her peers to get involved in service-oriented endeavors. She also has a unique ability to empathize and connect with individuals and groups from our local community partnerships.

A REFLECTION OF WHAT THE STUDENT HAS DONE AND LEARNT BY LEADING SERVICE INITIATIVES AT THEIR SCHOOL AND/OR IN THEIR COMMUNITY:

Leadership is such a tricky and interesting thing. There is no one definition and no typical or “correct” way to go about it. Regardless of this, I truly believe that Servant Leadership is the best leadership philosophy, and it is the most fruitful. Through my various experiences in leadership and serving those I lead, I’ve learned a few things:

1. I love leading! Leadership is not just a role for me or a title- it’s a way to connect with more people. I can create, delegate, and hear from others.
2. Leadership comes with many obstacles. As cliché as that sounds, it’s true and universal. Things don’t always work out; people aren’t always happy— it’s easy just to give up, especially when, as a leader, you will be blamed for those downs. However, I’ve learned to be humble and deal with these things through experience.
3. The biggest and most important lesson I’ve learned through leadership is that it doesn’t matter how well you execute something or if the task totally fails. What matters most is how we respond. As a leader, you must be willing to acknowledge that you don’t know everything (and that raising your blood pressure about anything won’t change a recent failure, no matter how frustrating it may be).
4. A “move forward, present-future mindset” can be the most forgiving and productive.
5. I’ve learned to appreciate people more. People are wonderful in thinking, acting, working, and supporting! As a leader, you can’t do anything alone; you are forced into an environment where you must trust others, interact with people, and hear various perspectives. Only when I allowed myself to seek those behaviours freely did I see a light shine through the people around me!

WHAT DOES THE STUDENT WANT YOU TO KNOW ABOUT THEM AS A SERVICE LEADER:

I am inspired and excited by most things. The reason why I join and interact with a lot of programs, clubs, and events is because I think it’s fun! If I could, I would live a thousand lives to engage in everything I could embark on. I like to jump in, and I like to create; it is my biggest motivation as a leader.

ABOUT ANOUSHKA:

Anoushka De decided to take it upon herself to help impoverished children improve upon themselves especially in the field of education. The idea was to help them acquire employable skills that they could make them useful not only to themselves but to the nation as a whole and the world at large. She worked with REMAR over a considerable amount of time to tutor three young boys in basic IT skills. Through this effort Anoushka was able to assist the boys to get employment. They have symbolised an I CAN DO energy as pioneers in achieving their aspirations. The ripple effect has given other young people with REMAR the hope to follow their dreams like the three boys serving as a point of inspiration and motivation.

WHAT MAKES THIS STUDENT’S PROJECT ACHIEVEMENTS STAND OUT?

Anoushka took up a project that took her totally outside her normal comfort zone. She had to spend long hours in terms of distance and considerable resources. Her ability to engage young boys above her age and coming from marginalised and impoverished background was a step of courage and faith in herself to seek change for others less fortunate than herself. It was a daunting task. She could have called it quits. However, with a strong sense of purpose and conviction she never gave up till she achieved her objective.

HOW DOES THE STUDENT’S SERVICE PROJECT INTEGRATE WITH THE SCHOOL’S WIDER SERVICE-LEARNING PROGRAMME?

Anoushka’s leadership aligns with Lincoln Community School’s (LCS) service-learning program and its core aims and objectives. At LCS, the school prioritizes instilling compassion and empathy in students through community engagement and service, values that have helped her start and develop Project REY.

LCS offers learners various opportunities to engage in service, fostering teamwork, respect for human dignity, and the qualities of curiosity and determination. These values and goals resonate deeply with the foundations of Project REY. As a student leader, she also had to embody these values to start her initiative because she wanted to create a program that benefited the community instead of focusing solely on what she was interested in. Anoushka showed compassion and talked with the teenagers at REMAR and learned about their interests, and then came up with the Project REY initiative. This shows student agency and her ability to empathize and think critically, values that LCS instills in students through our school’s service-learning program. Her initiative’s expansion plan, involving students from multiple schools, echoes LCS’s commitment to reaching beyond its own walls, promoting an understanding for solving global challenges and developing collaboration. In essence, her service leadership reinforces and amplifies the values and objectives of LCS’s service-learning program, creating a significant impact in her community.

HOW DOES THE SERVICE PROJECT PROMOTE AN APPRECIATION AND UNDERSTANDING OF AFRICA?

Growing up amidst the vibrant cultures and innovative spirit of Africa, Anoushka genuinely loves and respects Ghana and Africa. She has witnessed the continent’s beauty and potential. However, this richness often remains overshadowed by the pressing issue of inequality in education and opportunities, especially for the underprivileged. In Ghana, where she primarily grew up, numerous impoverished communities lack access to quality education and life-changing opportunities. However, her service leadership embodies the essence of Africa’s communal spirit, rich culture, and the drive for progress. Her initiative, Project REY, became a beacon of hope for underprivileged youth, reflecting Africa’s sense of communality and generosity. By engaging with REMAR Ghana, Anoushka con-fronted the reality of drug-addicted teenagers and street children, embodying Africa’s resilience in the face of challenges. In the heart of Africa, she saw the transformative power of education. Through REY, she offered these youngsters more than just computer skills; she provided a lifeline out of the cycle of drug abuse. Witnessing her mentees secure jobs with ISON Ghana exemplified the fusion of Africa’s innovative spirit and the determination to uplift its youth. Her initiative’s expansion to various branches and rural schools showcased Africa’s interconnectedness and the importance of extending help beyond immediate communities. Her service leadership emphasizes the need for accessible education and opportunities. It promotes understanding by bridging divides, instilling hope, and nurturing a community of thriving young minds. Through this, she honours Africa’s enduring spirit, fostering an appreciation for its potential that lies within its youth.

HOW DOES THIS STUDENT’S SERVICE LEADERSHIP ALIGN WITH BEING AN ACTIVE GLOBAL CITIZEN?

Active global citizenship involves understanding the interconnectedness of our world and taking actions to make it a better place for everyone no matter their social or economical standing. Anoushka’s service leadership aligns with being an active global citizen by empowering underprivileged youth in Ghana through Project REY. She is not only addressing local challenges but also contributing to the broader global effort of promoting access to quality education and opportunities. Through Project REY, she is bridging the digital divide, providing essential skills that are valuable not only locally but also in the global job market. She is preparing adolescents to follow their dreams and achieve their goals while also being able to provide for themselves. As a result, her service leadership is making her an active global citizen by helping the less privileged reach their full potential. Furthermore, her initiative encourages collaboration among students in our school, fostering a sense of shared responsibility in the community. This collaborative, cross-boundary approach showcases the spirit of global citizenship.

OUTCOMES OF ANOUSHKAS’ SERVICE INITIATIVES:
On school campus, Anoushka’s initiative has inspired a sense of empathy and social responsibility among fellow students, fostering a culture of service and compassion. Since she is planning on collaborating with various schools in Ghana, Project REY is bringing the education community in Ghana together. In the local community of REMAR in Ghana, her initiative has led to outcomes. By providing digital literacy and job application skills, several young men have secured employment opportunities, transforming their lives and offering them a path to self-sufficiency. Additionally, the donation of 5 laptops from the laptop drive she held at school has facilitated their learning. Globally, her collaboration with an outsourcing company showcases the international relevance of the skills acquired, promoting the global employability of her mentees.

A REFLECTION OF WHAT THE STUDENT HAS DONE AND LEARNT BY LEADING SERVICE INITIATIVES AT THEIR SCHOOL AND/OR IN THEIR COMMUNITY:

I’ve learned various skills and made many memories that will stay with me for the rest of my life. I have learned that impactful ser-vice extends far beyond surface-level gestures; it is leadership and a willingness to understand the complexities of the challenges faced by communities. It also requires persistence and curiosity as I constantly scrutinized my work to identify problems and had to come up with solutions. Most of my service leader initiatives have focused on using engineering and technology to help the environment and help underprivileged people. For example, I started an initiative where I used plastic to create school desks and benches that would be donated to underprivileged schools in Ghana. I collected hard plastics from the landfills and from neighbourhoods, used a plastic extrusion machine to melt down the plastic and fitted them into molds to make sturdy plastic lumber, and built the school desks and benches using the lumber. Furthermore, with my Project REY initiative, I was very focused on using technology to give teenagers living in orphanages like RE-MAR quality education and an opportunity to pursue their passion. As a result, from leading these initiatives, I’ve learned how to be a selfless person and dedicate time to start initiatives that benefit as many people in the community as possible. It is time consuming and it does require a lot of work, but I wanted to put in the effort and wanted to make a difference. I’m glad I started these initiatives because seeing the smiles on others faces is a truly rewarding experience and through these initiatives I learned the importance of action. There’s no point in identifying and acknowledging a problem if no one takes steps towards solving it. Even the smallest action can initiate significant change, high-lighting the impact of being proactive and taking action.

WHAT DOES THE STUDENT WANT YOU TO KNOW ABOUT THEM AS A SERVICE LEADER:

Certainly, my identity as a service leader is deeply intertwined with my upbringing in Africa. In Africa, I often had to innovate and create solutions with limited resources, fostering in me a spirit of creativity and adaptability. This unique environment became the breeding ground for my service initiatives. It was in Africa that I grasped the true essence of service leadership – it’s not about having a surplus of resources, but about leveraging what you have effectively. I discovered that the power of impactful change lies not in abundance but in the ability to make the best use of available resources. This perspective significantly shapes my approach as a service leader. It drives me to seek innovative solutions, to think outside the box, and to find unconventional paths to address challenges. My intrinsic motivation as a service leader originates from a childhood lesson ingrained by my parents: meaningful change is not a passive recognition of problems but an active pursuit of solutions. This belief has propelled me to initiate projects like Project REY, where I not only identify societal challenges but actively engage in creating positive outcomes. My experiences with REMAR Ghana, the expansion of Project REY, and the employment successes of the youth I mentored showcase the power of change.

ABOUT SHANZEH:

• Shanzeh Haider is an inspirational force within the AISJ community. Over the past five years, she has dedicated herself to a personal project aimed at raising awareness about gender-based violence (GBV).
• Shanzeh has actively connected with young individuals from the South African community to gain insight into the challenges they face, fostering meaningful relationships and working collectively to amplify awareness of this critical issue. She has seized every available opportunity to speak at school assemblies, build connections with like-minded youth, and present on international platforms, including the 2022 AISA Conference, where she participated as a member of the student panel.
• Her ability to listen attentively to the needs of community partners and adapt her approach is evident. Shanzeh has also demonstrated purposeful and sustained action by enlisting her peers for support, forming a dedicated team, and encouraging greater engagement within the high school community to better comprehend the complexities of GBV.
• Through this project, Shanzeh has not only deepened her understanding of service learning but has also become more discerning in her approach to engaging with partners and stakeholders. Furthermore, Shanzeh has been a pivotal figure in the AISJ community’s service initiatives throughout her time at the school. She serves as a valued member of the service learning council and as a leader for Project Dignity.

WHAT MAKES THIS STUDENT’S PROJECT ACHIEVEMENTS STAND OUT?

Her dedication to understanding and addressing gender-based violence as a deeply affecting community issue is commendable. She consistently sustains and expands this project, readily presenting and demonstrating a profound grasp of its significance for both local and global communities. Her maturity and insight, often lacking in young individuals, shine through in her response to service consultants. She suggests replacing “service learning” with “community engagement,” emphasizing the purpose of helping communities and mutually learning for positive global impact- “We DO learn in the process of service, but to use the word ‘service learning’ gives a misuse of what we do and implements false hierarchy be-tween those we are aiding and us. I feel that we NEED to change the words to ‘community engagement’. Because, let’s be real- why do we do service learning? We do it to help communities and learn from them in a meaningful way to make the world a better place. We engage with communities and collaborate with them. It’s not just for us- it is for THEM.”

HOW DOES THE STUDENT’S SERVICE PROJECT INTEGRATE WITH THE SCHOOL’S WIDER SERVICE-LEARNING PROGRAMME?

Shanzeh embodies the AISJ Portrait of a Learner (globally connected, curious, thinker, contributor, resilient and mindful) and our service learning goals. She exhibits commitment to her project over an extended period, resilience in maintaining it during COVID, responsiveness to feedback, adaptability in making necessary adjustments, and a proactive approach to presenting to educators and peers. She also fosters valuable relationships among peers, adults, and community partners. Furthermore, she has successfully expanded her local project to a global scale through student-led virtual workshops and participation in the 2023 AISA GISS event.

HOW DOES THE SERVICE PROJECT PROMOTE AN APPRECIATION AND UNDERSTANDING OF AFRICA?

Through her engagement with South African communities and the issues they face, Shanzeh has developed a deep cultural sensitivity. This not only involves an understanding of diverse cultural practices but also respecting and valuing them. She recognizes the importance of culture in shaping perspectives and approaches to solving issues like gender-based violence. By working on initiatives that directly address local issues in South Africa, such as gender-based violence and period poverty, Shanzeh demonstrates a profound awareness of the specific challenges and needs within the local context. Her actions are tailored to these needs, showing an appreciation for the unique circumstances of the region. She actively connects with South African communities to understand their challenges, and working together to address them fosters a deep appreciation for the local context. It highlights the importance of involving community members in decision-making and solution development.

HOW DOES THIS STUDENT’S SERVICE  LEADERSHIP ALIGN WITH BEING AN ACTIVE GLOBAL CITIZEN?

Global Awareness: Shanzeh’’s dedication to raising awareness about gender-based violence (GBV) is not limited to her local community but extends to a global context. By working on a project with a focus on the UN Sustainable Development Goals and connecting with young people in the South African community and beyond, she demonstrates a keen understanding of global issues.

• Collaboration: Actively seeking out and collaborating with peers and partners from diverse backgrounds in South Africa shows an appreciation for the interconnectedness of global problems. This collaborative approach fosters a sense of global citizenship by recognizing that global issues require collective solutions.
• Advocacy and Education: By presenting on international platforms, such as the 2021 National Youth Leadership Conference, she is actively advocating for change on a broader scale. Her efforts to educate her community about gender-based violence and other critical topics like period poverty and healthy relationships align with the principles of global citizenship, which emphasize the importance of knowledge sharing and raising awareness.
• Action and Impact: Shanzeh’s dedication to actively listening to community partners, adjusting her approach, and recruiting peers for support demonstrates a commitment to taking tangible, meaningful actions. This aligns with the notion of global citizenship, where individuals work towards positive change on both a local and global level.
• Long-Term Commitment: Shanzeh’s sustained efforts over five years indicate a long-term commitment to addressing pressing global issues. Global citizenship involves recognizing that solving complex problems often requires ongoing dedication and perseverance.

In summary, Shanzeh’s service leadership aligns with being an active global citizen by demonstrating global awareness, collaboration, advocacy, education, impactful action, and a long-term commitment to addressing global challenges. She exemplifies the qualities and actions that contribute to making a positive impact on a global scale.

OUTCOMES OF SHANZEHS’ SERVICE INITIATIVES:

In summary, the impact of Shanzeh’s service leadership has been truly remarkable. Her dedication has resulted in heightened awareness, active community engagement, a culture of collaboration, and a sustained impact on our school campus. Moreover, her initiatives have fostered a global perspective, driven advocacy and education, cultivated meaningful relationships, and empowered individuals within our local and global communities. Shanzeh’s exceptional efforts have not only left a lasting and positive mark on our school but have also contributed significantly to the broader mission of addressing critical social issues on a global scale. Furthermore, Shanzeh’s influence extends beyond our campus. She has effectively collaborated across various grade levels, emphasizing the importance of addressing gender-based violence and successfully raising awareness within our middle school community. Her commitment is evident through her engagement in activities such as campaigning for donations during community events, integrating her GBV campaign and Project Dignity service work into our high school curriculum, and participating as a guest on podcasts to share her experiences as a service leader addressing gender-based violence. She has also taken full advantage of opportunities to raise awareness within the AISJ community, reaching her peers, educators, school staff, and our broader family community. Shanzeh’s dedication and impact resonate far and wide, leaving a meaningful legacy within and beyond our school’s boundaries.

A REFLECTION OF WHAT THE STUDENT HAS DONE AND LEARNT BY LEADING SERVICE INITIATIVES AT THEIR SCHOOL AND/OR IN THEIR COMMUNITY:

During a seminar about gender-based violence (GBV), one of the moderators asked me, “How is someone as young as you comfortable talking about GBV?” The answer to that question began during research for my 8th-grade human rights project on GBV when I wrote, “A girl in South Africa has a higher chance of being raped than graduating from secondary school.” This line had a profound impact on me as someone who had just moved to South Africa after living in the United States my whole life and was about to go to secondary school myself. In the 9th grade, I began my career of activism against GBV. I did so by starting an annual recognition of the UN Campaign 16 Days of Activism Against Gender-Based Violence. I put up posters, created an informational website for people to understand what GBV is and how they can contribute, and led discussions in classrooms.

I was able to empower individuals in my school community to wear orange (the colour representing a world free of violence) during the 16 days to show their solidarity with the movement. Two kilometres from my school is the township of Diepsloot. It is among the top five areas in South Africa struggling with GBV. I created a new initiative and arranged to meet regularly with a group of students my age to engage in discussions on violence in the community and what we could do about it. I called the initiative “One Cake at a Time.” The idea was that we would sit in a circle and engage in difficult discussions.

Then, afterwards, we would eat cupcakes together that I made. They were orange cupcakes, and some had the letter “N” on them while others had the letter “O.” This was to create the idea that in order to say NO to gender-based violence, we have to come together as one. With the insight the group gave me, I started “Say No to GBV,” a student and community-led advocacy organization, and encouraged my friends to join. Our online content, including our informational website on the 16 Days of Activism Against GBV, created interest from others to start “Say NO to GBV” community groups. We have partners in 5 countries and are still growing. We also have a website listing our initiatives and individuals who opted to be featured on the website and 700 followers on our Instagram account.

I have presented at AISA GISS a multitude of times. Last year, when we went to Arusha, we were able to bring one of our initiatives with us: the “Start a Conversation Bracelets.” These are beaded, DIY bracelets with orange beads writing “Say NO to GBV” or “GBV.” The rationale behind these bracelets was that, if individuals who are empowered by our sessions can wear these bracelets in their respective communities, it will create a web of awareness across the African continent.  Additionally, I advocated for the 16 Days of Activism Against GBV to be added to our school calendar. This year, Say NO to GBV South Africa will lead the first “Orange the World Day” at our school, AISJ. We are commencing an annual awareness campaign so that our impact as Say NO to GBV will never be left behind. This work has been pivotal in shaping my views on civic engagement. It starts with listening and choosing to understand the factors that contribute to a problem. Working with my peers and the community around me, I have learned that to address issues, we have to be willing to speak up and to work together. Change is the slow process of creating a common sense of responsibility and empowering others. As one of my classmates said after participating in a session, “I didn’t realize that this was a problem.”

Making connections with people in Diepsloot, learning about the importance of empowerment, and being an activist, I have learned what it truly means to be a global citizen. While, for many, simply living in a country is enough for individuals to claim themselves as “global citizens,” I believe engagement is the most important way to build community. In the process, I have learned how similar we are as a global society. We are all working to lead better lives, and with the support of each other, we can get there. I am very grateful to have been able to be at AISJ, a school that promotes service learning, and to have been able to start Say NO to GBV.

WHAT DOES THE STUDENT WANT YOU TO KNOW ABOUT THEM AS A SERVICE LEADER:

I am an ice hockey player. Growing up in the US, it was difficult to fit into the mold of an average hockey player. I often faced adversity due to the fact that I am a female, but I never quite understood what it meant. Additionally, I was shy growing up. I often failed to speak in classes where opinions mattered most, like social studies and English. I was scared to share my opinions in the forums that mattered most. When I moved to South Africa, I found that voice within me. I learned about gender-based violence (GBV) and understood how small acts within the large realm of GBV are known as acceptable in the world. I made the connection between being a female and playing ice hockey. And through that, I was able to empower myself and others. I am a service leader because I care about the future of our world. I am involved in many forums; for example, I am on the Board of Directors at the National Youth Leadership Council, serving as one of the youngest on the board. I have learned a lot about the concept of voice in the past few years. I have grown to learn how important it is to be able to amplify the unheard voices of society and to create new voices in the process of doing so. That is why I am a service leader.