Annual Report 2022-23
The 2022-23 school year was an important year of recovery and growth after the numerous challenges of the COVID-19 pandemic. A highlight of the year was to see how much new artwork sprung up all over the school, a symbol of the growing spirit and connectedness of our community. I sincerely hope that you enjoyed the year as much as I did. It was a great year to be a Buffalo! Academically, our students stretched their minds and developed their skills across the curriculum. The PYP Exhibition, MYP Personal Project, and DP Extended Essays provided culminating activities where students could demonstrate what they have learned over the years. After several years of work, we completed our review and revision of our written curriculum so that now, for the first time, we have a fully coherent schoolwide curriculum that is aligned with International Baccalaureate (IB) learning objectives. The curriculum can be viewed on our website. We also had our five-year evaluation by the IB. After a year-long self-study by our community, IB evaluators reviewed all parts of our program and gave us high marks. We did not have any “matters to be addressed” by the IB - another first for AISM - and they were quite pleased with what they saw. Finally, we launched a new Teacher Growth and Evaluation program to help ensure that we have highly-effective teachers in each classroom. We gathered feedback about the process at the end of the year so as to hone it for the 2023-24 school year. We also opened a new Primary School STEM lab, which has added a very popular and exciting new element to our programs. All of these activities are testament to our commitment to offer a world-class international education and to identify and close any gaps that may have occurred during the pandemic. Director’s Report Beyond the classroom, our students were engaged on the sports field, on the courts, on the stage, and in the community. Two large events stood out as great examples of teamwork and coordination – our opportunity to host ISSEA Basketball in February and our school musical, Matilda, in May. Beyond these events, we participated in multiple ISSEA tournaments, including the inaugural ISSEA Chess Invitational. We hosted Maputo MUN, the Primary School Talent Show, dozens of tournaments and individual games, and so much more. We expanded our BSA/ASA program to offer some new activities, including sea kayaking and PADI scuba-diving certification. The teachers and coaches for all of these events built a strong foundation of teamwork and sportsmanship and helped our learners to appreciate a balanced and healthy lifestyle. Health and safety are always priorities and we made several important improvements this year. We supported Dr. Ivandra in getting certified as an American Heart Association Basic Life Support (BLS) trainer and she subsequently has begun training all members of our staff. We have added three automated external defibrillators (AED’s) in strategic areas around campus in case of emergency. We also contracted with an ambulance service to provide us full-time coverage and access to their personnel and equipment for only a small amount more than we were already paying for our previous part-time first-aid coverage. This service has already proven its value during several medical emergencies. Fortunately, our application for a security grant from the U.S. government was approved, which allowed us to increase the number of CCTV cameras on campus and install a magnetic door lock system throughout campus. Widened sidewalks and new bollards added an extra margin of pedestrian safety around our entrances. We are always on the lookout for ways to increase health and safety for our community. On the finance side, we earned a clean audit and continued to work to streamline our procedures. We added a Procurement Officer to our team to help us find savings wherever possible. For example, we were able to generate a savings of $30,000/year on software and subscriptions by consolidating and streamlining some of our current systems.
Go Buffalos! AISM is a wonderful school. We come from all the corners of the world. We have different traditions and religions and daily we celebrate respect and friendship. This is our biggest treasure. This experience will guide us all throughout our lives - it’s the Buffalo way of life. AISM also faces challenges. We need to improve academically. Our results are only slightly better than the IB world average. Our board aims for more and has given the school leadership the target to score at least 10-15% higher than the world average. Let’s work together to achieve this ambitious goal. By doing this we also want to remember that we Buffaloes love sport, music and dance. Board of Directors Message I Chairman of the Board The end of the worst of the COVID-19 pandemic meant that we could take big strides toward offering more community events. We opened the campus to afternoon and weekend access, including opening our upgraded library on Saturday mornings. The Sports Task Force launched a Sports for All initiative for parents and older students that included volleyball, basketball, and soccer on nights and weekends. Finally – and perhaps most importantly – we engaged in an extensive community engagement exercise to gather feedback about the direction we want AISM to take in the near future. Partnering with Teresa Arpin from Transformation Systems, we held World Café sessions for parents, all students in Grades 4 and up, and all staff to hear what our community valued about AISM and where we should focus for the next few years. All of that data was reviewed by a strategic planning committee made up of more than twenty representatives from all parts of our community during a two-day strategic planning retreat. The retreat was filled with thought-provoking conversations that resulted in three strategic priorities for the next three to five years: Go Buffalos! Russ Menard I School Director • AISM will implement educational practices and technologies that challenge and enable all students to fulfill their academic potential. • AISM will integrate effective social-emotional learning and support to enhance student well-being. • AISM will cultivate opportunities for students to collaborate with diverse communities in Mozambique to create positive outcomes. In short, our priorities as we move into the 2023-24 school year are to ensure that we have school programs that are CHALLENGING, CARING, and CONNECTED! What an exciting year it has been – and what an exciting future lies ahead! Adrian Frey
School Highlights The American International School of Mozambique operates as a private, non-profit, coeducational school for international students with all instruction delivered in the English language. The academic centers (early learning center, primary school, secondary school) are organized around a balance of the academic and social needs of the students. AISM pursues excellence by empowering learners to achieve mastery of self, advance their communities, and flourish in an ever-changing world. CELEBRATE HUMANITY Welcoming learners as they are, embracing diversity, and nurturing relationships. CULTIVATE GRIT Fostering learners’ resilience, perseverance, and commitment to achieve. INSPIRE CURIOSITY Challenging learners to imagine, create, and innovate with passion, inspiration, and purpose. EMBODY INTEGRITY Living ethically through honesty, respect, and stewardship. About AISM Mission Statement Core Values 471 225 246 enrolled students primary school secondary school Statistics
Board Objectives Goal: The Community Engagement Committee will play a central role in ensuring that diverse voices from the community inform decision-making. Community Engagement Coordinate with the school director and strategic planning consultant in the development and implementation of strategies to gather feedback from the community, taking into account the diverse backgrounds of the school community. Community feedback on DEIJ, social and emotional health, accountability and discipline, academic excellence, learning support and other priority areas will help shape our collective vision for the future. Support the strategic planning committee in drafting and finalizing a plan. In collaboration with the administration, create mechanisms to periodically assess progress on priority areas identified via both the community surveys and the strategic planning process. Ensure completion and approval by the Board of a new AISM Strategic Plan for the years of 2023-28 to set the direction of the institution and guide operations. Finalize Leading School Indicators for the purpose of monitoring adherence to the AISM mission and progress towards achievement of goals of the strategic plan. Codify and strengthen Board capacity and Board procedures to ensure adequate and efficient oversight of AISM Evaluate and revise policies developed last year Tactical Goals (predominantly Admin-driven) • Support the annual budget process: (Oct-November with review in April) Support the development of and recommend the acceptance of the budget ensuring transparency and timely budgeting process. Addressing pressure points, uncertain financial context and considering budget cycle timing. • Support the financial audit for 2021/22 (Dec /Jan Adoption) Review the school’s financial standing as per the audited financial statements and ensure the management letter items are addressed. Recommend the AFS to the Board for acceptance. • Review financial reporting structure Move to four meetings per year. Create a database to support budget development. Invite Finance Director to present financials regularly at board meetings. • Review Financial Procedures Manual and recommend Approval to the Board • Collaborate in the creation of a risk management register and associated protocols. Strategic / Generative Goals • Approve a Finance and Facilities MasterPlan: Review long term financial and facilities plans. Review the opportunities for expansion of the facilities future discussion and define next steps in light of enrollment and organizational capacity • Conduct a Strategic Financial Review Identify and review key cost drivers. Explore alternative sources of income. • Adopt Strategic Financing Policies: Set cash reserve targets. Initiate development of an investment policy. Objectives: (1) (2) (3) (1) (2) (1) (1) (2) Strategic Planning Governance & Risk Management Finance & Facilities
nationalities
21% Mozambican 4% British 6% Brazilian 5% German 17.4% American 9% Portuguese 4% South African 17%
Facilities The primary and secondary buildings house administration, support services, and more than 80 classrooms. Facilities comprise of a multilevel library-media center, four design/STEAM labs, six science labs, an auditorium, a two-story multipurpose cafeteria, and a fine arts complex. The libraries contain more than 25,000 volumes plus online databases. Sports and recreational facilities include two gymnasiums/sports halls, two soccer fields, a 25-meter outdoor swimming pool, a covered court, and playgrounds. Faculty AISM has 185 total staff including 97 faculty, 23 of whom are U.S. citizens, 40 host-country nationals, and 34 third-country nationals. Our faculty and staff represent 17 nationalities, including American, English, Canadian, South African, Mozambican, French, Portuguese, Argentinian, Ugandan, Mexican, Filipino, Liswati, Indian, Dutch, Zambian, Bahamians & Spanish.
85% Candidates who earned IB Diploma Worldwide average 80 # of Grade 12 full IB Diploma students 20 / 22 Highest Diploma Score 2019 44 43 44 42 40 2020 2021 2022 2023 Avg. IB Diploma Score Worldwide average 30 0 31 45 IB Diploma Subject Score 4.9 Worldwide average 4.8 Graduating Class General Statistics
Group 1 Studies in Language & Literature Group 3 Individuals & Societies Group 5 Mathematics Group 2 Language Acquisition Group 4 Sciences Group 6 The Arts 2019 2020 2021 2022 2023 2019 2020 2021 2022 2023 2019 2020 2021 2022 2023 2019 2020 2021 2022 2023 2019 2020 2021 2022 2023 2019 2020 2021 2022 2023 5.2 5.1 4.1 6.0 4.5 4.6 [41] [39] [31] [21] [45] [9] 5.8 5.5 4.8 6.3 5.0 4.8 [69] [80] [52] [37] [54] [21] 5.4 5.0 4.0 6.1 4.6 5.8 [35] [51] [27] [19] [26] [4] 4.9 4.8 3.9 5.9 3.9 5.1 [27] [29] [20] [13] [20] [11] 5.4 5.1 4.6 5.9 4.8 5.3 [33] [38] [28] [23] [38] [7] 5.3 6.1 5.1 4.5 4.3 5.0 5.1 5.3 4.9 4.6 4.6 4.4 5.3 IBIS Results (2019-2023) Scores / AISM Number of Students 5 years 5 years 5 years 5 years 5 years 5 years 2023 2023 2023 2023 2023 2023 AISM AISM AISM AISM AISM AISM AISM AISM AISM AISM AISM AISM WORLD WORLD WORLD WORLD WORLD WORLD WORLD WORLD WORLD WORLD WORLD WORLD 4.9 5.9 4.8 3.9 3.9 5.1 4.8 5.1 4.7 4.4 4.4 4.4 Averages
2020-2023 College/University Acceptances Matriculations listed in bold Carleton University Lakehead University Mount Allison University Ontario Tech University Queen’s University Ryerson University Simon Fraser University Toronto Metropolitan University University of British Columbia University of Guelph University of Ottawa University of Toronto University of Victoria University of Waterloo Windsor University York University Amsterdam University College Amsterdam University of Applied Sciences Amsterdam Fashion Institute Erasmus University College Erasmus University Rotterdam Fontys University of Applied Sciences Groningen University College Hanze University of the Applied Sciences Hotelschool The Hague HU University of Applied Sciences Leiden University College Maastricht University NHL Stenden University of Applied Sciences Rotterdam University of Applied Sciences The Hague University of Applied Sciences Tilburg University TU Eindhoven Twente University University College, Maastricht University College, Roosevelt University College, Tilburg University College, Utrecht University of Amsterdam University of Groningen University of Leiden University of Maastricht University of Twente Utrecht University Vrije Universiteit Amsterdam Willem de Konig Academy Wittenborg University of Applied Sciences Aberystwyth University Brunel University London Cardiff University Chelsea College of Arts City, University London Hult International Business School, London Imperial College London Kings College London Kingston University London Loughborough University Manchester Metropolitan University Nottingham Trent University Oxford Brookes University Queen Mary, University of London Queen’s University, Belfast Roehampton University Royal Holloway, University of London St Mary’s University, Twickenham St. Mary’s Twickenham University of Arts, London University College, London University of Aberdeen University of Bath University of Birmingham University of Brighton University of Bristol University of Cardiff University of Dundee University of Durham University of East Anglia University of Edinburgh University of Essex CANADA UNITED KINGDOM NETHERLANDS
University of Exeter University of Glasgow University of Hertfordshire University of Hull University of Kent University of Lancaster University of Leeds University of Leicester University of Liverpool University of Manchester University of Nottingham University of Oxford, St. Anne’s University of Portsmouth University of Roehampton University of St Andrews University of Stirling University of Surrey University of Sussex University of Swansea University of York UWE, Bristol York St John University Berklee College of Music Boston University California Polytechnic State University Duquesne University Eckerd College Emory University Florida International University Georgetown University Hawaii Pacific University Hult International Business School Juilliard School of Music Kent State University Lynn University Mars Hill University Montgomery College Pace University Purdue University Rensselaer Polytechnic Institute Rice University San Francisco State University Sarah Lawrence College Southern Methodist University Suffolk University Syracuse University Temple University Texas A&M University University of California, Berkeley University of California, Davis University of California, Los Angeles University of California, San Diego University of California, Santa Barbara University of California-Santa Cruz University of Hawaii, Hllo University of Hawaii, Manoa University of Indiana, Bloomington University of Iowa University of Massachusetts, Amherst University of Massachusetts, Boston University of Massachusetts, Lowell University of Minnesota University of Notre Dame University of Oregon University of Portland University of San Francisco University of Southern California University of Tampa University of Utah University of Virginia University of Washington Villanova University Wayne State University Worcester Polytechnic Institute OTHER Saint Bethuin - Cours Preparatoire, Belgium United International Business School Brussels, Belgium University of Nicosia, Cyprus Charles University, Czech Rep. Aalto University, Finland ESPOL, Lille, France ESSEC, France Karlsruhe Institute of Technology, Germany University of Hong Kong, Hong Kong University College Cork, Ireland University College Dublin, Ireland Universita di Pavia, Italy Barcelona College of Chiropractic, Spain CEU Madrid, Spain IE University, Madrid, Spain IE University, Segovia, Spain Toulouse Business School, Barcelona, Spain Geneva Business School, Switzerland University of Lausanne, Switzerland USA
Integrated Learning Department Integrated Learning Activities: Integrated Learning Activities: AISM has a wide range of additional learning opportunities, categorized into 7 different categories including Arts (Performing, Visual & Musical), Global Learning, Sports, Design/STEAM, Math, Leadership/Debate and Language. Activities include but are not limited to — African Dance, Band & Choir, Batik Workshop, Buffalo Business Economics and Finance (BEF) Club, Capoeira, Chess, Computer Programming, Debate, Investigative Science, Japanese Culture Club, Model UN, PADEL Ball, Photography, SCUBA Diving, Service Learning, Textile Design and Wood Carving & Sculpture Workshop. AISM is also a member of the International Schools of Southern and Eastern Africa (ISSEA) athletics and activities conference participating in 10 activities — Track & Field, Volleyball, Soccer, Basketball, Swimming, Golf, Tennis, Chess, Drama & Visual Arts and STEAM.
ISSEA Basketball Host Girls Attendees 5th 220 Boys 4th 2 to 4 February Hosted 8 different international schools
Grade 4 Ponta de Ouro Grade 5 Macaneta Grade 6 Macaneta Grade 7 Ponta de Ouro Grade 8 Tofo – Inhambane Grade 9 Pongola – S.A Grade 10 Tofo – Inhambane Grade 11 Tofo – Inhambane Grade 12 Tofo – Inhambane Week Without Walls
Finance The American International School of Mozambique (AISM) is a non-owned, not-for-profit institution, meaning that every dollar received is invested in the school by providing an excellent education for our students, whether through attracting and retaining highly qualified faculty, staff and administration, investing in quality instructional resources, whether equipment, technology or teaching supplies, or maintaining, remodeling or adding to our facilities. It should be noted that our Board of Directors are voluntary members, who receive no financial compensation for their commitment of time and effort – as a non-owned, non-profit entity, there are no owners, investors or shareholders to which a return is paid. All monies paid into the school simply have nowhere else to go but to be invested in providing an excellent education for our learners. While our tuition rates are the highest in Maputo, they are comparable to international schools of like nature in Southern Africa. At the same time, AISM provides an unparalleled educational offering in Maputo, with comprehensive educational programs and services, including being an IB World School (providing all of PYP, MYP, DP), and having the best facilities and the most qualified faculty among schools in Maputo. Note: Income Statement — Prepared on accrual basis Income Statement (2022-2023) 2023 2022 Revenue 13,767,518 11,505,805 Staff expenses (9,959,230) (8,075,136) Third party supplies and services (3,327,013) (2,396,885) Depreciation and amortization (529,215) (634,789) Impairment from receivables (12,176) (107,079) Other operating gains and losses 638,203 97,533 578,087 389,449 Financial income 79,849 8,090 Financial expense (669,752) 459,612) Net surplus/ (deficit) for the year (11,816) (62,073)
Revenue Breakdown (2022-2023) Expenditure Breakdown (2022-2023) 2023 2022 Tuition Revenue 11,375,712 9,614,955 Other Student Fees 2,186,200 1,671,100 Other Income 205,606 219,750 Net Tuition Revenues 13,767,518 11,505,805 2023 2022 Compensation & Benefits 9,959,230 8,075,136 Educational Resources 294,907 183,381 Student Activities 805,004 389,902 Student Transportation 250,069 179,305 Other Third Party Materials & Supplies 1,977,034 1,644,298 Other Expenditures 493,091 1,095,857 Total Expenditures 13,779,335 11,567,87 1.5% 15.9% 82.6% 14.3% 3.6% 72.3% 1.8% 5.8% 2.1%
Alumni Highlights Graduating Class of: 2020 Years at AISM: 2 years University, Degree & Occupation: • Marketing & Management with Psychology — University of Sussex • Placement year at Rolls-Royce Motor Cars Graduating Class of: 2019 Years at AISM: 10 years University, Degree & Occupation: • Sports Management • Professional Basketball career in Spain Dhanya Subhas Malik Camal “AISM was unlike any other school I had been to and I went to 4 until I settled there. There is a great importance in community, one which I will carry for the rest of my life and career too. (...) I learnt then that I could achieve anything I wanted with the right determination and support. I will forever remember AISM for this, once a buffalo always a buffalo.” “AISM developed the ability to interact with people from different cultures and backgrounds, and to be able to balance sports and academics which has helped me a lot currently with university and my professional basketball career in Spain.”
Graduating Class of: 2018 Years at AISM: 3 Years University, Degree & Occupation: • University of Bridgeport Graduating Class of: 2013 Years at AISM: 3Years University, Degree & Occupation: • Double Major in Psychology & International Studies, minor in Development — City College of New York • Masters in Public Policy & Management — The Ohio State University • PhD in Educational Policy — The Ohio State University Milton Mondlane Jessica Jorge “The most valuable item that AISM provided to me was an identity. I became the best version of myself because I had people who earnestly care about my growth, the resources and an environment that allowed me to become who I am.” “The holistic academic rigor at AISM prepared me personally and professionally. As a PhD student I still use the skills I learned as an IB student in high school. Most importantly, the community service-learning experience has fostered my passion to use my research for social change and improvement of my community”