Beyond the Classroom at NAISAK: Exceptional Service-Learning Experiences in Tanzania

What were the key learning outcomes for students during this expedition?

As part of this expedition, NAISAK students, along with students from three fellow Nord Anglia schools, were able to experience different aspects of life in Tanzania. Our students joined with their peers from British International School Shanghai (BISS) and British International School of Houston, Texas (BISH) and The British International School Bratislava (BISB) at Shamba Kipara camp in the Arusha region of Tanzania. 

This custom-built camp welcomes Nord Anglia Students from across the globe to help work with local families and charities.

This year, we returned to work with Seeway, which has partnered up with Ngongongare Primary school, to add some much-needed classrooms and toilet block.

To experience and understand the community and culture more, we visited a local organic coffee plantation and roastery on the slopes on Mount Meru, where the students were given a tour of the plantation. There, we observed the effects of climate change, which has shifted the coffee growing season. In previous years, flooding has caused damage to crops and, likewise, drought has meant that the crop was unable to grow. We were given an insight into the meaning of fair trade and what it means to those who grow and produce products.

After visiting the plantation, we were taken to the roastery nearby where we sampled some of the products and learned about the different blends available.

After spending the night camping in a nature reserve, the students woke to more beautiful views of Mount Meru breaking through the clouds, which some curious zebra came to take a closer look at the camp.

For their final piece of community work, students worked in teams to construct a goat shed, smokeless stove, and install a solar powered lighting and USB charger system.

The trip concluded with an amazing two-day safari at the Tarangirie National Park where we were treated to a spectacular sight of more than a dozen hungry females waiting their turn to feast on a buffalo kill nearby.

How did hands-on activities like building an extension of the school and building an animal shelter enhance students’ understanding of global citizenship and service?

I think that one of the most surprising aspects for the students was that the entirety of their work was completed by hand. All components of the cement mix were measured and mixed manually, requiring sheer hard work and strength. This process provided insight into life as a construction worker in Tanzania whilst also acquiring a number of skills including bricklaying, sawing wood, and laying hardcore bases for foundations.

What challenges did students face while working on the construction projects? How did they overcome them?

One of our Year 9 students, Chyavan Karthikeya, spoke candidly about the challenges he faced – and the silver lining – he learned during the expedition. “The heat was intense, and the work was tougher than expected. Mixing cement and carrying bricks pushed us beyond our limits. But under Ms. Hannah’s leadership, we adapted – taking turns, encouraging each other, and turning exhaustion into determination. Her support kept us motivated, making the struggle feel worthwhile.”

What impact did the students’ contributions (e.g., school expansion, goat donation, solar panel installation) have on the local Tanzanian community?

The impact of the project will mean that there will be less students per class. Also, female students will have a new toilet block to use which will hopefully contribute to better health for the students.

The families supported in the goat shed projects will be given opportunities to trade within their community as milk from the goat can be traded for other much needed items such as food. The lighting from the solar lighting system will enable families to continue working in the evening and children can continue studying in the evening once school has finished. Furthermore, the USB connection will allow for trading opportunities, where neighbours can trade items to make use of the power.

How did interacting with students from fellow Nord Anglia schools British International School Shanghai (BISS) and British International School of Houston, Texas (BISH) enhance the collaborative experience?

NAISAK students were able to collaborate and form friendships with their peers from across the globe, sharing experiences and forming lifelong bonds as a connected school community. The students took ownership of roles and challenges over and above their expectations and worked as a team to manage and provide resolutions to various problems that arose. Their individual personalities shone through during these exceptional learning experiences.

What were the most memorable or transformative moments for students during the trip?

According to student, Chyavan Karthikeya, “laying the brick was powerful; it symbolised real impact. Connecting with local children redefined gratitude, and the safari was a humbling reminder of nature’s vastness. Through it all, Ms. Hannah’s guidance made every moment more meaningful, pushing us to reflect deeper and give our best.”

How do experiences like visiting a coffee plantation and going on safari contribute to students’ cultural awareness and environmental responsibility?

We gained a good insight into the impact of climate change from the coffee plantation. We discussed similar effects this phenomenon has upon the animals and migration. Additionally, we reflected upon the sustainable development goals (SDGs) and how we could work with local NGOs to ensure that the goals of those living in Tanzania are met and exceeded.

What values or skills do you think students will carry forward from this trip into their academic and personal lives?

From constructing a kitchen, to cooking in bulk numbers, to pitching a tent, to woodwork and joinery, the skills learned by these students were endless! Above all, we have also learned to be grateful for the things that we have in our lives and always remember how we can be better Earthly citizens by helping others.

How can NAISAK continue to build on this experience and maintain a connection with the communities in Tanzania?

We hope to continue to run this popular trip next year to allow more students from our NAISAK community to experience the wide-ranging impact of service-learning expeditions for themselves. After all, one of our school’s core beliefs for academic excellence is “experience more, achieve more.”

What advice would you give to students and parents considering participating in future service-learning expeditions?

Visit any country with an open mind, ask questions, and gain a thorough understanding of the lives of those living there.

Did you enjoy this story? Learn more about Nord Anglia International School Al Khor (NAISAK) and the opportunities we offer by visiting our Admissions Page or scheduling a tour today!