By Javed Mahmood and Romana Afsheen
ISLAMABAD: Former Naval Chief Admiral (Retd) Muhammad Asif Sandila highlights the transformative impact of education tailored to meet unique needs and tells us how the Moawin Foundation equips the next generation with the skills they need to thrive in their life and professions. Asif Sandila is the founder and Chairman of Moawin Foundation.
In an interview with Rabia Ali, the YouTube Channel The Truth International (TTI) Host, Mr Sandila sheds light on different aspects of the Foundation’s activities, from vocational training to life-changing skills of youngsters. He also shared the success stories of individuals whose lives have been transformed through education.
Responding to questions by Rabia Ali, Mr. Sandila shared how, after retiring from the Pakistan Navy, he became deeply involved in social welfare initiatives. He explained, “I once read a book about an American tourist who fell ill while visiting a village in Pakistan. The villagers cared for him, and once he recovered, he asked what he could do to repay them. The villagers requested that he establish a school in their village. The book also mentioned the Central Asia Institute, which was carrying out various social welfare projects in countries including Pakistan. This made me think: if foreigners could work for the well-being of our people, we should do the same. So, six months before my retirement, I decided to dedicate myself to social welfare. I believe that educating and equipping young people with skills is the key to their success in life.”
An elderly woman thanks Mr Sandila for promoting education in the area.
Quoting the well-known saying, “Teach them how to catch a fish,” Mr. Sandila emphasized that this approach could be transformative for many. He continued, “I gathered with close friends and decided to begin our mission with education. We also chose to adopt some government-run schools to provide quality education to students who lack access to modern learning resources and skills. One chronic issue we noticed is the lack of interest among some teachers in their students’ education. Moreover, some teachers are not adequately qualified, which is another challenge.”
Mr. Sandila also highlighted the importance of English, stating, “English is an international language, and it is crucial for gaining knowledge and accessing technology. Therefore, it is essential to learn it. The Chairman of the Moawin Foundation noted that while efforts are being made to teach students in English, we focus on teaching in a way that is accessible to both students and their parents. We’ve worked hard to incorporate audio and video into our teaching methods.”
Chairman of Moawin Foundation shakes hand with students during an event in the school.
He added, “After exploring a few international organizations, we eventually partnered with the Sabaq Foundation in Islamabad, which was a significant milestone for our mission. Sabaq Foundation provided us with Urdu-language videos to improve students’ conceptual understanding. Since our village lacked sufficient internet facilities, the Sabaq Foundation assisted us in implementing alternative teaching methods using technology. We started with a one-room school, and now we have a vast network of schools. Each classroom is equipped with a TV for video-based learning. Along with the government school syllabus, the Moawin Foundation uses technology, labs, sports, and activity-based strategies to enhance students’ learning experiences.”
When the Moawin Foundation took over some government-run schools, they retained the existing teachers, improved their skills, and empowered them to achieve the set goals. “We established terms and conditions with the Punjab Education Department,” Mr. Sandila explained. “For example, the department agreed not to transfer any teacher working with us for at least three years. Additionally, the department would only transfer underperforming teachers based on our recommendations.”
Mr. Sandila provided a detailed account of the evolution of education in his village, his personal experiences, and the broader implications of education and skills development.
He began by highlighting the significant advancements in his village’s education system: “Initially, many parents opted to send their children abroad due to perceived inadequacies of local schools. This trend was common among affluent families. However, the situation began to change with the establishment of a middle school for girls in the village, marking a pivotal moment.”
“When the middle school first opened, it enrolled 142 girls. Within six months, enrollment surged to over 500. The number of boys also increased dramatically, from 180 to 370. This growth demonstrated the improving educational environment and the rising trust parents had in local facilities. The rapid rise in student numbers indicated the positive changes brought about by better resources and community support.”
Mr. Sandila emphasized that basic facilities are crucial for educational success: “Essential amenities include functional washrooms, reliable drinking water, and infrastructure like computer labs and solar power systems. Without these, schools struggle to create a conducive learning environment. Proper facilities are vital for both students’ comfort and educational effectiveness.”
He also noted the need for proper furniture and early childhood education systems: “Many schools still face shortages in these areas, which can hinder the quality of education and limit growth opportunities for students.”
Reflecting on his schooling, Mr. Sandila compared his experiences with today’s education system: “Despite lacking resources like furniture and electricity, there was a strong commitment from teachers and the community, which was crucial for educational outcomes.”
He observed the current situation of government school teachers: “Today, government school teachers earn competitive salaries, ranging from 38,000 to 80,000-90,000 rupees depending on experience. Despite these salaries, teachers face challenges such as distractions from non-educational duties and insufficient training and supervision. Nonetheless, many remain dedicated and strive to provide quality education despite these hurdles.”
Mr. Sandila discussed the growth of their own educational initiatives: “Starting with two schools, our network has expanded to 136, with plans to reach 250. This growth reflects our commitment to improving educational opportunities in regions like Gilgit-Baltistan and Karachi.”
A major focus of their initiative is practical skills development: “We aim to equip students with skills that enhance their employability and independence, such as operating cameras, becoming beauticians, and dressmaking. In regions like Gilgit-Baltistan, we also teach apricot fruit drying. This practical skills training complements academic education and prepares students for the job market.”
Mr. Sandila shared his journey from a rural background to the Navy: “Coming from a village with limited resources, I secured a place in a cadet college thanks to my family’s support. Transitioning from an Urdu medium school to a cadet college, where English was the primary language, was challenging. The initial months were tough as I adapted to a new language and environment.”
His experiences continued with his Navy admission: “Despite limited knowledge about the Navy, I was guided by a supportive principal. My time in the Navy, including training at the Royal Naval College Dartmouth, was transformative, shaping my career and personal growth.”
Concluding his reflections, Mr. Sandila emphasized the broader implications of education and skills development: “Education must provide both academic knowledge and practical skills for self-support and employment. In today’s evolving job market, practical skills are increasingly valuable. Complementing education with skills training bridges the gap between academic knowledge and real-world application, preparing students for diverse career paths and modern job market challenges.”
Mr. Sandila underscored the importance of adaptability, dedication, and community support in achieving success: “My journey from a rural village to a Navy position, alongside efforts to improve local education, reflects a deep commitment to fostering educational and professional growth. My experiences highlight the transformative power of education and the necessity of equipping individuals with skills for a rapidly changing world.”
About Moawin Foundation
Founded in 2014, Moawin Foundation is a not-for-profit organization (NPO) registered with the Securities and Exchange Commission of Pakistan (SECP) under Section 42 of the Companies Act 2017, with Incorporation No. 0090324 and National Tax Number 4331812-6.
It is an approved NPO under Section 2 (36) of the Income Tax Ordinance 2001 after signing an MOU with the Economic Affairs Division of the Government of Pakistan to receive funding from international donors.
Message from the Chairman
Admiral (Retd) Muhammad Asif Sandila
Human development stands as the cornerstone of progress for any nation. Within our own borders, a burgeoning youth populace is a testament to our potential, yet many dwell in rural areas devoid of essential educational and economic opportunities.
A recent World Bank study unveils a staggering statistic: nearly 23 million Pakistani children aged 5 to 16 are excluded from the educational landscape, making Pakistan home to the world’s second-largest out-of-school population. Despite the widespread availability of government schools, the quality of education often falls short of expectations.
At Moawin Foundation, we refuse to accept this status quo. By harnessing existing infrastructure and deploying trained educators, we remain steadfast in our belief that significant strides can be made. In 2023, our commitment to action was unwavering. We redoubled our efforts to uplift the standards of primary and secondary education in government schools while also providing skill development opportunities in rural areas, without discrimination of gender, religion, ethnicity, or geographical location. Initiatives like fruit dehydration training for women in Baltistan and IT and digital skills training in Skardu are just a glimpse into our multifaceted approach toward empowerment and progress. To our esteemed Board, dedicated teams, invaluable partners, generous donors, and steadfast supporters, I express profound gratitude for your unwavering commitment. Together, with Moawin Foundation, we are endeavoring for a brighter, more sustainable future for Pakistan. Your continued support remains indispensable in propelling positive change forward.
Empowering Women
The Moawin Foundation believes in the transformative power of education and skills training to uplift communities, especially women and girls. From empowering women to become skilled instructors to nurturing young minds, the Foundation’s initiatives aim to foster a culture of empowerment and equality.
Moawin Foundation stands as a beacon of hope, offering relief and rehabilitation initiatives to those in need across Pakistan. Since our inception, we have been committed to supporting communities affected by natural disasters, conflicts, and emergencies.
The collaboration with the Moawin Foundation on projects like the People’s Public Schools in Ghotki, Sindh, and Foundation Assisted Schools in Karachi has been highly successful. The foundation’s efforts in advancing education in Sindh are commendable and vital for the community, Kabir Kazi, Managing Director of the Sindh Education Foundation said.
“I am delighted to be a contributor to Moawin Foundation’s School Project in my ancestral village Dhery Syedan in Chakwal, Pakistan. This rural girls’ school desperately needed the Moawin Foundation’s expertise, dedication, and determination to improve. I can now see the potential of their plans which are well-considered and being delivered with energy and a sharp focus on results. Empowering young girls through education is an exemplary mission and delivering it effectively and efficiently deserves widespread support.” Admiral Amjad Hussain stated this while admiring the aims and ambitions of the Moawin Foundation.
Annual Report 2023
According to the 2023 Annual Report of the Moawin Foundation, the organization was established in 2014 as a Not-for-Profit (NPO) entity under Section 2(36) of the Income Tax Ordinance, 2001, and has signed a memorandum of understanding (MOU) with the Economic Affairs Division of the Government of Pakistan, enabling it to receive funding from international donors.
Additionally, MF is certified by the Pakistan Centre for Philanthropy (PCP) and CAF International, reaffirming its commitment to transparency and accountability. Moawin Foundation expanded its footprint by registering as a charity (1204000) in the UK to build a diverse and committed community of supporters to amplify its impact. Through collaborative efforts and contributions, we envision creating significant change in the underprivileged areas we serve. Its primary goal is to ensure access to quality education, particularly in government schools, and create economic opportunities for women and youth to address the pressing issues of economic instability and poverty.
By investing in education and skill development, the Foundation aims to empower individuals and communities for financial independence. Currently, the MF has 118 operational schools across Pakistan with an enrolment of more than 30,000 students. Its Skills Development Program served more than 1800 households and empowered youth with marketable skills & entrepreneurship support. Through strategic partnerships and collaborations, we have implemented impactful programs of assisting government and community schools in providing school development opportunities, establishment of Vocational Training Institutes (VTIs), and scholarship programs to provide marginalized youth with the necessary tools and resources for a sustainable future. We also conduct relief efforts during times of crisis, extending assistance to vulnerable communities in need.
