In the scenic yet marginalized hills of Kotli Sattian and Murree, where winding roads cut through dense forests and rocky terrain, a silent revolution in education is underway. Muslim Hands, a non-governmental organization (NGO), is leading a transformative initiative under the Public Schools Reorganizing Project (PSRP). In collaboration with the Punjab Education Foundation (PEF), the project is breaking long-standing barriers to education, social participation, and community empowerment.
For decades, the 76 public schools now under the PSRP were left to struggle in isolation. Nestled in some of the most remote and mountainous regions of Punjab, these schools served communities grappling with poverty, out-migration, and a chronic lack of infrastructure. Basic facilities like clean drinking water, electricity, proper school buildings, and even road access were either missing or in disrepair.
The population density in these areas has steadily declined as families migrated to urban centers in search of better livelihood opportunities. This left the schools with low enrollment, poor academic performance, and a general state of neglect.
When Muslim Hands took over these schools from the School Education Department (SED) in October 2024, they inherited not just crumbling infrastructure but also deep-rooted social and institutional resistance.
The project did not begin on a smooth path. As with many public-private partnerships in education, Muslim Hands encountered significant resistance from multiple stakeholders.
First came the local community’s opposition to the outsourcing of public schools. Many feared that turning over their schools to a non-governmental organization might lead to privatization or a decline in access for their children.
Simultaneously, Punjab Teachers Union (PTU) voiced concerns, staging small-scale protests and issuing press statements questioning the legitimacy and intention of the project.
Adding to the tension was propaganda from private school owners in the region, who feared losing their market share as Muslim Hands began revitalizing the government schools. Rumors of job cuts, hidden fees, and cultural insensitivity further complicated the organization’s entry into these communities.
Rather than retreat, Muslim Hands adopted a strategy grounded in dialogue, community engagement, and transparency.
Understanding the importance of local ownership, the organization launched a rigorous teacher recruitment process, prioritizing candidates from the same villages and towns where the schools existed. Following written tests and panel interviews conducted under a well-defined HR policy, highly qualified teachers were appointed. This approach not only addressed community concerns but also created local employment opportunities, fostering trust.
Given the geographic spread and isolation of the schools, Muslim Hands divided the entire project area into six educational clusters. Each cluster was assigned a dedicated Cluster Coordinator, responsible for monitoring teacher performance, providing on-the-job support, and ensuring academic quality.
This decentralized management system allowed for quick troubleshooting, regular teacher mentoring, and contextualized solutions to local challenges.
One of the most groundbreaking aspects of the project has been community mobilization.
For the first time in many years, local communities felt they had a voice in how their schools were run. Through sustained outreach programs, Muslim Hands conducted community meetings, school awareness sessions, and parent-teacher dialogues.
The result was the establishment of School Management Committees (SMCs) in each school. These committees, composed of parents, local elders, teachers, and community leaders, now play a proactive role in monitoring school performance, ensuring student attendance, and safeguarding school resources.
The concept of community ownership – rare in many public education systems – has taken root in these hills.
Muslim Hands, with PEF’s financial support, undertook a comprehensive renovation of all 76 schools.
Gone are the leaking roofs, broken furniture, and dilapidated classrooms. In their place stand child-friendly, safe, and aesthetically pleasing school buildings with colorful walls, functional washrooms, boundary walls, and playground spaces.
To address climate challenges in the region – especially during the harsh winters and rainy seasons – special attention was given to roof insulation, proper ventilation, and drainage systems.
In a first-of-its-kind environmental intervention for public schools in the area, Muslim Hands launched a school-based plantation drive.
Seasonal and indigenous fruit-bearing trees were planted across school compounds. The idea was both symbolic and practical: to combat climate change, enhance green cover, and provide nutritional benefits to students.
This green initiative is now being recognized by local environmental groups as a model for sustainable school-based climate action in rural Punjab.
Beyond infrastructure and community engagement, academic improvement has remained at the heart of PSRP. Muslim Hands ensured that all students receive free textbooks and school supplies, removing a major financial barrier for many families.
For the first time, students across all 76 schools are sitting for standardized term exams. This not only evaluates learning levels but also prepares students for higher levels of competitive education.
Realizing that infrastructure alone does not ensure quality education, Muslim Hands invested heavily in teacher training.
Teachers have undergone content-based learning programs focusing on modern pedagogy, subject mastery, life skills education, and child psychology. Workshops and refresher trainings are now a regular feature of the academic calendar.
The teachers, many of whom were initially skeptical of the project, now speak positively about the supportive learning environment and professional development opportunities they receive.
Perhaps one of the most visible successes of the project is the increase in student enrollment.
Through a well-coordinated Enrollment Drive, backed by door-to-door campaigns, community mobilization, and SMC advocacy, Muslim Hands succeeded in reversing the downward enrollment trend that plagued these schools for years.
Many parents who had previously withdrawn their children from government schools in favor of low-fee private schools are now re-enrolling their children in PSRP schools, impressed by the improved quality of education.
Local community members speak with renewed hope.
Rashida Bibi, a mother of three from GGPS Dhok Sehar, says: “We never thought our village school would ever see this level of improvement. The teachers are regular, the classrooms are clean, and our children are learning with interest.”
Similarly, Yumna Kazmi, a teacher from GPS Kohala, notes: “Before the project, we lacked both resources and motivation. Now, with ongoing training and support, we feel like we are truly making a difference in these children’s lives.”
In a region where education once stood at the crossroads of neglect and hopelessness, the Public Schools Reorganizing Project is proving that meaningful change is possible when vision, commitment, and collaboration come together.
Muslim Hands, with its proactive and community-centered approach, is not just rebuilding schools – it is rebuilding trust, hope, and the future of thousands of children across the hills of Kotli Sattian and Murree.
The barriers that once seemed insurmountable are slowly but surely falling. And as classrooms buzz with learning and laughter, a new chapter in rural education is being written – one school, one student, and one community at a time.
