Solving Problems and Striving Forward
“We were attracted to the idea of building a small company that could create job opportunities in this harsh environment and spreading a positive impact in society," says Aziza Al-Hassi, Panda co-founder.
“We wanted to solve the challenges that students, parents and teachers were facing with the educational process in Libya and we realized that communication between the interested parties was key to solve these issues,” says Tufaha Suhaim, Panda co-founder.
“In many cases, information regarding a student’s behavioural and academic performance fails to reach their parents. Our platform facilitates the transfer of this information from the school to the parent,” explains Tufaha. “Our service also solves multiple problems from the school’s side, by summarizing much of the repetitive work school employees go through, in addition to helping the school forgo typical office expenses such as paper consumption, printing, and others,” she adds.
Aziza emphasizes that the shared vision and goals of Panda’s founders were the main impetus towards its establishment in the Libyan market. “This was a very new business concept and we were not totally sure that the school administrations and parents would endorse this method, we were concerned that they might resist Panda’s advanced technological solutions,” she adds.
Mr. Mustafa Belhassan, Head of one school in Libya, was however one of the first supporters of Panda. After several meetings with the team he decided to start officially integrating Panda at his school. He confesses: “I was impressed by the idea from the beginning and was surprised to find young people at their prime possessing such capabilities with practical technical solutions to the problems of education.”
"Mr. Mustafa is a passionate person who loves developing technologies,” express Aziza Al-Hassi. “Despite the complicated surrounding circumstances, he runs an excellent and very well-organized institution, but he was suffering from the difficulty of transferring information effectively,” she explains. “Traditional methods simply could not keep-up with the amount of information that had to be sent, which meant parents lacked the whole picture of their children’s progress,” concludes Aziza.