One Step at a Time
His career began in the UK higher education sector, where he contributed to student development and research, before expanding his experience into corporate investment, family offices, and various industries across oil & gas, technology, transportation, education, and F&B industries. In the United States, with his focus on managing Charter Schools Education portfolios, overseeing financial planning, auditing, and operations for large-scale public funds, he has contributed towards ensuring school doors remain open, and children continue to develop themselves with education. Served in Rotaract UN New York and with refuguee schools in Malaysia, collaborating with United Nations High Commissioner for Refugees (UNCHR), UNICEF, and UN, he strongly believes education should be given to all. This continues to motivate him to develop and empower leaders who believe in community with his 10 Fully Sponsored Yearly Scholarships.
From Reflection to Reform: A Father’s Legacy
I never stopped my research to understand Malaysia not just from the surface, but from every angle: human capital, the economic talent pipeline, and the social fabric that binds communities together. I wanted to see the nation not only for what it was, but for what it could become. Over the years, I lost my father, but his words remained etched in my heart: “Study well, work hard, build yourself. If one day you are in a position to give back, do it. But don’t do something foolish.” His wisdom became my compass. Whenever discouragement crept in, I recalled his voice reminding me that true strength lies not in anger, but in building something lasting.
By 2012, I turned my focus fully to the gaps within the Malaysian education system. The timing could not have been better. In 2013, Malaysia launched the Education Blueprint 2013–2025, outlining 11 key shifts to transform the nation’s schools. I immersed myself in its vision, studying the situation deeply, researching tirelessly, and asking: How can we make these shifts real for students, teachers, and families? I continued to carve out time to work on this project, drawing from my years of experience in the education field. I spoke to stakeholders, attended appointments, and sought allies. Yet, many conversations ended in disappointment. Too often, I heard the same refrain: “Don’t be a superman. Go make money. Why do charity?” These words echoed again and again, but I refused to let them define my path.
Instead, I pressed forward. I studied the generational shifts, the changing aspirations of young Malaysians, and the possibilities hidden within the challenges. I saw not just problems, but opportunities to build bridges. In 2014, I had the opportunity to pursue my doctoral studies. For me, this was never about a title. It was not about adding “Dr.” before my name. It was about action. It was about building bridges between research and practice, between policy and people. It was about ensuring that every child, regardless of background, had a chance to rise. My official research began to address the issues and to see which Education Blueprint 2013–2025 Shifts I could contribute to.
A Friday That Changed My Path
It was a warm Friday afternoon in 2009. I had just finished lunch and was driving back home, my mind already occupied with the tasks I needed to complete before flying overseas for work. As I passed a bus stop near a school, I noticed a group of secondary school children crowded on a motorbike. Their behavior struck me as unusually restless, uneasy, almost as if they were hiding something. A thought crossed my mind: Are they up to no good? But I quickly dismissed it. I had deadlines to meet, responsibilities waiting, and no time to dwell on passing suspicions.
The next morning, life reminded me how fragile our assumptions can be. My mother knocked gently on my door, asking if I could take her to the shop. I told her to wait a little while; I was still wrapping up my work. Minutes later, my father’s voice thundered through the house, calling my name with urgency I had never heard before. I rushed downstairs, heart pounding, only to find him holding my mother at the gate. She was trembling, her face pale with shock. Between gasps, she explained: the same schoolboys on the motorbike had snatched her chain. In the struggle, she had fallen hard, injuring her thumb. My father’s eyes burned with worry, and mine with helplessness. I kept asking her why she went out alone when I had promised to take her. Her answer was simple, yet piercing: “You were busy. I didn’t want to disturb you.”
We gave her water, tried to calm her, but inside me, a storm was brewing. Anger surged at how those boys could do this to my mother. I wanted to chase them down, to confront them. I even got into my car, but my father held my hand firmly and said, “Don’t do something foolish.” His words anchored me, but the fire in my chest refused to die. As I drove around, I saw a crowd near the bus stop. Another victim had just been attacked. People whispered, pointed, but no one could identify the culprits. The boys had vanished into the streets, fearless and untouchable. I returned home, defeated, and took my mother to the emergency ward. The doctor confirmed what I feared: her thumb was fractured.
Back at home, I scolded her again, asking why she couldn’t wait. She looked at me with tired eyes and said something that changed me forever: “Things are not the same anymore. We, elderly people, live daily in this environment. The streets you once played in freely are no longer safe. Even a simple walk requires courage.” Her words echoed in my mind. I had always believed our neighbourhood was safe, a place of trust and familiarity. But she was right; the world had shifted. What was once a playground of innocence had become a battleground of fear. The next day, I departed for my long journey overseas. Yet throughout the flight, and in the days that followed, her words haunted me. I thought about the work I was doing in the U.S., walking into unsafe neighbourhoods to reform schools, determined to give every child a chance at a decent education. And I realized: the problem was not just about crime or safety. It was about opportunity, about the environment we create for our children.
Those boys on the motorbike were not born criminals. They were products of neglect, of broken systems, of schools that failed to inspire and communities that failed to protect. My mother’s pain became my awakening. It reminded me that education is not just about classrooms and exams; it is about shaping lives, restoring dignity, and rebuilding trust in society. That Saturday in 2009 was more than just a painful memory. It was the seed of a mission: to transform schools, to fight for safe communities, and to ensure that no mother, no child, no elder must live in fear.
Meeting the Ministry Officials: Planting the Seed of Change
In early 2014, I arrived in Putrajaya, a place unfamiliar to me, yet symbolic as the heart of Malaysia’s governance. Walking for the first time through the doors of the Ministry of Education, I felt a surge of pride. Here I was, a Malaysian, carrying not just an idea but a hope: that something good could materialize for our schools, our children, and our future. I presented my research and vision to the officials. They listened attentively, aligned with the concept, and acknowledged its potential. But then came the inevitable question: “Who is funding this research?”
I replied honestly: “Perhaps MOE can support.” They explained that funding was tight, but my ideas were welcomed. They pointed me back to the meaning of Shift 9: Partner with Parents, Community, and Private Sector at Scale. The message was clear: for this to be official, I needed more than passion. I needed structure. I needed an entity. And I needed to answer the question: Who will lead this? That moment became the turning point. It was no longer just about presenting ideas it was about building a foundation that could sustain them. My research led me to the Social Enterprise Model, a framework that combined purpose with sustainability. It was not charity, nor was it purely business. It was a model designed to ensure long-term impact, where education initiatives could thrive without collapsing under the weight of limited funding.
I realized that this was the beginning of something bigger. The Ministry had not dismissed me. They had challenged me. They had asked the hard questions that forced me to think beyond vision and into execution. Walking out of Putrajaya that day, I carried more than notes from a meeting. I carried a seed the seed of a model that could transform education by bridging the gap between policy and practice, between community and government, between hope and reality. Driven by a mission to address poverty, unemployment, and the struggles of the underprivileged, I embarked on building sustainable education initiatives.
Ananda Devan founded SASTRA Hub in 2012 to bring transformative change through the education ecosystem and is currently leading the next chapter as a Chair of the Board of the Core Advisory Council. The Next Chapter 2025 - 2035 is set, and work is in progress in stages.
The Courage to Keep Moving Forward
This journey became more than personal ambition. It became a mission to transform Malaysia's education into a force for dignity, empowerment, and hope. My father’s wisdom lived on in every step: “If one day you are in a position to give back, do it.” And I realized that day had come. The voices of my teachers who had inspired me since childhood came pouring back into my memory. The discipline I learned from uniform body training instilled resilience and courage. The good and bad choices I had witnessed along the way began to make sense, shaping the foundation of a larger journey. I knew I was embarking on something vast, armed only with hope, confidence, and courage.
I told myself: Keep moving forward.
My professor during my master's program once said when I reached out for advice: “You will see people who will understand one day what you are trying to give. And you must know you cannot do this alone. Be aware of those who will try to stop you or even steal your ideas and identity.” Those words became both a warning and a reminder. The path of change is never easy. It is filled with resistance, doubt, and obstacles. But I chose to believe in good and in the conviction that good will eventually prevail. Every setback became a lesson. Every discouraging voice became fuel. Every reminder of injustice became a call to action. And every memory of my father’s wisdom became a compass pointing me toward service, not self.
I began to see that this was not just about me. It was about building bridges between generations, between research and practice, between policy and people. It was about ensuring that every child, regardless of background, could rise with dignity and hope in our Malaysian schools. I reminded myself that courage is not the absence of fear, but the decision to move forward despite it. Hope is not naive optimism, but the belief that tomorrow can be better if we act today. And confidence is not arrogance, but the quiet strength to keep walking even when the road is lonely. This journey became a calling. A calling to stand firm when others said, “Don’t be a Superman.” A calling to persist when others said, “Go Make Money.” A calling to prove that education is not charity, but the most powerful investment in humanity. And so, I pressed on with faith in the unseen, courage in the face of doubt, and a vision that one day, the seeds planted in struggle would bloom into a future where every child has the chance to rise. The journey began in the uncharted waters.
The Kick-Start: When Vision Meets Opportunity
When I first asked a few friends if they knew anyone in the Education Ministry to discuss my project, their response was immediate: “Don’t waste time. Find something else to do. Why do you want to do this?” Those words could have ended the journey before it began. But I refused to let doubt dictate my path. Instead, I instructed a member of my admin team at the investment firm to directly contact the schools. I wanted to start simple, practical, and close to home. Kuala Lumpur was the obvious choice due to logistics. We sent official letters to several schools, and within days, a secondary school in Kepong Taman Eshan, Selangor, acknowledged our request. That single confirmation felt like a spark of hope, proof that someone was willing to listen.
When I arrived at the school, I was welcomed with warmth and respect. The principal greeted me with a smile and asked if I had once been her student. I replied no, explaining that I simply wanted to share an idea, unsure if it was even workable. She smiled again and led me into the boardroom. To my surprise, the room was filled with senior administrators, teachers, and the full attendance of the Board of Governors (PIBG). I was stunned. All the voices from the past telling me “no one will listen to you” echoed in my mind. Yet here I was, facing a dedicated team ready to hear me out. Without delay, I presented my vision. I explained that under the Education Blueprint 2013–2025, there are 11 key shifts, and one of them, Shift 9: Partner with Parents, Community, and Private Sector at Scale, resonated deeply with me. I proposed the creation of Career Development Centers and Programs to empower students in both urban and suburban schools. These centers would not only provide academic support but also nurture career pathways, instill confidence, and prepare young people for future challenges.
Additionally, they could help reduce the stigma often associated with counseling by reframing it as a form of empowerment. My research indicates that this initiative addresses a crucial gap in our educational system. With Shift 9, schools no longer have to tackle these challenges alone; parents, the community, and the private sector can provide the necessary support. The principal listened carefully, and then she said: “The human element is missing.” I paused, then replied: “Perhaps we should call it a Human and Career Development Centre?” She smiled and said, “That sounds better.” I asked her how to move forward. She advised me to contact the Ministry of Education, the State Education Department, and the District Office. I admitted I hadn’t tried. She looked at me and said: “Then try. The journey you are taking is not easy, but don’t give up. I will be retiring soon, and I hope this vision materialises. Go and do your best.”
Her humility and encouragement inspired me deeply. She gave me more than advice; she gave me belief. She even offered her school as a pilot site for my research and project, and the Board of Governors agreed. That moment was transformative. I recalled all the voices that had told me it was impossible, that the Ministry would never entertain me without “connections.” Yet, with no special ties, no shortcuts, I picked up the phone, called the Ministry of Education, and asked how to proceed. To my astonishment, they welcomed me. An appointment was fixed with the Director to present my ideas. A proposal was delivered before the official visit.It was proof that persistence breaks barriers. It was proof that courage opens doors. And it was proof that when you carry a vision rooted in service, people will eventually listen.
The Birth of a Social Enterprise: SASTRA Hub
On May 12, 2014, I reached a defining milestone, the moment when vision transformed into reality. After years of relentless research, countless conversations, and unwavering belief, I secured a Social Enterprise Start-Up Grant (SEGS) from the independent investment firm. This grant became the seed capital to establish an organization dedicated to education for the underprivileged.
But before incorporation, my priority was clear: Build a foundation rooted not in profit, but in People, Values, and Purpose. I will continue to become a social entrepreneur.
SASTRA was never meant to be a conventional company. It was born as a social enterprise, a hub for Malaysia, Asia, and beyond. Its model was radical yet simple: 100% of profits would be reinvested into expanding projects and supporting other like-minded individuals to be part of this uncharted water we are embarking on. Growth would be carefully planned, ensuring sustainability while equipping children to reskill, upskill, and adapt to the ever-changing academic and career landscapes.
As Chair, I initiated bold actions to anchor this vision:
- Mobilizing a Board of Trustees : passionate individuals dedicated to reform and governance, ensuring accountability and long-term direction.
- Creating a Team of Advisors : volunteers who brought wisdom, expertise, and diverse perspectives to guide the initiative.
- Identifying interns and fresh graduates : motivated young people eager to make a meaningful impact in education ecosystems while building their own careers.
With this foundation in place, the Ministry of Education Malaysia (MOE) gave official approval. SASTRA adopted its first school, SMK Taman Ehsan, Kepong, under Shift 9: Partner with Parents, Community, and Private Sector at Scale. Together, we piloted the Human & Career Development Centre Approach, launching four key programs designed in collaboration with educators and trustees. The impact was immediate and overwhelming. Students responded with enthusiasm, teachers rediscovered hope, and the results proved the necessity of structured career development programs in government schools.
By the end of Q4 2014, SASTRA had already engaged with organizations to strengthen national schools, particularly through the creation of Human and Career Development Centers (HCDC). This was more than execution. It was the birth of hope, courage, and sustainability. What began on a Friday afternoon in 2009, a fleeting vision sparked by a mother’s struggle and a father’s wisdom, had now grown into a living entity, pioneering education for a sustainable future. That single moment of reflection, once filled with doubt and questions, became the catalyst for a social movement. It took me from discussions with teachers and principals to the doors of the Ministry of Education and ultimately led to the creation of SASTRA Hub.
No longer just an idea, SASTRA Hub grew into a social enterprise grounded in courage, hope, and sustainability. It serves as proof that persistence can break barriers, that vision can become reality, and that when service is prioritized over self, transformation is possible. We began to work with various individuals and organisations. From that Friday afternoon to May 12, 2014, the journey was not merely about building an organization; it was about constructing a legacy of empowerment. SASTRA Hub became a place where children could reskill, upskill, and rise with dignity, while communities rediscovered the power of education as the foundation for a better future. It's a place where social enterprise can be explored. Anyone with a heart to make changes can step forward.
This journey was about action, about building bridges between research and practice, and between policy and people. It was about ensuring that every child, regardless of their background, had the opportunity to succeed. I continued this journey to this day, not giving up and knocking on various door of indivual and organisation to support bringing the changes. Today, I have aligned my self and SASTRA towards the SDG Goals. We will continue the next chapter!
The Weight of Silence
Although I went back to work, deep down my mind was restless. I kept replaying the incident, asking myself: What is happening to our society? I began reaching out, calling my old teachers, friends, cousins, anyone I could think of, to talk about the state of schooling in Malaysia. Furthermore, I also saw how in the US, children are struggling and schooling needs changes, and I was blessed to be part of the Charter School Systems.
The conversations were mixed. Some spoke with pride about the strengths of the system, while others criticized it harshly, calling it helpless. But when I asked the most important question, “What have you done to help our schools?” silence often followed. The answers I did receive carried a common theme: “Don’t try to be a superman. Mind your own business.” That response troubled me. Why was society ignoring the issues right in front of us? Why was I ignoring them too? I realized that my own inaction had consequences. I could have made a simple call to the enforcement unit that day. A patrol car could have been sent. My mother’s injury might have been prevented. My ignorance had cost her pain.
I remembered a conversation with a friend who once asked me, “What has the country done for you?” My instinctive reply was, “Isn’t Malaysia safe from wars? Isn’t that something?” He countered, “Yes, but we have so much crime.” I thought about it carefully. Crime exists everywhere. The real question is not whether authorities fail us, but whether we as citizens support them. Too often, we find reasons to blame, excuses to distance ourselves, and comfort in silence. But silence is heavy; it carries the weight of every injustice we choose not to confront. That realization marked a turning point. I began to see that change does not come from waiting for someone else to act. It comes from ordinary people deciding to step forward, to take responsibility, and to support the systems that protect and educate us.
The professional development workshops have touched the lives of more than 2,000 learners worldwide in collaboration with the UK, USA, New Zealand, Malaysia, India, Philippines, China, and beyond, from various backgrounds, including many professionals who are now in senior leadership positions, and continues to work with him through SASTRA projects. He has strengthened school career development and counseling ecosystems by empowering educators and creating sustainable models for student development, leaving a lasting impact on communities. He has also published in H-Index journals and continues to volunteer in both urban and rural schools. He currently serves as an advisor in social enterprise, guiding startups, individuals, and communities to embrace innovation and purpose-driven leadership. Furthermore, his coaching program for postgraduate candidates is another program that helps individuals chart their career pathway with Master's and Doctorate Programs.
Besides continuing his professional career at a higher education and Training Institution, at the heart of his work, he continues delivering the 10 Fully Sponsored Yearly Scholarships for deserving individuals across the globe who demonstrate the ability to give back as part of his personal CSR and giving back. Beside that, the paid Customized Signature Individual 1-Year Professional Development Program is offered to individuals who are ready to unlearn and relearn as a transformative journey for people aged 18 to 50 seeking change for themselves. Each program is tailored-made based on the individual needs to ensure the program blends structured learning with principles of balance and mindful resource management, drawing inspiration from conflict-free philosophies. From theory to real practice, it empowers participants to achieve clarity, resilience, and positioning to grow personally and professionally while contributing positively to society. Ananda believes that people are motivated or driven by different needs. Expecting the same results from everyone ignores the reality of life and generational shifts, a truth that has always existed, though often overlooked. For some, success is measured by wealth, fame and title, and for others, living a life of contentment is their success. Whatever your journey may be, Ananda’s continued launch of impactful projects with SASTRA platforms and guidance for thousands of learners have made this program one of the most trusted pathways for those ready to embrace change and unlock their full potential.
Contact : dr.ananda@outlook.com
Program : Customized Signature Individual 1-Year Professional Development Program
Price : USD 1,550 per pax (12-month program) One-to-One Coaching (Email to block your slots)
Scholarship : 10 Fully Sponsored Yearly Scholarships (Email why you need a Full Scholarship & 1 Year Training)
AnaNDA DEVAN
Dr. Ananda Devan is a visionary leader, educator, coach, mentor, and philanthropist with more than two decades of experience spanning government, non-profits, corporate, education, learning and development, and social enterprise sectors. He earned his PhD in Management from Universiti Kuala Lumpur on a Royal Full Scholarship from the 16th King of Malaysia (Yayasan King Abdullah Foundation), established in 1996 by His Royal Highness Sultan Abdullah Ri’ayatuddin Al-Mustafa Billah Shah of Pahang and Her Royal Highness Tengku Ampuan of Pahang. The foundation focuses on education, welfare, and community development, providing scholarships to outstanding Malaysian students, and he benefited and believes he must continue to give back. Furthermore, Ananda received a scholarship during his Master’s program from UOP International Foundation. His academic journey includes a Bachelor of Science in Computing (Hons) and an MSc in Education & Training Management from the University of Portsmouth (UK), complemented by executive training at the Harvard Kennedy School of Government (USA) and Doctorate modules in business administration at SEGi University (Malaysia).
Dr. Ananda Devan is an educator, coach, and mentor with more than two decades of experience across government, non-profits, corporate, education, training, and social enterprise sectors. He earned his PhD in Management from Universiti Kuala Lumpur under a full scholarship from the 16th King of Malaysia (Yayasan King Abdullah Foundation), and received partial scholarship support during his Master’s program from UOP & International foundations. His academic journey includes a Bachelor of Science in Computing (Hons) and an MSc in Education & Training Management from the University of Portsmouth (UK), complemented by executive training at the Harvard Kennedy School of Government (USA) and advanced modules in business administration at SEGi University (Malaysia). His career began in the UK higher education sector, where he contributed to curriculum innovation, student development, and research, before expanding into corporate investment and industry strategy across oil & gas, technology, transportation, education, and F&B industries. In the United States, with his focus on managing Charter Schools Education portfolios, overseeing financial planning, auditing, and operations for large-scale public funds he has contributed towards ensuring schools do not close, and children can study.
dR. AnaNDA DEVAN
THE HISTORY OF WHY I FOUNDED SASTRA
Empowering Communities and Shaping the Future