How Fuada and Sevla found much more than professional support in the Hastor Foundation program
The transition from student benches into the professional world is often filled with uncertainty, questions, and fear of making first mistakes. That is exactly why the mentorship program The First Step into the Business World of the Hastor Foundation represents, for many young people, an opportunity to have someone by their side who will guide them, strengthen them, and help them step into their future profession with more confidence. For Fuada Pilav and Sevla Kopić, this program became much more than a professional collaboration. It became a story of mutual trust, support, and friendship that continues even after the project ended.
Fuada Pilav, a Master of Preschool Education and an educator at the Public Institution “Djeca Sarajeva,” has dedicated her professional path to working with children and supporting young colleagues who are just entering this profession. As a mentor to students in practice, she helps future educators every day to turn theoretical knowledge into successful practice. She joined the mentorship program because, as she says, she feels a natural need to be a support to someone who is just starting.
“I believe that a true mentor can make a key difference at the beginning of someone’s professional journey. Having the opportunity to follow Sevla’s progress, to see how she adopts new advice with enthusiasm and how her confidence develops, is truly priceless.”
On the other hand, Sevla Kopić, who graduated from the Faculty of Education at the University of Sarajevo and is finishing her master’s studies, entered the program with a clear goal, which was to gain experience that her university studies alone cannot provide. After attending the closing ceremony of the first generation of the mentorship program and hearing positive experiences from mentors and mentees, she decided to use the opportunity to further prepare for her future profession.
“I am someone who tries to think outside the box, not to remain limited, and to constantly upgrade my knowledge. I wanted a person working outside the university to tell me how things work in practice, whether and where I make mistakes, how I can correct them, and how to deal with challenging situations.”
During the mentorship, the two of them worked on many segments of professional development: from practical application of pedagogy and methodology, through communication and presentation skills, to lesson planning, preparation of didactic materials, and keeping pedagogical documentation. A special focus was placed on transforming theoretical knowledge into creative and functional activities for children, as well as developing the self-confidence needed for working in the profession.
Sevla emphasizes that the mentorship helped her develop reflective competence and learn to critically observe her own work.
“I learned that it is important to review my own work after completing an activity and recognize what I can improve. Fuada showed me how to follow modern pedagogical trends, but also where to rely on traditional learning. I learned to balance between pedagogical theory and practice.”
How much the whole experience meant to her is best shown by the fact that she finds it difficult to put it into words.
“My experience during the mentorship program cannot be fully described, and I will never be able to express my satisfaction enough. Because of my mentor, I have developed an even greater love for this profession.”
Their cooperation quickly grew beyond the boundaries of a formal project. They spent more time together than the program required, and their conversations often moved from professional topics to life challenges. During her internship period, Sevla faced difficult situations, and it was precisely then that the mentor’s support gained its greatest value.
“Working with my mentor Fuada has strengthened me a lot as a person. During my internship, I went through several difficult life situations and became a much stronger individual than I was before. With her, I had a safe space where I was not afraid of mistakes or judgment.”
Fuada also believes that mutual understanding was the key to the success of their mentorship:
“Support and understanding were the foundation of this entire collaboration. Without them, the program would have been just theory on paper. The greatest value of this program is that it does not only create professional connections, but builds lasting human and professional support systems.”
Today, although the mentorship program ended long ago, their relationship continues. They meet regularly, talk, give each other advice, and share important life moments. They describe their relationship simply but very powerfully:
“We started as mentor and student, and we are leaving the program as colleagues and friends.”
Sevla describes her mentor as much more than someone who transferred knowledge to her.
“Fuada is a person who radiates kindness and selflessly shares her knowledge and experience. I am happy that I still learn from someone who is not only a reservoir of knowledge, but above all a person of generous spirit.”
Their story shows that the Hastor Foundation, through its mentorship program, does not only build a network of professional contacts, but creates a community of empathetic and supportive people who become each other’s foundation and support. And perhaps that is the greatest value of every mentorship, when a professional encounter grows into a friendship that lasts far beyond the project itself. And that is what remains after everything.
Prepared by: Sanita Fuško
