Completed ProjectsLeadership isn’t a gift, it’s a skill — and skills can be nurtured. Lead Forward was designed to give young people in Chattogram the mindset, tools, and confidence to lead change. Over a one-month hybrid training program, students explored leadership values, practiced soft skills, and took on real-world community engagement challenges. The lab combined offline sessions with virtual learning, making it flexible yet deeply rooted in local action. Participants left not only more capable, but more committed to leading from where they are.
Lead Forward
Project Snapshot
| Start Date | 5 August 2023 |
|---|---|
| End Date | 7 September 2023 |
| Category | Quality Education, Civic Engagement |
| Location | Chattogram |
| Direct Impacted | 175 Students |
| Training Sessions | 18 Hybrid Modules |
| Facilitators | 10 Trainers and Youth Mentors |
| Funding | Voluntary |
IN Depth
Most leadership trainings in Bangladesh either mimic corporate workshops or deliver vague motivation without any real tools. We saw this gap clearly when talking to students — many had attended sessions that felt inspiring for a few hours but left them with no follow-up, no reflection, and no skills they could actually apply.
Another issue was access. Students from less-connected institutions in Chattogram told us they often missed out on youth programs due to poor outreach or urban-centric design. Even those who were interested felt unsure whether they “belonged” in such spaces, believing leadership was for the loud, the confident, or the already-involved.
Additionally, some students lacked the vocabulary to describe their strengths or set goals. They could name global issues but didn’t see themselves as part of the solution. There was also hesitation to engage in community work — not due to apathy, but because no one had ever guided them through how to start.
We didn’t begin with speeches — we started with questions. The lab was designed as a hybrid month-long experience where students could build leadership like a habit, not just hear about it. Each module focused on something concrete: self-awareness, public speaking, collaboration, conflict handling, empathy, and community mapping.
We balanced offline sessions with asynchronous online tasks, giving students time to reflect and apply ideas. Instead of asking “What is leadership?”, we asked, “When was the last time you took initiative? What stopped you?”
Facilitators weren’t brought in to lecture — they listened, shared stories, and offered practical techniques. Students worked in small teams, practiced peer feedback, and designed real mini-projects for their communities. We also provided space for quieter participants to lead in different ways — through writing, planning, or mentoring.
The goal was never to create perfect leaders, but to make leadership feel possible — and personal.
Over 175 students completed the full training. By the final week, participants were hosting community dialogues, writing op-eds, and collaborating across institutions. Many reported that this was their first time working in a mixed team or speaking publicly.
We saw clear behavioral shifts: more openness to feedback, clearer self-expression, and stronger peer support. Students didn’t just leave with certificates — they left with clarity about their role in shaping their communities. A few participants have already gone on to lead youth-led projects in their local areas, with two initiating campaigns on menstrual hygiene and plastic-free campus zones.
The most important result? Leadership stopped feeling like a title — and started becoming a daily practice.