What does it mean to lead in a community where traditional norms often resist
change? Leadership, in my experience, is not just about vision but about
perseverance, empathy, and the ability to inspire others to embrace progress. My
journey as a District Coordinator during a challenging period in Afghanistan
illustrates my ability to lead and influence, even in the face of cultural and societal
obstacles. Chevening offers a platform to refine these leadership qualities and
create global impact, enabling me to continue fostering transformative change in
communities like mine.
During my tenure as a District Coordinator, I was tasked with establishing 30
Community-Based Education (CBE) classes for vulnerable children in a rural
district under Taliban influence. The mission was urgent and transformative: to
provide education to over 800 children, including 523 girls, in a community where
education—especially for girls—was undervalued. The task was daunting,
involving hiring and training competent teachers, enrolling students, and
addressing deep-seated cultural resistance. Many community members viewed
education as contrary to their traditions, while others relied on their children to
assist with work. Additionally, local authorities attempted to interfere in teacher
recruitment, pressuring me to hire unqualified candidates.
To overcome these challenges, I adopted a strategic and empathetic approach. I
conducted extensive community sessions, engaging elders, influencers, and
parents to discuss the program’s benefits. Sharing real-life examples of how
education transforms lives, I built trust within the community. For teacher
recruitment, I implemented a transparent, merit-based system, resisting undue
pressure from local authorities. Through dialogue, I convinced them that hiring
unqualified teachers would jeopardize the children’s future. Once the teachers
were selected, I ensured they received comprehensive training to deliver high-
quality education.
Despite the obstacles, I successfully established 30 CBE classes and enrolled 800
students, enabling them to achieve foundational literacy and numeracy within a
year. The program’s success was widely recognized by parents, community
leaders, and the district education department. Many students, especially girls,
confidently participated in public events, showcasing their newfound skills. This
remarkable achievement earned me several appreciation certificates and, more
importantly, demonstrated the transformative power of inclusive and resilient
leadership.
This experience affirmed that true leadership lies in resilience, strategic thinking,
and the ability to influence positive change. Through the Chevening Scholarship, I
aim to further expand my leadership capabilities, gaining insights and tools to
advance education and community development in Afghanistan. The Chevening
global network will empower me to amplify my impact, fostering progress in
communities that need it most.
Revised
During my tenure as a District Coordinator in a rural district under Taliban rule, I
successfully established 30 Community-Based Education (CBE) classes, enrolling
800 vulnerable children (523 girls) and hiring 30 qualified teachers. This
accomplishment, achieved amidst immense cultural and logistical challenges,
highlights my ability to lead and influence change.
The first challenge was surveying the district to identify the most remote and
underserved areas. Villages resisted class establishment, citing cultural opposition
to education, especially for girls. To address this, I conducted extensive sessions
with community elders and influencers, presenting real-life examples of
education’s transformative impact. Through persistent dialogue, I secured their
support.
Recruiting teachers posed further difficulties. Despite pressure from local
authorities to hire unqualified candidates, I implemented a merit-based selection
process, ensuring transparency and fairness. When the district director demanded
I hire two unqualified individuals, I firmly but diplomatically explained the
consequences of compromising on quality. This approach convinced him, allowing
me to select the most capable teachers.
Once classes commenced, the results were extraordinary. Within a year, students
gained foundational literacy and numeracy skills. Many confidently read poems,
solved math problems, and participated in public events such as Teacher’s Day
and Mother’s Day celebrations. The community, parents, and education
department praised the program’s unprecedented impact.
This experience demonstrated my ability to navigate complex cultural dynamics,
build trust, and implement sustainable solutions. Chevening offers a unique
opportunity to refine these leadership skills and expand my ability to drive
educational reform in Afghanistan.
