Laila Raza
Nov 1, 2017
Scholarship / I consider guiding and leading people towards positivism and working for their rights [6]
Q- Chevening is looking for individuals that will be future leaders or influencers in their home countries. Explain how you meet this requirement, using clear examples of your own leadership and influencing skills to support your answer.
I consider guiding and leading people towards positivism and working for their rights an integral part of my existence. Not only that, as a human being, I consider it as one of my fundamental duties towards fellow human beings. I belong from a country where leaders or influencers in the right meaning of these words are a rare find. For me, a leader or an influencer is a person who engages with people, brings out the best in them through his/her able leadership qualities and channelize people's energy towards constructive activities. In this manner, the vision of leadership and influencer comes naturally to me. Thereby, I want to adopt the role of a leader and influencer, someone who is and would be able to not only lead people but influence them to break their shackles, identify the power within them and channelize that power towards contributing something to the country, society or community.
Beginning from school, I have always been a proactive student participating in all kind of activities ranging from theatre, inter-school debate competitions, writing and spelling competitions, sports and athletics. Along with the co-curricular engagements, I have always managed to keep my grades up to the mark. The ability of managing everything perfectly earned me the accreditation of teachers and school administration who would entrust me with organisation of events such as school annual function, theatre and plays, picnics etc. Not to mention, I have served as the school prefect and deputy head prefect too. From my school days, I have been sensitive towards the social issues prevalent in society which lead me towards writing about them in the form of articles, stories and poems.
The knack for exploration and urge to utilise my abilities to maximum followed me through my college years where I would guide students in their studies, would engage with the students of various communities, discuss their issues and mobilise students on campus for various causes. I would convey the grievances of students to college administration and would assist them in finding a feasible and mutual solution. After college, I served 1.5 years as a school teacher where within six months of my service I was designated as the subject in-charge for English and Social Studies, overlooking and guiding a group of five to six teachers each subject.
As I entered the university, my exposure and interacting skills served as a source of my engagement with departmental literary and dramatics communities. Years spent at the university were my transformative years, where I excelled the studies and also became a student rights activist. My interaction was/is not limited to my department only but to various other departments and faculties as well. I identified student issues both within the department and on campus, interacted with students regarding their solution and mobilised them for the solution of their problems. This involved taking up student issues to department administration as well as to the university administration. On campus, I formed a team of my own, which works for the rights of students, aid them in their studies, mobilise them for their issues. For instance, Sexual Harassment is an issue plaguing the campus since decades, this issue was taken up by my team supervised by me. I organised seminars, interacted with students, teachers and administration, mobilised them for the resolution of this menace and is still working on the issue.
Q- Chevening is looking for individuals that will be future leaders or influencers in their home countries. Explain how you meet this requirement, using clear examples of your own leadership and influencing skills to support your answer.
Leadership question from chevening
I consider guiding and leading people towards positivism and working for their rights an integral part of my existence. Not only that, as a human being, I consider it as one of my fundamental duties towards fellow human beings. I belong from a country where leaders or influencers in the right meaning of these words are a rare find. For me, a leader or an influencer is a person who engages with people, brings out the best in them through his/her able leadership qualities and channelize people's energy towards constructive activities. In this manner, the vision of leadership and influencer comes naturally to me. Thereby, I want to adopt the role of a leader and influencer, someone who is and would be able to not only lead people but influence them to break their shackles, identify the power within them and channelize that power towards contributing something to the country, society or community.
Beginning from school, I have always been a proactive student participating in all kind of activities ranging from theatre, inter-school debate competitions, writing and spelling competitions, sports and athletics. Along with the co-curricular engagements, I have always managed to keep my grades up to the mark. The ability of managing everything perfectly earned me the accreditation of teachers and school administration who would entrust me with organisation of events such as school annual function, theatre and plays, picnics etc. Not to mention, I have served as the school prefect and deputy head prefect too. From my school days, I have been sensitive towards the social issues prevalent in society which lead me towards writing about them in the form of articles, stories and poems.
The knack for exploration and urge to utilise my abilities to maximum followed me through my college years where I would guide students in their studies, would engage with the students of various communities, discuss their issues and mobilise students on campus for various causes. I would convey the grievances of students to college administration and would assist them in finding a feasible and mutual solution. After college, I served 1.5 years as a school teacher where within six months of my service I was designated as the subject in-charge for English and Social Studies, overlooking and guiding a group of five to six teachers each subject.
As I entered the university, my exposure and interacting skills served as a source of my engagement with departmental literary and dramatics communities. Years spent at the university were my transformative years, where I excelled the studies and also became a student rights activist. My interaction was/is not limited to my department only but to various other departments and faculties as well. I identified student issues both within the department and on campus, interacted with students regarding their solution and mobilised them for the solution of their problems. This involved taking up student issues to department administration as well as to the university administration. On campus, I formed a team of my own, which works for the rights of students, aid them in their studies, mobilise them for their issues. For instance, Sexual Harassment is an issue plaguing the campus since decades, this issue was taken up by my team supervised by me. I organised seminars, interacted with students, teachers and administration, mobilised them for the resolution of this menace and is still working on the issue.