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It is society’s job to prioritize and invest in the building of capacity in young people now, so they can be effective leaders when they reach adulthood (Fertman & van Linden, 1999). There is lot for young people to synthesize on their journeys to adulthood. As well as the physical, emotional and moral developmental experiences of typical adolescence across time, for 21st century youth there are new intellectual, social, technological, and environmental implications for their engagement as effective and influential citizens both locally, and globally. The world is evolving and becoming increasingly complex in terms of technological development, culturally diverse populations, environmental challenges and global interconnectedness (Bolstad & Gilbert, 2012).
There is much discussion about what kinds of learning and thinking will be required in the 21st century. Academics in future-focused education such as Robinson (2010), Gilbert (2005) and Bolstad (2012) have identified the many skills seen as necessary to build in today’s youth. These include: problem-solving, creative and critical thinking, design and collaborative skills, and also the development of environmental, ethical and cultural awareness. Consequently, the way educators think and act must also develop to meet 21st century learners’ demands effectively. Developmental psychologist Howard Gardner spoke in 2008 of his “Five Minds for the Future” as being; the disciplined, the synthesizing, the creative, the respectful and the ethical mind. He purports that practitioners need to do more than assist youth to become experts at something, they need to assist them to grow a conscience and an awareness of who and how they are in the world, and how what they do can impact on others.
Prioritizing social justice principles through teaching social and environmental literacies that nurture the moral, ethical and civic responsibility and capacity in young people is being seen by future focused educators as crucial (Leu, Kinzer, Coiro, & Cammack, 2004). Many of the capacities mentioned above are also reflected in literature discussing key leadership characteristics required by youth in the 21stcentury. Aspects that are increasingly being identified as crucial leadership competencies for effectiveness include concepts of self-awareness, social intelligence, and emotional intelligence (Goleman, 2006). Karnes and Chauvin (2005) also note that because of the increasing multicultural aspects of our society, future leaders must respect and positively interact with diverse populations and as a matter of social justice, will need to encourage and foster the participation of all groups while demonstrating humility and respect for others. As such, the relational nature of leadership is of paramount importance (Komives, Longerbeam, Owen, & Mainella,2006).
Youth are the largest and perhaps the most critical demographic in Bangladesh today. The youth constitute one third of total population in Bangladesh. For this important portion of population, determination of national outlook is undeniable. Bangladesh youth policy has acknowledged the importance of youths for Bangladesh’s economic, political, and social well-being (BRAC, 2015).