Mostafa Shiblee is one of those pioneers of change who start to solve a problem from the moment they perceive it. The first time I met him was in Washington DC on the opening night of the Common Futures Forum, a global network of social entrepreneurs. He was pouring tea, and I said "you’re Mostafa" - he smiled and said, "call me Shiblee". I was about to learn the inspiring story of this small man’s persistent efforts at social transformation in Bangladesh.

During his student years in Dhaka, Shiblee watched in frustration and sadness as thousands of students, including many friends, took to drug addiction, rampaging in the streets, destroying public property, and even killing each other. His own studies were seriously affected by the violence and apathy of Bangladeshi student life, and the forced closing of his University because of student disturbances prolonged the length of his own education from four to eight years. The previously powerful and passionate student movement was in a mess, confusing activism with violence. A badly managed Western system of education designed for the elite was worsening this situation. The promotion of an obedient citizen was being imposed on a culture for whom it had little relevance or meaning. Shiblee dreamed of making a difference, of changing the current model of education. The tool he knew best was his gift for debate, which had won him many prizes.

In 1991, when the establishment of Bangladesh's first democratic government opened the door for change, Shiblee's dream went into high gear. He set out to establish a system of parliamentary debates to teach high school students to identify and analyse their country's problems, develop thoughtful, imaginative methods to solve them and learn about conflict resolution. By learning these things before they got to university, they could restore a constructive student activism based on social responsibility and develop a new generation of leaders in a democratic society. They would also improve listening skills and independent thinking, the essence of quality education in the modern world. Shiblee saw the schools as the leverage point for social transformation - the point where young people come together, where they develop their values and social behaviour. At the same time, he understood the effort embodied in bringing debate clubs into a school system with no experience in organised extra-curricular activities. Looming was the far larger challenge of social transformation required to incorporate democratic skills in a country with so few years of democratic experience.

But Shiblee's combination of determination and faith in people - rather than systems or institutions - kept him going.

In 1995, a stipend from the Ashoka foundation, and income generated from his own flourishing business venture – a matchmaking (marriage) agency, gave Shiblee the resources to carry out Stage I of his project. Operating as a team of one in 12 schools in Dhaka City, where he had convinced local authorities to try out the program, Shiblee worked endless hours over the next two years, wading through the bureaucracy, filling out papers, negotiating with prospective donors, and – of course – developing and testing a program with students and teachers.

In December 1997, funds from the Norwegian Government permitted him to enlarge his effort to 24 schools and 20,000 students. These schools were specifically chosen because they were the most in need: crowded (at least 1,000 students in each), with a low-income population and evidence of violence, drugs, and other unhealthy behaviour. His venture grew to a staff of 13, as he established an NGO called Working for a Better Life (WBL) which administered the full-scale program, entitled Debate for Social Change.

The overall positive response of school authorities surprised Shiblee. "Most," he says, "instantly accepted our offer, readily encouraged us to work with the students. But there were some officials who exhibited a more covert form of resistance. They could not argue," he said, "about the program's ethical or educational value. So they dragged their feet and blamed the bureaucracy. Teachers and headmasters 'forgot' or cancelled appointments. They told me they had more important things to do and that the students couldn't really afford the time." But Shiblee was persistent, and eventually WBL'S spreading reputation brought a large number of requests by authorities, teachers and students in other schools to be included in the program.

One of Shiblee’s most important lessons was how teachers are victimised, and are carrying a huge untapped potential. Though a number remained uninterested, he was duly impressed by the voluntary spirit and keen desire for social change within this low-paid profession. "They never refuse our requests for help; they always manage to arrange a debate class; they urge the students to participate and have more and more become involved in helping them do research and discuss the issues. They actually thank us for taking this initiative and apologise for being unable to offer such a program on their own."

Broader societal links have been built into the program as judges for the final debate are drawn from government officials, school authorities and parental groups. Following the final debate, the students prepare and send legislative and policy proposals to Parliament. Shiblee is enthusiastic about how spontaneously the students have taken hold of this component. For example, students debating on garbage management met with the Mayor of Dhaka with a proposal to privatise the cleaning.

A debate on drug addiction spawned a volley of proposals from students that included identification of drug addicts among their friends, counselling, and meetings with local police to curb the black market availability. A group of girls put forth a plan to set up a school garden nursery to generate income from renting out plants for parties, public events and holiday celebrations that would help pay for books and materials for the clubs.

Shiblee has had many challenges, but he has also overcome them. He is smiling. His long-cherished dream will come true the day the schools take over the program, and the program becomes sustainable with WBL serving as a valuable resource.

Shiblee can think of no greater reward than to put himself out of business.

- By Mille Bojer. (Parts of this article are inspired by a recent article in the Changemakers journal of the Ashoka foundation. For more information on Ashoka, see www.ashoka.org)