Turning Educational Challenges into Action: “PRO Educational Opportunities for Communities” Workshop Held in Odesa

The workshop brought together educators from the Voznesensk community in Mykolaiv Oblast and the Balta community in Odesa Oblast. Over three days, participants exchanged experiences, analysed current educational challenges, explored project development tools and sought practical solutions tailored to the needs of their communities.

Organised by NGO “Progressive and Strong”, the event aimed to create a space where educators could do more than discuss problems: they could work together on ideas with the potential to become tangible initiatives.

Building Connections and Exploring New Opportunities

The first day began with introductions, bringing participants together with the team of NGO “Progressive and Strong”. The team presented the organisation’s activities, projects, partnerships and opportunities for the professional development of educators.

Participants learned about the organisation’s experience in implementing educational initiatives, organising training sessions and camps, and delivering professional development courses in various fields. The discussion also highlighted the value of partnerships in creating new opportunities for the educational community.

The aim was to demonstrate that a professional community is more than a place to exchange experiences. It is a space where ideas emerge, partnerships develop and new opportunities for change take shape.

During the activity “A Community That Creates Opportunities”, participants began identifying the strengths of their communities, discussing current needs and exploring areas for joint action. This marked the transition from introductions and experience-sharing to the workshop’s main objective: developing practical project-based solutions.

From Educational Challenges to Practical Solutions

A key element of the workshop was the development of a “Map of the Community’s Educational Challenges and Opportunities”. Participants identified issues requiring attention, analysed available resources and explored possible solutions. This process helped them move beyond general discussions towards defining specific needs that future projects could address.

The programme featured practical sessions led by members of the NGO “Progressive and Strong” team, who shared their expertise in different stages of project development.

Bohdan Ferens, founder of NGO “Progressive and Strong”, led a session entitled “What They Don’t Tell You About Projects, Donors and International Cooperation”. He explored the practical aspects of project development and engagement with donors, highlighting the importance of a well-founded project rationale, an understanding of potential partners’ requirements and a clear vision of expected outcomes.

Ievgeniia Shelest, coordinator of the Organisational Development and Progressive Hubs areas, focused on project design and the logic of change. Participants explored how to connect a problem with an objective, identify the steps needed to address it and establish indicators for assessing the results of a future initiative.

Liudmila Kornuta, coordinator of the HR area, dedicated her session to team building, the allocation of roles and planning. Participants considered how to organise collaborative work, distribute responsibilities and ensure that everyone understands their contribution to achieving a shared goal.

Konstantyn Palshkov, co-coordinator of the Communications area at NGO “Progressive and Strong”, spoke about strategic communications and the role of social media in promoting educational initiatives. He emphasised that implementing projects is only part of the process: it is equally important to communicate their purpose, share their results, engage like-minded people and build partnerships. Effective communication helps make educational initiatives more visible and enables successful practices to reach wider audiences.

The training sessions were followed by the practical Project Lab, “PROєктуємо рішення” (“Designing Solutions”). Participants formed five teams, selected areas of work relevant to their communities and began developing project ideas. They identified problems, formulated objectives, discussed the resources required, planned implementation steps and prepared presentations of their proposals.

Through this process, participants worked through the key stages of project development: from identifying a problem and analysing needs to formulating an idea, planning its implementation and presenting a proposed solution.

Resilience Starts with People: Education, Values and the Future of Communities

The third day began with an inspiring meeting with Volodymyr Zhylenko, a Ukrainian serviceman who survived Russian captivity and a history and civic education teacher at Balta Lyceum No. 3.

He shared his personal experiences and reflections on resilience, Ukrainian identity and the role of education in shaping the country’s future. The central message of his contribution was his conviction that “Education must win the war”.

The discussion highlighted the importance of finding a balance when working with young people. Patriotism should develop naturally rather than through formal slogans or coercion. Excessive pressure can alienate young people, whereas balanced civic education can inspire them.

Particular attention was paid to the role of teachers in their students’ lives. Educators do more than impart knowledge: they create an environment where children can feel safe, receive support and learn to overcome difficulties. During wartime, this becomes especially important, as resilience develops not only at an individual level but also through human interaction, trust and a sense of belonging.

Participants had the opportunity to ask questions, share their perspectives and discuss how these values could be embedded in educational environments and everyday work with young people.

Five Project Ideas for Educational Change

The workshop culminated in presentations of project proposals developed by five teams. Participants presented their approaches to addressing specific educational challenges, outlined possible implementation steps and shared the insights gained through collaborative work.

The five project concepts addressed children’s safety, inclusion, psychological support, young people’s career prospects and the use of artificial intelligence in education.

Safe and Accessible Shelters for Children with Special Educational Needs

The first team focused on creating safe and accessible shelters that take into account the needs of children with special educational needs (SEN).

The proposal addressed not only physical accessibility but also the importance of sensory and emotional comfort for children while they are in a shelter. Participants also identified opportunities to strengthen cooperation between educational institutions and other organisations involved in ensuring children’s safety.

The team concluded that a safe space must be accessible to every child and accommodate individual needs. When designing such spaces, it is essential to consider not only whether a shelter is available but also whether all children can feel comfortable and safe inside it.

Strengthening Inclusive Resource Centres

The second project concept focused on improving access to assessments of children’s educational needs and strengthening the organisational capacity of Inclusive Resource Centres (IRCs).

Participants highlighted the importance of methodological and organisational support for specialists, as well as effective cooperation between the education, healthcare and social sectors. Particular attention was paid to communication with parents and the need to explain the purpose of IRC assessments clearly.

The team concluded that effective support begins with understanding a child’s educational needs and ensuring coordinated work among the professionals involved. Building trust with families is equally important. Parents need to understand that an IRC assessment helps identify the educational support a child requires rather than establish a medical diagnosis.

Clear communication and cooperation can therefore provide the foundation for more effective support for children and their families.

Expanding Career Opportunities for Young People

The third team explored how to help young people better understand their abilities, identify suitable career paths and recognise employment opportunities within their communities.

Proposed actions included researching young people’s interests, identifying in-demand professions, establishing partnerships between educational institutions and employers, organising career guidance sessions and providing opportunities to gain practical insights into different professions.

The team emphasised that career guidance should go beyond discussions about choosing a future specialism. Young people need real opportunities to explore different fields, speak with professionals and understand which skills and competencies are in demand in the labour market.

Cooperation between educational institutions and employers can help align young people’s interests with the needs of their communities and open up new opportunities for their professional futures.

Promoting Inclusion and Psychological Support

The fourth project concept focused on developing a barrier-free educational environment and strengthening psychological support.

The initial proposal envisages six months of activities involving 250 educators. Its key objectives include supporting teachers, developing practical competencies and identifying solutions that would make educational spaces more accessible, safer and more responsive to the needs of everyone involved in the educational process.

Participants recognised that an inclusive environment requires more than appropriate facilities: it also depends on trained, empathetic and competent professionals. Educators need the knowledge and tools to support children, understand the principles of accessibility and apply them in their everyday work.

Developing teachers’ competencies and strengthening psychological support were therefore identified as essential components of the proposed initiative.

Integrating Artificial Intelligence into Education

The fifth team explored the opportunities and challenges that artificial intelligence presents for modern education.
Participants proposed developing an initiative to help children and educators learn to use AI tools systematically, evaluate information critically and apply new technologies responsibly in learning and professional practice. One of the first steps identified was to assess the community’s needs and determine the level of interest among potential participants.

The team emphasised that the goal should not simply be to teach people how to use AI tools, but also to develop an understanding of their capabilities, limitations and responsible use.

This requires a systematic approach combining practical skills, critical thinking and digital literacy. The development of any educational initiative should begin by identifying the real needs of the people it is intended to serve.

Together, the five concepts demonstrated the diversity of challenges facing communities and the potential of collaborative work to generate practical, needs-based solutions. Despite their different areas of focus, all five teams followed the same approach: moving from identifying a problem to finding a solution, and from discussing needs to planning concrete actions.

Collaboration as a Driver of Change

The workshop highlighted the importance of bringing together people with different professional backgrounds and experiences. Collaboration enabled participants to share perspectives, learn from one another and identify common priorities.

Working in teams helped participants move beyond identifying problems towards developing ideas that could form the basis of future projects. They considered how their initiatives could respond to local needs, what resources would be required and how progress could be assessed.

The experience also demonstrated that successful project development depends on understanding the real needs of people, setting clear objectives and creating a structured plan for achieving them.

Beyond the project concepts themselves, the workshop provided an opportunity to strengthen professional connections and encourage further cooperation between educators and their communities.

Turning Ideas into Opportunities

“PRO Educational Opportunities for Communities” demonstrated the value of creating spaces where educational professionals can work together to address shared challenges and develop practical solutions.

The five project concepts developed during the workshop offer different approaches to improving educational opportunities, from creating safer and more inclusive environments to expanding career guidance, strengthening psychological support and exploring the potential of artificial intelligence.

For NGO “Progressive and Strong”, the practical outcomes of educational events are particularly important. Participants should leave not only with new knowledge and professional connections but also with tools they can use to take further action.

At the same time, presenting a project idea is only one stage of the process. The next steps include refining the proposals, identifying potential partners and resources, assigning responsibilities and moving towards practical implementation.

The three-day workshop helped participants take an important step from recognising educational challenges to developing possible solutions. It demonstrated how professional experience and shared knowledge can be transformed into ideas with the potential to make a meaningful difference.

Meaningful change requires more than inspiration and willingness. It depends on teamwork, clear planning and a commitment to pursuing goals consistently.

Change begins with people who are not afraid to ask questions, seek solutions and join forces in pursuit of a common goal. Strong communities are built when educators do not wait for ready-made answers but work together to create them. Perhaps one of the ideas developed during this workshop will become the starting point for changes that children, teachers and entire communities will experience in the future.