Continuation of support for SOLE Izmail is essential to sustain and build upon the results already achieved. Through the donor’s investment, a fully operational educational space has been established within the community, a professional team has been developed, innovative courses and methodological materials have been designed and successfully piloted, and strong partnerships have been built with educational institutions, local authorities, and other key stakeholders.
The project has become a trusted and recognized platform for children, parents, educators, and university students alike. Discontinuing support would risk losing the accumulated expertise, weakening established relationships with target groups, and reducing access to quality educational opportunities for children in the community.
Continued investment, on the other hand, will not only preserve the infrastructure, human capital, and partnerships already created, but will also strengthen the local talent pipeline, expand the reach of innovative educational approaches, and ensure a lasting positive impact on the community.
Option 1. Scaling Through Replication
This option builds on the proven SOLE Izmail model by replicating it in additional communities while preserving its core components: free educational courses and trainings for children, preparation of future educators and social workers, capacity-building for teachers in the application of the SOLE methodology, and support for youth-led initiatives through the school microgrant programme.
The key innovation of this model is geographic expansion. Rather than focusing primarily on Izmail and the Safiany community, the programme would gradually extend its reach across the south-western part of Odesa Oblast. Under this approach, SOLE Izmail would continue operating as the central hub, maintaining a smaller portfolio of direct activities for children while placing greater emphasis on training educators, university students, and local facilitators who can deliver the methodology in their own communities.
To achieve this, four additional “mini-SOLE” hubs would be established in Bolhrad, Reni, Tatarbunary, and Kiliia. These hubs would operate in partnership with existing educational institutions, reducing infrastructure costs while ensuring local ownership. Volunteer teams could be formed from local teachers as well as students enrolled in педагогical and social work programmes at Izmail State University of Humanities, Bilhorod-Dnistrovskyi Pedagogical College, and teacher-training universities in Odesa. Students trained in the SOLE methodology would also have the opportunity to complete supervised teaching placements through the project, creating a sustainable pipeline of young professionals equipped with practical experience.
The school microgrant programme would also be expanded. First, eligibility would be extended beyond secondary schools to include vocational and professional pre-higher education institutions, whose first- and second-year students correspond to Grades 10–11. Second, the programme would evolve from a simple grant competition into a youth capacity-building process. Selected student teams would first receive training in project design, grant writing, and project management. Their final assignment would be the development of a project proposal, with the strongest ideas receiving funding and implementation support. This approach would not only finance youth initiatives but also transfer practical skills that remain within educational institutions long after project activities end.
Expected added value
- Expansion of the SOLE model to new communities, significantly increasing the number of children and young people reached.
- Creation of a regional network of educators, students, and volunteers trained in the SOLE methodology.
- Development of a local talent pipeline by providing future teachers and social workers with practical experience before graduation.
- Strengthening the capacity of educational institutions to design and implement their own initiatives through the enhanced microgrant programme.
- Greater sustainability through the transfer of knowledge and skills to local actors who can continue activities beyond direct project support.
Key risks and considerations
- Expanding into multiple locations will increase coordination and management requirements.
- Additional human resources will be needed to ensure quality implementation across all hubs.
- Broader geographic coverage will result in higher transportation and operational costs.
- Maintaining consistent quality and adherence to the methodology across several locations will require ongoing mentoring and supervision from the central SOLE Izmail team.
See the proposed concept note for details.
Option 2. Transformational Scaling Model
This option envisions the evolution of SOLE Izmail from an educational and methodological centre into a next-generation youth hub that equips young people aged 15–25 with the competencies, networks, and opportunities needed to thrive in today’s rapidly changing environment.
While preserving the project’s core strengths, the model would focus direct educational activities on two areas with the highest long-term value for youth employability and civic participation: English language learning and soft skills development. These programmes would continue to provide young people with practical competencies that improve educational outcomes, increase access to future employment opportunities, and strengthen resilience in a rapidly changing social and economic context.
A second strategic pillar would be the facilitation of youth participation and civic engagement. The project would establish systematic cooperation with student and youth self-governance bodies in schools, vocational institutions, colleges, and universities across Odesa Oblast. Through targeted leadership, project management, advocacy, and civic engagement trainings, young people would be supported to rebuild, strengthen, and activate representative youth structures within their institutions and communities.
To ensure that newly acquired skills translate into practical action, the programme would continue and expand its microgrant mechanism. Youth teams would be supported to design and implement their own community initiatives, transforming training outcomes into tangible social impact while fostering ownership, responsibility, and active citizenship.
The model would also introduce an annual regional education and youth innovation festival, bringing together educators, youth leaders, students, civil society actors, and local authorities. The festival would serve as a platform for peer learning, exchange of best practices, networking, and the dissemination of innovative educational approaches developed through the project.
Expected added value
- Alignment of project activities with the emerging needs of young people, particularly in relation to employability, leadership, civic participation, and social resilience.
- Creation of a regional ecosystem of active youth leaders capable of initiating and sustaining positive change within their communities.
- Expansion of the project’s geographic reach through partnerships with educational institutions and youth structures in neighbouring communities, including Bolhrad, Reni, Kiliia, Tatarbunary, and other municipalities of southern Odesa Oblast.
- Strengthening youth participation in local decision-making processes and increasing the visibility of youth voices within communities.
- Development of sustainable youth leadership pathways, enabling participants to progress from learners to volunteers, facilitators, mentors, and community leaders.
- Increased collaboration between educational institutions, local authorities, civil society organisations, and youth groups, creating stronger community networks and social cohesion.
- Greater potential for long-term sustainability, as the model invests directly in local youth leadership and community ownership rather than relying solely on service delivery.
Key risks and considerations
- The broader thematic scope may require additional expertise in youth engagement, civic participation, and facilitation beyond traditional educational programming.
- Measuring long-term outcomes such as leadership development, civic engagement, and community influence may be more complex than measuring educational achievements alone.
- Sustaining youth participation over time may require continuous mentoring and engagement mechanisms.
- Expanding activities across multiple communities could increase operational and coordination demands.
- The transition from a primarily educational model to a broader youth development model may require additional stakeholder engagement to ensure a shared understanding of the project’s objectives and value.
See the proposed concept note for details.