HROMADA member Kata Fredheim, Viktor Pavlikha and Nataliia Pavlikha show how the choice of school in Latvia affected Ukrainian mothers, who often had to organise their children’s education, childcare, work and future plans all at the same time. From this, they offer five lessons for the future.
A recent Providus study claims that the self-organisation and civic engagement of displaced Ukrainians are a unique phenomenon in Latvia, as the civic participation of newcomers is usually fragmented. In this blog, HROMADA member Oksana Žabko provides insights into the diverse forms, motives, and resources of civic engagement among Ukrainians who have arrived in Latvia.
Ukraine’s experience during the full-scale Russian invasion illustrates the complex interplay between necessity and constraint in wartime governance. HROMADA member Oleksii Kolesnykov analyses the developments and draws important lessons from them.
The war in Ukraine has left a measurable complex imprint on European public opinion. Based on their analysis, Ruslana Moskotina and Valentyn Hatsko offer seven recommendations for policymakers and civil society actors in the Nordic–Baltic region.
Young Ukrainians in Latvia find themselves caught between two education systems, two languages and two competing visions of the future. Hanna Markova shows that, in the context of forced migration, their educational choices represent strategies for coping with long-term uncertainty.
Ukraine’s public diplomacy has rapidly developed from a long-term image-building effort into an instrument of national survival. Nadia Bureiko and Maryna Rabinovych trace this development, highlight current challenges, and draw lessons from it for other countries.
In this blog post, Oleksandra Cherednichenko and Eugenija Kovaliova present their practical experiences in implementing an entrepreneurship training programme for Ukrainian women in Lithuania at the Ukreate Hub.
Under the conditions of war, universities in Ukraine are agents of social cohesion and reform. Using the example of the TURBO project, Veronika Vakulenko shows how building institutional resilience, expanding flexible learning opportunities through micro-credentials, and linking education to local labour markets can turn universities into engines of democratic reconstruction, even in times of social crisis.
In this blog post, Nataliia Varha and Kathrine Vitus present findings from the project “The Transitions of Displaced Ukrainian Youth – A Qualitative Longitudinal Study”, conducted from 2023 to 2024. It focuses on how displaced Ukrainian youth navigate life in Denmark.
Investing in anti-corruption capacity is an important route to securing the democratic benefits of decentralisation reforms in Ukraine. David Jackson and Oleksandra Keudel present four strategic priorities for capacity building.