The discussion revolved around how to unite various institutions and solutions into a coherent logic for community education development—so that the strategies of educational institutions do not exist independently but are connected to the community's strategy and other dimensions in which a child is growing.

During the meeting, the dean of KMBS, Oleksandr Savruk, spoke about the launch of a new KMBS program titled "Communities and Educational Managers: The Strategy for a Comprehensive Child-Centered Personal Development System."

"The education system, in general, is very vertical. And if we look at it solely from an administrative perspective, it may seem that everything is more or less clear: there is a school, there are rules, there are roles, there are functions, and there are certain expected outcomes. However, as soon as we begin to look deeper, a completely different question arises: where in this system does the formation of a person actually take place? Not the transfer of knowledge, not reporting, not the execution of procedures, but the actual formation of a person," the dean of KMBS, Oleksandr Savruk, noted while opening the meeting. "I keep returning to the simple thought: any system produces the results for which it is designed. If we are not satisfied with the outcomes, then perhaps the issue lies not only with certain individuals or isolated decisions but with the logic of the system itself. We need to ask: for whom does this system operate? What result does it actually produce? And what do we actually consider a result?"

One of the key topics of the discussion was the relationship between community strategies and the strategies of individual educational institutions. There are usually no shortages of documents; rather, the lack lies in the connection between them and a shared logic of development.

In this context, participants also discussed that at the center of any educational strategy should be not only institutions or indicators but also the development of the local identity of the child within the community.

Liliia Hrynivets, an educational activist and expert in educational policy, noted:
"Today, the idea was raised that educational development strategies in communities are often reduced to an economic or infrastructural dimension. I believe this is indeed a problem. However, as a society, we have particularly acutely understood how important value frameworks are. Therefore, the strategy cannot only be about resource management, the network of institutions, or indicators. If there are no issues of identity—national, local, civic—if there are no elements that unite us and form us as a community, then it loses its foundation. Everything that follows loses its meaning."

It is precisely from this logic—to combine various strategies, institutions, and environments around child development—that the KMBS program "Communities and Educational Managers: The Strategy for a Comprehensive Child-Centered Personal Development System" emerged. The program aims to help community management teams see education as part of a broader development system—where schools, extracurricular activities, culture, sports, youth policy, and business work together. Its goal is to create conditions in which children and young people can realize their potential in their communities and, in the future, develop their communities further.