15.04.2026
Today at the DARYA training for assessors in validation of non-formal and informal learning, we discussed something that not long ago might have seemed secondary: how to recognise knowledge and skills acquired beyond the classroom
Today at the DARYA training for assessors in validation of non-formal and informal learning, we discussed something that not long ago might have seemed secondary: how to recognise knowledge and skills acquired beyond the classroom.
And yet, this is one of the most important and interesting shifts in education today.
People don’t learn only in colleges or universities.
They learn through work, practice, social networks, their own mistakes, and real-life experience.
It is not by chance that we are building our strategy at our university around four key pillars, one of which is adaptability and personalisation.
And the real question is how to see all of this, assess it, and recognise it in a fair and transparent way.
How not to overlook the time and effort people have already invested in their development.
We are discussing the role of assessors, European approaches, the Finnish experience,
and how this work can evolve across Central Asian countries.
If I put it simply, we are learning to see real competence beyond formal frameworks.
And I truly believe this is where the future lies.
