Contents:
- "We are focused on building a community of young leaders"
- "This may sound romantic and maximalist, but I believe that they can change the world"
- "There are already companies that would like to take our students on for internships"
- "The rigorous screening process continues for students throughout their studies"
- "It is important to me that the guys reveal their talent"
"We are focused on building a community of young leaders"
"Non-University" is a new project of the "First Generation Foundation." This foundation focuses on supporting educational initiatives and creating alternative forms of education that meet the modern demands of the labor market. The foundation strives to provide access to quality education using innovative methods and approaches. Within the framework of "Non-University" the emphasis is on practical training, development of skills and competencies necessary for a successful career.
"First Generation Foundation" was founded by me and my friends, the first graduates of the "Russian Economy Foundation." We created this organization in 2012 together with Oskar Hartmann, a well-known Russian entrepreneur. In 2016, our paths diverged, and the Russian Economy Fund brand ceased to exist. We, the fund's alumni, continued to develop our values and approaches within the new organization. The First Generation Fund aims to support and develop young professionals, facilitating their professional growth and the introduction of innovative ideas into the Russian business environment. The First Generation Fund, as well as my work for almost 12 years, are aimed at developing human capital in Russia. Human capital is the sum of accumulated experience, health, knowledge, and skills that we apply daily for our own benefit and in our professional sphere. The development of human capital plays a key role in the sustainable growth of the country's economy and improving the quality of life of its citizens. We strive to create conditions for the effective use of these resources so that everyone can realize their potential and contribute to the common good. Improving the quality of human capital contributes to increased labor productivity, which is the foundation of the functioning of the entire economy. Education plays a key role in this process. From an early age, developing an understanding of the interconnectedness of phenomena in the surrounding world enables people to make creative contributions to the development of society and the economy. Education has been the primary focus of my professional activity for many years.
The Foundation supports and develops various initiatives aimed at improving people's lives and preserving the environment. The Foundation's main areas of work include funding social projects, supporting educational programs, assisting in medical research, and protecting human rights. The Foundation actively collaborates with local communities, government agencies, and other organizations to achieve sustainable results and positive change. Through its activities, the Foundation strives to create a more just and safe society for all.
There are two main ways to identify talent: through intensive education and creating a stimulating environment. The main goal of our Foundation is to identify talented youth and create social and career opportunities for their development. We are focused on creating a community of young leaders, using effective educational methods and providing a suitable environment conducive to their growth and self-realization. Unlike the Russian Economy Foundation, where we began our work with Oscar, the First Generation Foundation has no stakeholders or founders. The community has been operating on self-regulatory principles since 2016, which is a significant achievement. The successful implementation of decentralized governance within the organization allows us to avoid conflicts of interest and vertical hierarchy, making our model more effective and sustainable. We are proud to have created a platform where every participant has equal rights and opportunities to contribute.
The Foundation has no income, and its activities are based entirely on expenses. We finance events, podcast recordings, internal P2P training programs, and charitable initiatives with our own funds. Funding is provided through quarterly contributions from all Foundation members, which allows us to continue our work and develop initiatives aimed at support and education.
Anyone, including individuals, organizations, and companies, can participate in the Foundation's activities. Participation is possible both as volunteers and in the form of financial support or resource provision. The Foundation is open to cooperation with various groups and initiatives, allowing everyone to contribute to the common cause. We welcome the active participation of everyone interested in improving the social situation and solving pressing societal problems.
We are looking for people who align with our values and have the necessary experience. A person's value system shapes their worldview, goals, and ambitions, and determines their behavior. It's important that our employees share common principles and approaches, which helps create a harmonious and productive team.
All core values in the world are truly simple. At our foundation, the key values are loyalty, critical thinking, mutual respect, engagement, commitment, a willingness to give, trust, and confidentiality. We pride ourselves on the high level of trust among our members, which is based on a culture of gratitude and building long-term relationships. Many of our graduates note that the First Generation Foundation has become a second family for them. We strive to create an atmosphere conducive to development and support, where everyone feels important and valued.
The community provides our colleagues and us with the opportunity to share experiences, expand professional contacts, and collaborate with like-minded individuals. It is a platform for jointly solving current problems, sharing knowledge and resources, which in turn contributes to the more effective fulfillment of the foundation's goals. We gain access to new ideas and approaches that help us improve our work and achieve our goals. Participating in such a community also allows us to stay abreast of the latest trends and innovations in our field.
We are focused on developing the value and professional potential of each member of our team. For me and the other founders, it's important who surrounds us and what qualities they possess. I enjoy finding like-minded people with similar outlooks on life and developing together, implementing meaningful projects for society. We strive to create a safe and supportive environment conducive to personal and professional growth.
Our initiative is completely independent of stakeholders and corporations. All project participants work for various companies or are developing their own businesses, which emphasizes our independence. We have no ties to political organizations or philanthropists. This is a purely private project, created by a group of people who, despite being over 30, significantly benefited from a similar educational format 12 years ago. Now we strive to pass on our knowledge and experience to the younger generation of talented people.
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Project History: The Impact of Millennial Altruism on the Transformation of University Career Centers
Millennial altruism has become an important factor driving change in higher education career centers. Younger generations strive not only for professional success but also for social responsibility, leading to a rethinking of the role of universities in preparing students for the working world.
This project examined millennials' approaches to careers, their expectations of universities, and the need for more student-centered programs. The results showed that today's students are looking not only for traditional career counseling but also for opportunities for volunteering, internships, and participation in social initiatives. This demand has prompted many universities to adapt their programs and services to better meet student needs.
Thus, the altruistic approach of millennials has become a catalyst for the transformation of career centers, which in turn helps create more responsible and socially engaged professionals. This not only improves graduates' chances in the labor market but also contributes to the development of society as a whole.
Before the launch of the "non-University," the foundation already offered various educational programs. These programs covered a wide range of topics, including developing skills in technology, business, and creativity. The focus was on practical knowledge and skills that can be applied in real life. Through these programs, participants had the opportunity to learn from experts, gain access to relevant materials, and strengthen their professional networks.
Our foundation implements an extensive educational program, which is led by mentors. The program is aimed at young professionals aged 23-25, which is one of the main differences from the "non-University" program, which is designed for students. Participants in our program already have defined professional goals, achievements, and a resume to be proud of. This allows them to deepen their knowledge and skills in their chosen field and develop their careers in line with the demands of the modern labor market.
This educational program is designed for approximately six months and is a compact version of the MBA in Management and Communications. This intensive course for young executives allows them to combine their studies with a full-time career, providing the opportunity to study important aspects of management in the evenings. Participants gain valuable knowledge and skills necessary for effective leadership and successful business management.
Modern education faces challenges due to an excessive focus on the material aspects of life. The educational process is often reduced to preparation for employment and the pursuit of financial stability. However, true education should focus on the development of creative and critical thinking. It is necessary to move away from simply memorizing facts and theoretical knowledge in favor of practical experience and active action. At our foundation, we provide participants with the opportunity to gain precisely this kind of practical experience throughout their studies. Only through independent discovery of facts about oneself and the world around us can knowledge be transformed into true wisdom.
"It may sound romantic and maximalist, but I believe they can change the world."
We decided to launch a new program for students to provide them with unique opportunities for development and learning. This program is aimed at supporting students in their academic and career aspirations. We understand that today's students need not only theoretical knowledge but also practical skills that will help them successfully adapt to the demands of the labor market. Our new initiative offers a variety of courses, master classes, and internships that will help students develop the necessary competencies and self-confidence. We strive to create an environment conducive to professional growth and personal development so that our students can achieve their goals and become competitive specialists.
My knowledge in the field of education and human capital development requires implementation. While I continue to work with the foundation, I wanted to create a new, simple technology for knowledge transfer aimed at young people aged 18–23. I regularly conduct classes for this audience and actively work with them as a mentor, which inspired me to scale this experience. This is how "non-University" was born.
The essence of this question is to seek a deep understanding of the topic. This involves analyzing the key aspects that determine its importance and impact. Understanding the essence allows one to better navigate the issue under discussion and make informed decisions. It is important to consider the main factors that shape this topic, as well as its practical application and significance in the modern context.
Non-formal education is an important aspect of learning and personal development. In Russia, this topic requires deeper study and understanding. Informal education encompasses a wide range of interactions and sources of knowledge. This can be anything from homework conducted by a mother to lessons received from friends at school. It is also important to consider the professional guidance offered by colleagues in the workplace, as well as knowledge gained at conferences or through co-curricular activities with friends. The concept of the "non-University" reflects my hypothesis about the need to systematize diverse informal education and knowledge that help young people adapt both personally and professionally. It is important to understand that non-formal education is becoming a key factor in developing the skills and competencies necessary for a successful life in modern society.
I advocate for the legalization of universal education as an alternative to vocational education, which is often based solely on knowledge and skills. It is important for people not only to learn how to earn a living but also to develop as individuals, becoming kind and active members of society. I am convinced that universal informal education should become a mandatory stage before receiving a vocational education. This will help create a more harmonious society where not only professional qualities but also human values are valued.
For students, education at a "non-University" can be either free or paid. The choice depends on the specific program of study and the conditions offered by the educational institution. Free places may be available to certain categories of students, while paid courses provide more opportunities and flexibility in learning. It is important to familiarize yourself with the admission requirements and program selection to determine the most suitable option for each student.
I prefer to share knowledge for free, as I believe much of it is available online or can be obtained in an informal setting. This is especially true for young people, in whom I believe, because they will shape the future. In 10-15 years, these young people will occupy leadership positions and make important decisions. I am convinced that they have the potential to change the world for the better. Why not offer them structured and practical training that meets modern requirements? This will not only help them develop critical thinking but also shape moral and civic values. This approach will benefit both young people and society as a whole. "Non-University" represents a concept for creating a universal system of informal education in Russia. Although the outcome may be uncertain, it is necessary to experiment with this idea. We carefully studied the needs of the audience, analyzing existing educational programs and evaluating their effectiveness. We conducted surveys and interviews with participants to identify knowledge and skill gaps that are not covered by formal and informal education. This allowed us to understand which topics and learning formats are most relevant. We also considered feedback and recommendations from educational experts to create a program that best meets the needs and expectations of our students. This allowed us to develop a course that not only complements existing knowledge but also offers new approaches to learning.
Our program's primary inspiration came from a variety of sources, including Confucianism, ancient philosophy, medieval universities, Renaissance workshops, and the Bauhaus. Our landing page design is also based on Bauhaus principles, and the program's visual design aligns with the Bauhaus "Circles" concept. However, the most important thing was to adapt this inspiration to the real needs of our target audience.
The idea for this program matured in my mind for seven years. At the end of 2022, when I felt confident in my abilities, I began actively working on the project and building a team. Over the years, I have acquired a wealth of knowledge and experience, both professionally and personally. I strived to accumulate the necessary competencies to implement the project to a high standard. It's crucial for me to be thorough and not superficial in my approaches. Before launching the project, I was tormented by the question: perhaps I made this all up and no one needs it? Since I actively work with young people in my free time, including teaching and mentoring, I brought all my students together in a single chat to explore their needs and values. Over the course of a month, we discussed how interested they were in the proposed training modules, what was redundant and missing, what kind of teachers they would like to see in the program, and what content they found inappropriate—this also matters. This approach allowed me to better understand the audience and adapt educational materials to the real needs of students.
What does this ultimately mean to you? What did it ultimately bring?
As a result of the custom development, we developed a final two-year program and identified effective ways to engage with students during the admissions campaign. We identified key phrases and design code that resonate positively with the target audience. In particular, we created a landing page for the "non-University" that takes into account the insights obtained and best suits the interests of students.
In this project, we were able to achieve a unique combination of flexibility and attention to detail, which is difficult to achieve in a commercial company. This is due to the fact that the tasks in the EdTech business are different. We carefully studied the needs of our target audience and developed an educational product that best meets their needs. Our experience allowed us to go through the entire product creation process - from idea to implementation, which confirms our ability to take into account the opinions and requirements of users.
The target audience expressed a need for specific knowledge and skills necessary for successful mastery of the profession. We conducted an analysis and found that students lack practical skills, as well as a deep understanding of the theoretical foundations. This concerns aspects such as the use of modern technology, teamwork, and critical thinking skills. Understanding these needs allows us to adapt educational programs and offer courses that meet the current demands of the labor market.
There are four key requests, among which everyday issues top the list. These include topics related to separating from parents, saving for the first time, and other basic aspects of adapting to adulthood. These issues include, for example, advice on how to organize your first vacation to save money for food.
The second request is related to the development of humanities and critical thinking. Our goal is not limited to studying humanities disciplines from textbooks; we strive to immerse ourselves in the topics through discussions, analyzing existing stereotypes and patterns in society using critical thinking. It should begin with introspection: “What if I am wrong? How subjective are my beliefs? How can I see the world through the eyes of my opponent?” This approach fosters deeper understanding and improves analytical skills, which is especially important in modern society.
There is significant interest among young people in working on their thinking and values. Unfortunately, neither universities nor schools provide the necessary tools for developing students' critical thinking and value potential. Our methodology is aimed at providing students with the opportunity not only to observe events in society but also to actively address emerging issues. As part of the program, they explore various approaches and value systems, choosing those that suit them, allowing them to take control of their lives. We hope that this will lead to personal fulfillment based on the knowledge gained.
How often do they strive to convey the essence of the request for thinking development?
Many ask questions about how to identify the causes of modernity in the echoes of past human experience and understand why so many tragedies occur in our world. There is also an interest in cultural aspects, including the differences between the major world religions. Understanding these issues requires a deep analysis of historical events, philosophical teachings, and cultural traditions, which allows us to recognize how the past shapes the present. Exploring these topics fosters a deeper understanding of the present and helps us find answers to pressing societal questions. Returning to the key needs of young people, in addition to everyday issues and humanities, two more important areas stand out. One of these is the search for a professional calling. Young people strive to find their calling, a suitable job, or an internship. For this generation, the issue of salary fades into the background; much more important for them is the opportunity for self-realization and a sense of happiness in the present moment, rather than in the distant future. The fourth need concerns the search for happiness. It can be expressed as a dramatic desire: "I just want everyone to leave me alone, and then I will be happy." Over the past three years, young people have faced serious psychological challenges. This is sad, but, on the other hand, the situation provides an opportunity for self-improvement. It is important that a person has the motivation to strive for happiness, and not just for material goods such as a car, an expensive watch, or an apartment with a housekeeper. Striving for inner well-being is the foundation for building a fulfilling and happy life.
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Online courses on Well-Being contribute to a significant improvement in the physical and psychological state of participants. These courses offer a variety of techniques and strategies aimed at developing personal effectiveness, reducing stress, and improving overall quality of life. Participating in these programs helps people learn to manage their emotions, approach everyday tasks mindfully, and find a balance between work and play. Furthermore, the online format allows for easy integration of learning into everyday life, making resources accessible to anyone seeking to improve their well-being. Thus, online Well-Being courses are an effective tool for achieving harmony and sustainable personal development.
"There are already companies interested in taking our students on for internships."
After analyzing all requests, the content of our program has become more structured and relevant. We focused on the key aspects that interest our target audience. The program includes useful materials and practical recommendations, allowing users to easily assimilate the information and apply it in practice. We also improved navigation and content accessibility to help users quickly find the sections they need. This makes the program more informative and user-friendly, increasing its value for users.
We organized the training stages to prioritize the participants' most pressing needs. The first stage focused on addressing pressing issues such as financial concerns, relationships with parents, and mental health. This allowed us to reduce initial stress and address key challenges. As part of the first stage, we conducted a series of six workshops, each of which required participants to complete homework assignments. Additional meetings were also held, where topics were discussed in small groups in a "forum" format without the presence of a teacher. It took us six weeks to implement the first stage of the training.
The second stage of the program is a four-month humanities workshop, ForKurs. The format remains the same: two online classes per week, one with a teacher and one in a group setting. During the course, we will explore the foundations of the humanities through discussion formats, including ethics, philosophy, culture, and religious studies. This approach will help develop critical thinking, allowing us to analyze different perspectives, approaches, and cultures, as well as compare past experiences with contemporary realities. Participants will have the opportunity to explore different methodologies and develop their own value system. Discussion of political mechanisms will be limited to the theoretical aspect. We will also respectfully address religious issues, adhering to principles of safety and respect among participants. Any manifestations of hatred or attempts to "cancel" opinions within the group, as well as disputes over which religion or political concept is more significant, are excluded. This is one of the fundamental rules for participating in our program.
During the third stage, students will complete a specialized course lasting six months. Within this course, we offer a choice of modules in areas such as analytics, design, programming, marketing, and finance. If a particular area is not chosen, the number of groups is reduced to four or three. This allows us to tailor the program to students' interests and ensure more effective learning.
Does this also apply to vocational education?
The primary goal of our training is not to impart highly specialized skills, but to develop basic knowledge and necessary professional competencies. For example, young programmers are capable of mastering programming languages such as Python independently, without our assistance. We emphasize the theoretical foundations of their future careers and provide practical experience through numerous case studies and real-world tasks. We also introduce students to industry professionals so they can quickly immerse themselves in practical work and make an informed choice of their career path.
After the first three months of the specialized course, internships begin. We already have a number of companies ready to accept our students. During the first three months, internships will be unpaid, after which we hope that students will be able to find permanent employment. We are actively negotiating with partners to ensure the continued employment of our graduates.
Before the internships, both group classes and individual work are provided. This allows participants to gain a general overview of the program and the opportunity to delve deeper into specific topics based on their interests and needs. Individual classes provide a more personalized approach and promote deeper assimilation of the materials.
At the beginning of our specialized course, each student will be assigned a personal mentor. For example, if you choose the analytics course, your mentor will be an experienced analyst or professional from a related field. We've already compiled a list of mentors, and it's gratifying to know that many working professionals are willing to share their experience and knowledge with our project participants for free. This creates a unique opportunity for students to receive practical advice and recommendations from people who are successful in their field.
The final stage of training will be a final assessment, which will assess the level of acquired knowledge and skills. Participants will be able to demonstrate their achievements and receive a certificate confirming successful completion of the course. This final stage is important for consolidating the material covered and preparing them for the practical application of acquired knowledge.
This is the final chord, the final element that will transform them into "ultra-fighters." In the fourth stage of training, they will focus on project and team management, which will allow them to develop the skills of effective coordination and leadership in various situations.
At the age of 20, I had the opportunity to become a manager, and I immediately encountered many mistakes due to my character and choleric temperament. I am convinced that training in effective leadership skills should begin as early as possible. The sooner young professionals master the basic principles of management and a culture of interaction, the more positive and productive the atmosphere in their teams will be. This will help avoid the need to seek psychotherapy in five years, reflecting on their own management failures. Managing teams, developing employees, caring for their emotional well-being and skills, and the ability to give and receive feedback—these aspects must be mastered from an early age.
This means there will be another course dedicated to management.
The management course lasts three months and provides the basic knowledge necessary to begin a professional career in management. Participants will master key concepts and principles that will form the foundation for further development. Full-fledged management skills can be acquired later at our foundation or in MBA programs, allowing for deepening and broadening knowledge in this area.
Including vacation breaks after each stage, the entire program will take two years to complete.
We hope to be able to attract additional scholarships for our participants next year to provide them with more opportunities for self-development and maintain their motivation. Our program is aimed at instilling discipline, sometimes even through difficult challenges. For example, participants who miss an assignment deadline will be dismissed from the program, as will those who don't turn on their cameras in class. I believe this kind of discipline will help them become competitive in the job market and grow as decent people. Discipline is, ultimately, an expression of self-love and respect for others.
I don't believe in the effectiveness of scholarships. Our foundation offered them, but they didn't produce the expected results—they don't foster deep motivation. More important than financial support are the people a student meets during their studies: fellow students, teachers, mentors, and potential employers. These interactions create a more valuable resource than money and contribute to personal and professional growth.
The program's instructors and mentors serve on a voluntary basis and receive no compensation. They contribute their knowledge and experience to help students develop and achieve their goals.
We don't have full-time employees, and this isn't a surprise to me. There are many people in Russia willing to volunteer their time to charitable projects that align with their values. This phenomenon confirms the high level of social consciousness and the desire of many citizens to make the world a better place by supporting initiatives that resonate with them.
The "notUniversity" project is focused on developing human capital through active engagement with young people. We emphasize long-term investments in relationships with interesting and committed individuals. Our goal is to create a culture of self-realization and the search for a professional calling, rather than following formulaic career paths. We strive to provide young people with opportunities for personal growth and development, supporting them on their path to self-expression and realizing their potential.
There is a high demand for initiatives like this, as many people feel the pain of injustice and shortcomings in the education system. They are eager to help and are willing to invest their free time in projects like ours. "Non-University" represents an innovative approach that attracts people who are willing to participate not only in useful projects but also in unusual, breakthrough ones.
"Tough screening continues for students throughout their studies."
Your "Non-University" program is truly rich and diverse, and not everyone can cope with its requirements. How did you select students ready to take this course?
Our program is aimed at the most goal-oriented students. Some applicants may refuse to participate even after reading the description: the program lasts two years and is provided free of charge, but it is immediately emphasized that studying will be difficult. We are committed to being fair to our students. Difficulties arise from the intensive curriculum and the need for deep immersion in the material. Given that students have limited time due to university studies, family commitments, and numerous deadlines, it is important to be prepared for serious effort. Missing deadlines can lead to expulsion from the program, which is also worth considering when deciding whether to enroll.
The project's audience was formed through thorough analysis and research of the target group. We identified key demographic characteristics, interests, and user needs. This allowed us to understand who exactly makes up our audience and tailor content and promotional strategies to their expectations. Analyzing user behavior data on the website and social media also contributed to a deeper understanding of our audience, which in turn helped optimize engagement. Thus, the project's audience became more clearly defined, allowing us to effectively tailor marketing campaigns and improve the user experience.
The average age of our program participants is 19 years old. Unlike the more experienced participants in the Foundation's main program, they are in the process of personal and professional growth and have not yet achieved significant results. However, they share our values and possess unique potential, which can be called a "divine spark." Our goal is to unlock this potential within two years to help them develop and reach new heights.
The program is offered online, allowing our students to participate from across Russia. We also accept applications from Russian-speaking participants from 37 countries. The average "non-University" student is studying in information technology or science. At the First Generation Foundation, where we implement a program for young professionals, the majority of participants are managers, economists, and entrepreneurs, forming the unique "core" of our group. In total, we selected 66 people to participate in the "non-University" program.
During the selection process, the project team encountered some unexpected results. This necessitated a rethinking of the approaches and strategies employed throughout the process. The team was surprised by the sudden rise of some candidates who initially attracted little interest. This underscores the importance of carefully evaluating all participants and remaining open to new opportunities that may arise during the selection process. These results also serve as a reminder that sometimes the best solutions come from the most unexpected sources, which can significantly impact the overall success of a project.
As a result of our work, we achieved our goals in terms of both geographic participation and specialization. This was made possible by the meticulous approach to the admissions strategy I mentioned earlier. However, we did gain several interesting insights from the selection process.
An interesting fact is that more than half of the nearly 1,600 applications submitted were from women. Typically, leadership development programs—which I have designed many times for large companies—have attracted predominantly men. Women have always been in the minority, a topic that has often been the subject of jokes over the past ten years. However, this time the situation has changed dramatically.
We were surprised by the significant influx of specialists from scientific fields. We expected the majority to be IT specialists and representatives of related fields, but the interest from scientists exceeded our expectations. These specialists bring enormous potential and prospects for future development.
Our students have many unconventional educational paths. Some were homeschooled from fifth grade onward, others took a few years off to consider their future after high school, and still others chose a prestigious college over university. This new educational culture is becoming increasingly popular in Russia. The new generation has the opportunity to choose their own path, and educational requirements are no longer as strict as they once were. They are not required to complete 11th grade and enroll in university, opening the door to a variety of learning and development options.
Our education is organized using modern educational methods and technologies. We offer a flexible schedule, an individual approach to each student, and a variety of learning formats, including online and in-person courses. The curriculum is developed with current market demands in mind and includes both theoretical and practical aspects. We provide access to modern educational materials and resources, enabling our students to successfully acquire new knowledge and skills. Our instructors are experienced professionals in their fields who are eager to share their knowledge and experience. We strive to create a comfortable and productive learning environment that promotes better learning and the development of professional competencies. The training is conducted online and is highly intensive: classes are held twice a week, each lasting three hours. Participants are required to keep their cameras turned on during classes, which presented a significant challenge for many at the beginning of the course. Additionally, homework is assigned each week, which also requires several hours to complete. This assignment involves personal reflection and in-depth study of the material, as well as the application of the proposed tools in everyday life. Participants are required to conduct experiments, record and analyze the results, and then systematize the findings in a written reflection. This approach promotes a deeper understanding and effective mastery of the material.
We keep a journal, In which we record student attendance and activity. Our approach does not include grades, as we are against grading. Instead, we provide detailed text comments from teachers on completed assignments, allowing us to provide high-quality feedback to each student.
The program consists of four stages, and at the end of each stage, a reporting session is held, during which withdrawal is possible. One of the key conditions of the program is a strict selection process throughout the course of study. This is necessary to maintain a high level of student motivation and motivation, as well as to create an atmosphere of goal-oriented and ambitious people. Such an environment inspires participants to achieve great results.
We are looking for talented and ambitious people willing to invest their time in mutual relationships. We actively support students by providing free tuition and expect a similar return from them. This includes an attentive and grateful attitude towards teachers and mentors who dedicate their time to the development of each "non-University" student. A willingness to openly embrace knowledge and genuinely engage in the educational process is a rare quality we value. We only train those who are ready for genuine interaction and personal growth.
At reporting sessions, students' knowledge is assessed, which may include tests and exams. However, the format of these sessions may differ from traditional university practices. The focus is on the practical application of acquired knowledge and skills, which allows for a more accurate assessment of students' level of preparation. Students may be dropped for various reasons, including insufficient completion of academic assignments, low grades on midterm assessments, or failure to meet academic standards. It is important to note that successful completion of the reporting session is a key milestone in the educational process, providing students with the opportunity to continue their education and develop their professional skills.
The reporting session is not an exam with papers, but a team reflection format in the form of a conference. At this meeting, students present their presentations to faculty and to each other. This is a group reflection that allows students to evaluate the first stage of their studies: what they liked, what they found critical, whether they were able to establish friendly relationships among the participants, how they evaluate their teachers and the material they learned, what knowledge they were able to apply in life, and why they want to continue their studies. We strive for open feedback and value every opinion. At "non-University," there are no anonymous surveys; we openly discuss all issues, including organizational matters and potential conflicts between students, providing environmentally friendly and honest feedback. Radical transparency is one of our core principles. We understand that such approaches are only effective in small groups of up to 100 people, as maintaining educational standards becomes more difficult with larger groups. This is why we select dozens, not hundreds, of students. Participants who are able to attend come to Moscow for the final session, and those who are unable to attend join online. The first session took place at the Skillbox platform, creating a comfortable environment for interaction and experience sharing.
The evaluation criteria for participation in the training include several key aspects. First, attendance is mandatory. While physical presence is not always necessary, absence from both in-person and online sessions, especially if the participant has not notified in advance, will result in exclusion from the course. Second, it is important that participants adhere to the formal requirements for the content of their presentations, allowing for an adequate reflection on their reflection and learning outcomes. Third, significant attention is paid to attendance and the quality of homework assignments, which also impacts the overall grade. Finally, the offline format allows for face-to-face meetings, providing an opportunity to communicate and observe participant interactions. This helps ensure the absence of toxic behavior and the formation of healthy and productive relationships within the group. This is precisely why we value the offline learning format.
"It's important to me that students discover their talent"
The main goals of the "non-University" are to create an innovative educational environment that fosters the development of critical thinking and practical skills in students. The educational process is focused on integrating theory and practice, allowing students to apply their acquired knowledge in real-world situations. Another important aspect is the formation of a community in which students can exchange experiences and ideas, and teachers act as mentors. As a result, the "non-University" strives to prepare specialists capable of adapting to the rapidly changing demands of the labor market and making a significant contribution to their professional field.
The main objectives are to develop a talent pool that will be in demand not only in one company, but also in different industries. Program participants have a variety of specialties, which opens up opportunities for work in any industry. If there's a line of recruiters after them, that will be confirmation of my success. If in the future they become reliable employees of large corporations, responsible entrepreneurs, leading scientists, and strong leaders, then our work wasn't in vain. We strive to create conditions for their professional growth and development so that they can make a significant contribution to their fields of activity.
The second goal of the program is to support the self-realization of each student, and the third is to promote their happiness. "NeUniversitet" strives to create a nurturing cultural environment for the younger generation, where a creative atmosphere prevails, rather than blind imitation. All other aspects are of secondary importance to me.
It is important for young people to discover their talents. Each of us has unique abilities, and the key question is whether we will have time to realize them during our lives. At the moment, the talents of young people are in a state of waiting. If developed correctly, they can have a significant impact on the lives of millions of people in the future. Supporting and developing talents is not only an investment in personal development but also an opportunity to create something valuable for society.
It doesn't matter whether they will cook the perfect crème brûlée or develop a cure for cancer—we have specialists working in this field. Perhaps they really will succeed. We will provide them with the necessary tools to achieve maximum personal and professional fulfillment. Therefore, developing a talent pool, the self-fulfillment of each participant, and student happiness are three key goals I strive for.
There are certain measurable indicators that allow us to assess how effectively the program objectives are achieved. These indicators may include key metrics such as user satisfaction, the percentage of goal completion, and the timeframe for achieving results. It is also important to consider the quality of task completion and its impact on the overall program performance. By regularly assessing these indicators, we can gain a clear understanding of how successfully planned activities have been implemented and whether the expected results have been achieved.
We have certain formal requirements, such as program activity, attendance, and task completion within established deadlines. However, at this stage, more complex aspects arise that require attention.
When assessing candidates at entry, we pay attention to several key factors, including interest, motivation, and the time they are willing to devote to study. Self-discipline and responsibility for others are also important aspects. These qualities are difficult to quantify, especially motivation and responsibility. However, their manifestations can be observed in human behavior during communication during the learning process. Furthermore, such important criteria as the ability to establish long-term relationships, the ability to express gratitude and giving, as well as openness and trust in others, cannot be formally measured. These characteristics have a significant impact on success in learning and teamwork.
Excessive focus on metrics negatively impacts the current generation of students, distracting them from the true values of education. It is important to recognize the significance of intuition as an integral source of creativity. It is necessary to encourage attention to emotions in the educational process, teaching students not only to recognize but also to control their feelings, without suppressing them. This approach will help develop a deeper understanding and attachment to the learning process, promoting not only academic but also personal growth.
Young people need not only formal educational achievements but also spiritual support that facilitates the development of their unique talents. High spiritual goals help young people overcome material difficulties more successfully, creating a stable foundation for personal and professional growth. It is important to ensure a harmonious combination of education and spiritual development so that young people can realize their potential and confidently move towards their goals.
Our analysis of available metrics for students highlights three key aspects: communication level, adaptation level, and energy level, which implies physical vitality. Regarding educational metrics, on the one hand, theoretical success rate is important to me, but on the other hand, a lower success rate may be more indicative in practice.
An unexpected statement! Do you really believe that higher attrition rates lead to higher-quality results?
I have been selecting program participants for twelve years. Each time, the process begins with a large group—a thousand people—and ultimately only thirty remain. Selection is a key element of such programs, resulting in the formation of a close-knit team that has survived various trials. My primary goal is to create an atmosphere of trust among participants, so they can become not only colleagues but also friends, and perhaps even family members. The true purpose of education, often forgotten in the pursuit of metrics and statistics, is to instill a desire for achievement. This is more important than the number of participants who make it to the final program. Success in this area remains a hypothesis, and we are actively testing it.