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Hariri High School II (HHSII) was formerly known as the Lebanese Evangelical School for Girls (LESG), which was established in 1860. In 1986, Rafic Hariri Foundation took ownership of the school which is an Anglophone, private, co-educational school located in Zokak Al-Blat in Beirut. The school accommodates close to 1000 students coming from different social strata. These students are distributed over all grade levels, starting from Kindergarten 1 (KGI) to Grade 12 in its three branches: Life Sciences, General Sciences, and Sociology and Economics. Students at HHSII are brought up in a school environment that values cultural diversity and spiritual principles. In addition to Arabic, HHSII teaches English as the first foreign language, which is the medium of instruction in math and sciences, and French as the second foreign language, starting from Grade1. Since HHSII adopts the Lebanese National Curricula, the learning objectives aim at preparing Grade 9 and Grade 12 students to sit for the Brevet and Baccalaureate official exams. The secondary school curricula, in general, go beyond the objectives of the national curricula and lay more emphasis on other scientific and English language objectives required for passing local university exams and international ones abroad. More importantly, students are empowered with life skills and in particular the skill of critical thinking. Students are encouraged to enhance their social communication skills, in addition to working on developing other aspects of their personalities. HHSII aims at preparing and motivating learners for a rapidly-changing world, instilling in them critical thinking skills and a global perspective. The school strives to raise and educate learners to be able to meet the challenges of the 21st century. It aspires to the implementation of international curricula, in addition to the adopted national curricula. HHSII is dedicated to delivering quality education that underscores raising learners holistically to be self-assured, well-rounded, and responsible decision-making citizens. HHSII adopts a skills-based curriculum that ensures enhancing learners’ intellectual, physical, and social skills, in addition to promoting the values of honesty, perseverance, responsibility, and cooperation. With such a curriculum and qualified faculty members who are constantly engaged in professional development, we encourage, guide, and support all learners to reach their highest potential and become life-long learners, well-prepared for college and career pathways. All children are active, curious, and creative. At Hariri High School II Preschool our goal is to nurture early learners through setting solid foundations that would shape their lifelong dispositions towards learning. Guided by this belief and by our understanding of how children develop and learn, the preschool division at HHS II is committed to delivering quality education. It is the type of education that goes beyond the traditional academics and textbooks to build knowledge and develop the skills of children across the different learning areas. With a skill-based curriculum that uses themes to achieve an integrated approach, the developmental domains and content areas such as Music, Arts, Physical Education and Health, Language and Literacy, Mathematics, Science, Social Studies, and Values Education are connected, using meaningful child-centered activities. The elementary school accommodates students aged six to eleven. It covers Cycle I and Cycle II that is, grade one through grade six. The school follows the Lebanese curriculum, with emphasis on developing skills in almost all subjects that is why the curriculum is considered a skills-based curriculum. In both cycles, the subjects taught are English, Arabic, French as a third language, math, history, science, geography, civics, music, arts, physical education, computer education, and religion. The medium of instruction adopted in math and science is English. History is an additional subject taught only to grade six learners. Also, learners have access to the library every week in English and Arabic reading classes. Besides, there is a special education program that offers services to elementary school children/students who have been identified as having mild learning difficulties as formally diagnosed through a comprehensive psycho-educational evaluation performed by a certified educational psychologist acknowledged by the school. The elementary school building is a modern one that consists of six floors, with six classrooms on each floor. Also, there are two playgrounds for recess time designed for the two cycles. As for the teaching and administrative staff, there are thirty-five teachers, three supervisors, and a secretary. The school is also equipped with a resource room, an art room, two music rooms, two video rooms, a computer lab, a library, and an infirmary. The school educational goal is placed as well on developing social skills, reinforcing the values learners should respect inside and outside school, building character among learners, boosting confidence in pursuing school tasks independently, and respect for others while working cooperatively. The Middle School is a three-year cycle covering Grades 7, 8, and 9. Students’ age ranges from 12 to 14. The middle school offers the Lebanese program, which prepares students for the official Lebanese Brevet Examination. The medium of instruction is English. The following subjects are taught: English, Arabic, French, mathematics, physics, chemistry, biology, history, geography, civics, computer education, physical education, arts (grades 7 &8), and religion (grades 7, 8 &9). Math, biology, physics, and chemistry are taught in English, Civics, history, and geography, arts, physical education, and religion are taught in Arabic, and French is taught as a third language. The Secondary School is a three-year cycle covering Grades 10 to 12. It includes students aged 15 to 17. The Lebanese Baccalaureate Program, which follows a curriculum set by the Lebanese Ministry of Education is offered. It is available to all students in English for main subjects including math, physics, chemistry, and biology. History, geography, civics, sociology, and economics are taught in Arabic, in addition to philosophy (Grades 11&12). French is taught as a third language in Grades 10 and 11, in addition to SAT and computer education. At the end of the first year (Grade 10), students are placed in either the Sociology & Economics section or the scientific section, depending on their grades. At the end of the second year (Grade 11), students are placed in Sociology & Economics or scientific sections (General Sciences or Life Sciences), depending on their grades and teachers’ recommendations. View full school

Hariri High School III aspires to educate a knowledgeably and culturally capable generation that is aware of its capacities, cognizant of human values, sensible to beauty, able to adapt to changing circumstances, prepared to positively react within its environment, and committed to responsible citizenship to develop into free, empathetic and cooperative learners open to the community and the global world. Our General Educational Objectives are: Develop the intellectual, social, emotional, and physical aspects of the learner’s personality. Give the learners the chance to acquire the integrated and essential skills which contribute to their capacity building and critical thinking, and help them in expressing themselves fluently and independently. Enhance the relationship between the learners, their families, school, community, and country and ensure the following of the Quran instructions and the rules of conduct and good manners. Build a personality that is prideful of its unique traits and ability to communicate and interact properly and openly with school staff, peers, and adults, which would later ease the integration of the learners in the whole wider community. Continuously assess students’ learning, based on individual differences and grade-level expectations, to help improve their educational and social performances. Use education technology and audio-visual aids to complement the teaching-learning process. Involve students in doing projects, presentations, and group work activities, which are considered an integral part of the curriculum. Ensure an academically, culturally, artistically, and socially rich school life, which meets students’ expectations and realizes their ambitions. Use proficiently the native and second and third languages, which fosters cultural and educational diversity. Exploratory curriculum at Hariri High School III Dance Music Computer Arm our children with media studies Art at Hariri High School III Theater All students have the right to an arts education as a fundamental part of basic education. Dance has been recognized as one of the five fine arts taught at Hariri High School III. Teaching Dance includes creative work, dance forms and techniques, dance history, performance and production, aesthetics, and criticism. By providing students with opportunities to learn through movement, dance incorporates the use of auditory, visual, and kinesthetic modalities, more commonly referred to as hearing, seeing, and doing. Dance is a powerful educational device for meeting the physical, intellectual, and social needs of students. Perceptions, thoughts, and emotions are grounded in a physical experience through dance. As a participatory experience, dance nurtures and fosters a sense of community. The value of group work and cooperation is inherent and reinforced. Dance education also provides students with exploration, selection, organization, and evaluation experiences. At Hariri High School III, students are constantly developing their musical “habits of mind”. Studies have indicated that musical training physically develops the part of the left side of the brain known to be involved with processing language, and can wire the brain's circuits in specific ways. Music provides children with a means of self-expression. Music classes will prepare our students to: Listen Question Create Reflect Perform We believe that all students need to be proficient computer users or "computer literate”. At our school, the result of computer literacy is not to operate computers, but to use technology as a tool for organization, communication, research, and problem-solving. Hariri High School III has stopped teaching isolated "computer skills" and is now teaching integrated "information skills”. We have found that information skills can be effectively integrated when the skills directly relate to the content area curriculum and to classroom assignments, and when they are tied together in a logical and systematic information process model. The school is equipped with a computer lab, accommodating 21 students working on individual, networked terminals. Hariri3 School makes media studies a core school subject to help children negotiate the words and images the world bombards them with. We believe that developing general critical thinking skills is manifested actively in Media sessions. Students are now participants in the media every day. They should understand what they're dealing with. The art classes teach vital modes of seeing, imagining, inventing, and thinking. While students in art classes learn techniques specific to art, such as how to draw, how to mix paint, or how to center a pot, they're also taught a remarkable array of mental habits. Such skills include visual-spatial abilities, reflection, self-criticism, and the willingness to experiment and learn from mistakes. Hariri High School III provides her students with two big Art rooms which accommodate space for individual and small or large group activities with a student clean-up area separate from the general work area. They have standard classroom windows. Where possible, the windows are oriented to the north to allow natural lighting without glare. The room accommodates up to 30 students. Drama can challenge students’ perceptions about their world and themselves. Dramatic exploration can provide students with an outlet for emotions, thoughts, and dreams that they might not otherwise have the means to express. Drama is communication. Like all the arts, Drama allows students to communicate with and understand others in new ways. Perhaps more than any other art form, Drama also allows children to do training in the very practical aspects of communication, so necessary in today's increasingly information-centered world. Our students who participate in dramatic activities are less likely to have difficulty speaking in public, more Persuasive in their communications, both written and oral, better able to put themselves into others' shoes and relate to them, and will have a more positive, confident self-image. We believe that dramatic activity requires self-control and discipline that will serve the student well in all aspects of life. Students in Drama will learn to work together, to cooperate, to find the best way for each member of a group to contribute and to listen to and accept the viewpoints and contributions of others. Drama is an important tool for preparing students to live and work in a world that is increasingly team-oriented rather than hierarchical. View full school

Beirut International School is an old institution with a new vision. Established in 1980, and during years of success, this school has developed from a Kindergarten to a high school offering the Lebanese Baccalaureate. The growth of this institution in size and programs would not have been complemented and implemented were it not for the increasing demand for the type of education that BIS provides. BIS is an intellectually stimulating community responsive to the dynamics of its environment. It aims at serving the educational needs of Lebanon and the Middle East. BIS offers a high-quality education that prepares students to meet the growing challenges of a rapidly changing world. BIS encourages independence and self-discipline in an atmosphere of mutual respect and appreciation of diverse opinions and cultures. Education means more than the perusal of a specific course of study. It has to do with the whole being. It is the harmonious development of the physical, mental, social, and spiritual powers. “If the student fails to learn, the teacher fails to teach” we believe that all children can and do learn. What makes Schools’ Role is not just examining students, but treating and developing as well. Assessments, exams, school reports, and grades…are not our OBJECTIVES by themselves! On the other hand, we use them as TOOLS to help in developing and educating students. View full school

We at the International School Al-Koura agree that education is the process of questioning to rediscover what we already know. Our diversified academic program offers our students the guided opportunity to question their knowledge thus growing in self-confidence and self-respect. By raising each individual’s expectations of himself/herself we inculcate in our students the need for hard work, commitment to learning, perspective-taking, empathy, and self-management. At I.S., we strive to actively respect each member's individuality and seek to enhance the learning process by encouraging a varied intellectual discourse, based on mutual respect and tolerance. We are committed to helping our students evolve into active members of the community by providing a learning atmosphere that fosters such a policy. The curriculum adopted in Grades 1 to 6 is an American-based curriculum where all subjects are taught in English except Arabic language instruction, French language instruction, and Social Studies. As of Grade 7, students are segregated into either the High School Program or the Lebanese Program. Students in the Lebanese program follow the curriculum as prepared by the National Center for Scientific Research in concordance with the Lebanese Ministry of Education curricular requirements. All subjects in both programs are taught in English. In both programs, all courses are mandatory and extend over an entire academic year. All students study Arabic Language and Literature, English Language and Literature, Social Studies (World History, Human Geography, Sociology, and Economics), Philosophy, Mathematics, Physics, Biology, Chemistry, Arts, Computer Science, and Physical Education. Curricula and syllabi are regularly updated to cater to a variety of priorities including differentiated instruction and interactive learning (we are currently using Promethean Planet’s ActivInspire in 18 of our classrooms). At IS, French is taught as of KGI through to Grade 8 as a second foreign language. Select students from grades 6 to grade 10 are chosen to sit for the DELF exams to receive a French language certification from the French Cultural Center and French Embassy in Lebanon, allowing them to eventually pursue their studies in French universities. In keeping with our Mission Statement, we have a Special Programs and Education Department that integrates three different types of programs within our regular school program to help students with learning disabilities or difficulties and/or special needs a real learning opportunity. With a multi-disciplinary team made up of special educators, psychologists, speech therapists, psychomotor specialists and, well-trained teachers, an individualized educational program (IEP) is prepared to cater to the learning abilities of all students with special needs. This integrated approach allows the team to identify, screen, assess, and help students with dyslexia, ADHD, etc… in a classroom setup that provides continuous evaluation of every student’s progress. Students from the secondary division receive credit from services rendered around the school to promote responsibility and engender a strong sense of belonging. Responsibilities for students in these services vary from peer tutoring to being bus prefects. The Learning Lab serves those students who were unable to grasp a certain skill or concept in a particular lesson. The teacher of the subject or one whose expertise falls within the scope of that particular subject or skill uses the Learning Lab to fill in the gap for the student(s). The student(s) receive(s) one-on-one instruction from the teacher during the day so he/she may resume regularly in class the next day. The After School Program is designed for students whose parents are unable to provide them with the necessary help after school hours. Qualified teachers are available in school from 3:00 to 5:00 pm, Monday through Friday, to supervise and help students with their homework. Their ultimate task is to help students develop good study habits. The International School Al – Koura was founded in 1985 to cater to the growing population of Lebanese families who wished to place their children in an international-based schooling system. The idea of creating an international curriculum (leading to a High School Diploma) stemmed from the need to provide Lebanese students with foreign passports the same quality of education as that of students in the Lebanese program (leading to the Lebanese Baccalaureate Official Government exams). View full school

The philosophy of a system is a general principle or the general principles on which the functioning of the system is based, and it works to get to the results that the system is looking after. The Modern Institution of Lebanon is considered as an educational and pedagogical structure, its principles are marked by a highly modern atmosphere and by a joyful method that Father Michel Khalife started 40 years ago, taken from the German philosopher Friederich Nietzsche from his book:” The joy of knowledge”. To know is to be born in the reality, and to meet others and one‘s self. It’s the joy of being continuously reborn. Knowing is overcoming any problem. It’s the joy of overcoming. Learning enhances the pleasure of living and sets up a joyful spirit. The joy overflows when the object to be learned is more valuable. To know is to predict. Knowledge is the passion of imagining that it is possible to release ourselves into the present, contemplate the future, and project ourselves into it. It leads to a better adjustment with reality or better interaction with it. Knowing is living more and living better, it is surviving. Life is worth living if we consider that it is a way of learning. There is a danger that threatens us the past weighs on our shoulders and sometimes it keeps us from moving ahead moreover, men tend to overthink. Therefore, knowledge takes a continuous load of work, we never know enough. Nothing should be taken for granted. This implies opening up and being available for knowledge. This is how access to the “truth” requires setting one’s self free from the knowledge previously acquired. Here comes the joy of letting go. Knowledge is there to serve life, but it may sometimes stop life from evolving and extending its horizons of novelty, wealth, and power. This is why it is sometimes a necessity to go back to life and to somehow forget what we already know. The goals are etymologically the results that the Institution is supposed to obtain, and the achievements proposed for the Institution to reach. They are the ultimate target continually pursued. These goals reflect and show the philosophy of IML. In other words, they update and realize the principles on which the functioning of IML is based. IML works on creating within the students a desire for knowledge, this desire is established by the need to know more, and it is expanded by the joy of knowing. This leads to growth within the students the admiration of knowledge. Knowledge is a very noble action that cannot be accomplished without passion. Knowing is too sublime to be brought down to commonplace. While learning, the student acquires the inheritance of humanity and renews it by enlarging it. Knowledge can be considered as a prayer. In the MIL the classroom is alive. The students build their learning, they are happy to discover within themselves and by themselves the laws that take over the reality and enlighten the “human phenomenon” and the human relations. We are talking here about listening to reality, to others, and one’s self. IML teaches the students not to cut out on reality, and not to cut the road that unites them with others. Not only others belonging to the same culture, but also and most importantly other humans no matter what culture they belong to. IML looks after letting the student be themselves within and through knowledge. Therefore, the teacher stays in the background for the student to spread out and enhance his gifts. Knowledge sets the spirit free and brings happiness and joy. Our goal is to remove the curtain of ignorance, and leading the students to the bright sources of knowledge, and win over ignorance and dullness. Make students capable of succeeding in the official exams and their university studies in Lebanon and other countries. We also look after promoting free and independent citizens, who are responsible for their thoughts, their sayings, and their behavior. The Modern Institution of Lebanon has an educational and pedagogical structure that welcomes candidates coming from different communities, with different religions, nationalities, and ethnics backgrounds. The Institution follows two academic programs that are significantly different yet complementary: the programs were developed by the two Ministries of Education of Lebanon and France according to a differentiated educational system. The Institution adds to the programs mentioned above several extracurricular activities, such as art (painting, sculpture, music, choreography, and poetry), martial arts (individual attack and defense disciplines), visiting museums, historical and educational sites picking apples and olives…, the environment class, and skiing class. IML is located in a pine forest on the borders of Beirut, the Lebanese capital. Its building was restored in 1997, and it contains a computer lab, science labs, a library, multipurpose halls, sports fields, locations for residential students, and the cafeteria, in addition to the traditional classrooms. A project that is still under study: adding a theater and a gymnasium to the campus. The languages thought are Arabic (mother language), French (second language in the country), English (3rd obligatory language in all levels), Spanish and Italian (optional languages). View full school

The Lycee National Schools, which was founded in 1970, have grown continuously and gained an exceptionally high level of recognition since then. We, the Lycee National Schools, are committed to delivering the best learning experience to our students through adopting the latest educational methods empowered by the most advanced technological devices and extracurricular activities which enhance the student's intellectual, psychological, and physical development. Since we started, we have worked in full collaboration with the government aiming at reaching high academic goals. We have, also, contributed to the updating and upgrading of the national curriculum. Lycée National Schools have always motivated and encouraged all of their staff members to attend extensive workshops to ensure their top efficient and effective performance. Le Lycee National Schools started as one small school of 70 KG and elementary French-educated students in a rented building in Bshara El Khoury Street in Beirut in 1970-1971. In the following year, it grew to offer education to 111 students. Then, in 1975-1976, when the country was shredded by the Civil War, Mr. Fouad was forced to move his school to Mzraat El Chouf, his birthplace. There, he changed his village into a school, occupying its houses as classrooms and its gardens as playgrounds. At that time, the school grew to include 1600 students. In October 1977, the school was moved to a new location, Baakata, the heart of Chouf. Then, two new branches were founded, one in Dohat El Hoss, a coastal area, and the other in Ramlit El Bayda, Beirut. In 1995-1996, the Dohat El Hoss branch was moved to its current location in Choueifat. Throughout these years, Mr. Fouad’s schools have flourished and prospered to become among the best and leading schools at both local and national levels, making him the most influential figure in the field of education in Lebanon. The major factor behind this outstanding success is his vision, commitment, and passion for creating the most dynamic, challenging learning community. Mr. Fouad Thebian, a larger-than-life- figure, has been highly acknowledged for his outstanding contribution to the field of education. His infinite dedication, determination, and pursuit of excellence in all the positions he held throughout his life helped him earn the love and respect of those who knew him and worked with him. His life journey demonstrates an inspirational story of a self-made mentor who valued nothing more than education and its power to make a difference in the world. When you talk about Mr. Fouad Thebian, you can’t but talk about his most treasured accomplishment, Le Lycee National Schools. View full school

Welcome to International College, IC is one of the oldest, largest, most prestigious international schools in the world, reflecting the unique blend of both the school’s and the country’s history, a long-standing commitment to academic excellence, and the “IC Spirit”, which becomes part of the character of each student that passes through the classrooms and hallways of the Ras Beirut and Ain Aar Campuses. Reflective of the value and importance IC places on multiculturalism and global diversity, IC offers four distinct diploma programs: the Lebanese Baccalaureate, the French Baccalaureate, the International Baccalaureate, and the US-style College Preparatory Program. Exam results for each of the diploma programs have been exemplary resulting in IC graduates being accepted to highly selective universities around the world. The early childhood program addresses the whole child through an integrated approach and aims to develop a close relationship between educators, parents, and classmates. The learning environment provides a warm, friendly, and joyful atmosphere that advocates itself to learning through inquiry. All content is taught using the target languages of Arabic, English, and French and works within the PYP curricular framework. The preschool staff aims to stimulate the learning of concepts, skills, attitudes knowledge, and action. The staff believes that children learn best through play during which they use concrete, multi-sensory experiences. Classroom play stimulates inquiry and presents challenges and opportunities to learn about the world in which children live. Moreover, it builds concepts and improves problem-solving skills. Teaching and learning are based on ideas, perceptions, beliefs, and matters raised by the students. The Elementary School educates children ages six through eleven. The school provides a safe, welcoming environment that fosters a love of learning through a student-focused, inquiry-based approach to teaching and learning. The philosophy of instruction addresses the whole child. Learning focuses on connecting the various disciplines: language, mathematics, science, social studies, personal and social education, physical education, creative arts including music, drama, and visual arts. To make learning relevant, engaging, meaningful, and challenging, children are encouraged to learn by inquiring, questioning, exploring, and doing. Different approaches are used to reach the widest range of individuals. The teacher acts as a guide/facilitator to help students discover concepts, principles, and generalizations. The ultimate goal of education at the Elementary School is to produce internationally-minded individuals who are compassionate, caring, responsible, and knowledgeable. The aim is to develop risk-takers (courageous), children with life-long learning skills like critical thinking and problem-solving, and character traits such as integrity, commitment, and good citizenship. Self-awareness is promoted through questioning, exploring, reflecting, and self-assessment. Open communication and cooperation among educators, parents, and students are essential elements. As partners, both parents and educators endeavor to help children reach their true potential and to aim for personal excellence. The Middle School of International College is a four-year cycle covering grades 6 to 9 (1st Intermediate to 4th Intermediate). It offers three different programs: The Lebanese program, which prepares students for the official Lebanese Brevet examination the College Preparatory Program, which is an English medium non-Brevet program commonly known as the High School program which prepares the students for the High School diploma or the International Baccalaureate and the French Program, which is a French medium non-Brevet program that eventually prepares students for the official French Baccalaureate examination. The IC Secondary School is a three-year cycle made up of four separate programs: The Lebanese Baccalaureate Program which follows a curriculum set by the Lebanese Ministry of Education The French Baccalaureate Program which follows a curriculum set by the French Ministry of Education the International Baccalaureate (IB) Diploma Program and The American College Preparatory Program (CPP), a non-baccalaureate diploma program. The Lebanese Baccalaureate Program is available to all students in either an English or French track for core subjects including maths and sciences. In the French track, English is taught as a third language and vice versa. In both tracks, Social Studies, History, Geography, Civics, Sociology and Economics, are taught in Arabic with the study of Arabic Literature and language mandatory. In the second year, students chose a focus in humanities or sciences and specialize still more specifically in the third year. The French Baccalaureate Program is designed to meet the needs of foreign and Lebanese students who wish to pursue the French Baccalaureate. All core subjects are taught in French. Upon successful completion of the Lebanese or French Baccalaureate program, students are eligible to enter at the sophomore level in all Lebanese and many European and North American universities. It should be mentioned that some students pursue both the Lebanese and French Baccalaureate simultaneously. The International Baccalaureate Diploma Program is a demanding two-year curriculum with a rigorous assessment component. It meets the needs of highly motivated students and prepares them for university by encouraging them to ask challenging questions, learn how to learn, develop a strong sense of identity and culture, communicate with and understand people from other countries and cultures. The IB diploma is recognized by universities around the world. Students admitted to the IB program hold a second nationality in addition to Lebanese, or they have an exemption from the Lebanese official program allowing them to engage in a non-Lebanese program. Good knowledge of English is a prerequisite as it is the language of instruction. The school that finally became International College was founded in Smyrna, Turkey in 1891 by Alexander MacLachlan, a renowned Canadian educator, as the American Boys’ School. In 1895 ABS graduated its first class of five students and renamed itself the American Collegiate Institute for Boys. In 1936, Dr. Bayard Dodge of the American University of Beirut invited ACI to come to Beirut and affiliate with AUB as its preparatory school. This is why for many years IC was known fondly as “The Prep.” During its first year in Beirut, IC welcomed 901 students from 37 countries representing 16 religious sects. IC was truly an international school welcoming students from all over the Middle East who came as boarders living in Thomson and Sage Halls. View full school

Central College is one of the main pillars of the Lebanese Maronite Order, which has in its historical background three hundred years of educational traditions for the service of the Lebanese citizens. CCJ is an institution that is inspired by the teachings of Jesus Christ and the principles of His Disciples. It has a noble mission: making a difference in Lebanese society and preparing students to face the challenges of a highly interconnected world. Central College of the Lebanese Monks aims at fostering and maintaining a positive, supportive, warm, safe, and effective environment conducive to both teaching and learning, one which promotes human values, tolerance, respect, understanding of the other, and love. Such an environment creates an engaging learning community that helps our students achieve and become efficient members of their society and, hopefully, the world. Central College of the Lebanese Monks is a Christian institution. Through our Christian education, we aim at influencing the lives of our students to become strong “Christian Men and Women” who know how to pray, how to grow in Jesus, how to be enlightened by the Gospel, and how to love God by loving their fellowmen. Charity, humility, and solidarity make up the behavior of our students, who witness the high values of the Christian spiritual teachings. We aim at creating a climate that helps our students develop “coherent values and ethical standards”. When our students develop respect for ethical concepts, they can distinguish between right and wrong and learn the value of sharing, trust, honesty, beneficence, truth, justice, and peace. Through our educational program, we also work towards developing the “Real and Loyal Citizen” who loves his/ her country, appreciates its cultural traditions, shows respect for its history, and is conscious of his/her duties toward his/her country. Acceptance and understanding of one’s culture foster understanding of other cultures (tolerance). Therefore, we aim at developing a true Lebanese citizen who can also be a successful global citizen. Moreover, through our engaging and enriching programs and curriculum, we aim at developing the “Intellectual Men and Women” that our society needs. For this reason, we provide our students with a solid education, scientific know-how, and multi-language skills. The intellectual student knows how to think constructively and how to be creative and innovative. It is of high importance for us to encourage and maintain an adequate social environment that fosters healthy relationships amongst all members of the CCJ family. Through this coherent social climate, we aim at developing our “students’ social skills” so that they would mingle successfully in modern society, understand differences not as a source of conflict but as an occasion for reciprocal gain, and be capable of understanding others in such a way as to serve the common good of society and the nation. One of the major goals of our educational program is to help develop the “Real Men and Women of Action” who can make a difference in their country and are capable of confronting, with confidence, the rapid social, cultural, and technological changes in the modern world. Finally, we aim at promoting appreciation of the gifts and resources of Mother Nature and working towards preserving them (the green and nature-friendly student). Our mission statement can be summarized in the following words: Central College of the Lebanese Monks aims at developing active, positive, productive, cultured, responsible, and intellectual young men and women who can creatively build their future in a highly interconnected world and successfully contribute in making the world a better place to live. Our vision, as a community, is to develop a fully student-centered learning environment that inspires the students of today to become the responsible, creative, and productive leaders of tomorrow. Collaboratively, we aim at helping our students reach their fullest potential, empowering our students’ leadership skills and promoting passion for learning, progress, and achievement to ensure that all our students succeed and excel in a rapidly changing and highly interconnected world, achieve personal success and growth, and contribute to a better global society. Achieving this vision requires commitment from all parties involved in students’ learning: school, parents, and the community. Having established most of its schools in rural areas, the Lebanese Maronite Order felt the need, in the early 60s, to establish schools in urban areas to widen the scope of its educational mission. The opportunity arose when, in 1966, the Marist Brothers presented their prestigious institution in Jounieh, founded in 1903, for sale. CCJ has not stopped renovating its buildings and adding annexes and facilities to create the most suitable workspace and environment-physical, educational, and social for our students to achieve and succeed. In addition to the renovation of the old building, a preschool building, a sports center, a technical school, new buildings with the same architectural structure and arcades of the original one, a music institute, a studio, a radio station, underground parking, a daycare center, laboratories, libraries, exam halls, and a driving school were all added. In 1982, the LMO constructed a spacious house in Hrajel, with a whole floor specified for CCJ students. Spiritual retreats and weekends are organized by the teachers for our students, during which they can spend enjoyable and memorable moments together in the monks’ house and the green land surrounding it. View full school

Our mission is to create lifelong learners who possess the competencies, confidence, and knowledge to meet the challenges that face them. Living in a diverse society and in a globalized world, we work on graduating students who are contributing members of society, tolerant of others, and empowered to shape their future. Lifelong Learners Independent reflective learners. 21st-century technology and Teaching Strategies. Continuous professional development for all faculty members. Social Learners Intercultural communication and interaction. Multi-cultural / multilingual school community. German culture awareness. Social action and service. Developing team spirit and skills. Ethical and principled individuals. Academic Learners Student-centered teaching. Student activating learning. Inquiry-based approach. Methodological competence. German language proficiency. Meeting national and international standards. Autonomous Learners Differentiated learning strategies. Integrated teaching and learning. Social and personal education and cooperation. The Kindergarten program in DISB is divided into three levels of instruction: KG1, KG2, and KG3. We aim to help children between the ages of three and six years old expand their knowledge, grow their skills, and develop their abilities. DISB kindergarten staff is committed to providing our students with the ultimate environment for a safe and joyful learning experience. Students are encouraged to share their ideas, give their opinions, make contributions, and use problem-solving strategies during individual or group work activities. A separate kindergarten handbook has been developed to describe the progression of skills from one level to another and to provide information about the procedures and regulations. The elementary level consists of 6 years (Grade 1 – Grade 6). The fundamental program used at this level is the Lebanese program. To ensure preparation, various aspects of this program have been modified to cater to the needs of the students’ learning continuum throughout their school years. Additionally, subjects and methods inspired by other programs such as the International Baccalaureate’s PYP apply to the curriculum at this level to ensure full preparation of the students for Middle School. At this level, we strive to create a stress-free environment that supports and nurtures the students’ emotional, physical, and academic growth. The Intermediate level consists of 3 years (Grades 7, 8, and 9). Grade 7 is a transition grade where students are given orientation for the coming years through an eclectic curriculum, which is shown in the program offerings table. Classes at this level are divided into two sections: the Lebanese Program (LP) and the International Program (IP). The material given at this level differs based on which program the students are in but is similar for the most part. The Lebanese Program for the Middle school level consists of 3 years (Grades 7, 8, and 9), and it prepares the students for the Brevet National Official Exams, and the DSD (Deutsche Sprach Diplom I & II). The International Program for the Middle school level consists of 4 years (Grades 7, 8, 9, and 10), which prepares the students for the IB Diploma Programme (in both its sections, English and German), and the DSD (Deutsche Sprach Diplom I & II). The Secondary School level consists of Grades 10, 11, and 12. Students are encouraged and taught to become principled, conscientious, and well-rounded. They develop freedom of thought that is practiced with a spirit of integrity and full responsibility. After the students enter their respective programs, they will commence their orientation towards the diploma awarded in their senior year: The Lebanese Program (Grades 10, 11, and 12): a program based on preparation for the Lebanese Baccalaureate Diploma awarded in senior year upon completion of their exams. The IB Diploma Programme (Grades 11 & 12): a program based on preparation for the 2-year IB Diploma (English and German) awarded by IB in senior year upon completion of their exams (Refer to Appendix F). The IB Diploma Course Programme (Grades 11 & 12): A School leaving certificate, asserted with IB Course certificates, upon the completion of Grade 12. View full school

BIC is committed to preparing every student to deal effectively with personal, interpersonal career, and educational issues. We prepare students to be lifelong learners, citizens, and workers which is the major challenge of public education today. We prepare students to live and work in our ever-changing increasingly global and technological world. They must be able to think critically and creatively, solve problems, retrieve and manage information and communicate effectively. In a context of rapid and constant social cultural economic and geographical and technological changes, we provide physical and intellectual access to the vast amount of information and ideas needed for teaching-learning. Our mission is to raise every student’s high academic excellence, student-centeredness and firm them as future leaders in a diverse world. The BIC pre-school program addresses the whole child through an integrated approach and aims to develop a close relationship between educators, parents, and classmates. All content is taught using the target language of Arabic and English. The learning environment provides learning opportunities that allow every student to achieve excellence. Moreover, it builds a bridge between the students’ prior knowledge and the curriculum. Through the curriculum, students learn about their own culture, traditions, needs, and responsibilities, and gain knowledge of their society. They learn to demonstrate appropriate behaviors associated with norms and values such as friendliness, honesty, caring, respect, and responsibility. Students work towards becoming independent learners. The pre-school staff aims to stimulate the learning of concepts, skills, attitudes, and content, while simultaneously nurturing the development of language skills. We believe that children learn best through play–oriented activities during which they use concrete, multi-sensory experiences in a safe and secure environment. To promote the development of the whole person, all programs (or the whole curriculum) aim to develop personal qualities and skills leading to intellectual curiosity, effective communication, creative expression, community building, good citizenship, and an appreciation for cultural diversity. Through our curricular and extracurricular activities, we aim to achieve educational integration by producing a conscious and awareness to our students of what is happening around, in a systematic and organized way of thinking. The curricular activities aim to provide students with information through group and individual projects, which fix concepts and make them gain many skills that increase their self-confidence. Additionally, they become more responsible so they discover on their own what they have learned in class and that it is related to their daily lives. In addition to academic education, we provide students with artistic, athletic, and healthy activities that enrich their souls and bodies. Moreover, social services for institutions that are concerned with children’s issues, aged people, disabled people, and people with special needs are offered. Such services create within the student’s personality a sense of humanity, sharing, and tolerance. As for trips, it includes all the territories to know our Lebanese heritage and different cultures. Each class’s activity is according to his age group, curriculum level, and lesson themes, in addition to environmentally friendly activities. All this can contribute to building a good citizen that appreciates friendships, cooperation, charity, and good deeds. It contributes as well to build a well-educated, creative, and ambitious generation that is open to the diversity of all cultures in the world – respect and appreciate them. It all started in the mid-80s during a period when Lebanon was passing through an unstable political, social and economical status. As a result of this bad situation, rural areas in Lebanon especially the southern suburb of Beirut became overpopulated in the presence of many factors such as displacement and exodus from towns to cities. Accordingly, most of the people in the southern suburb of Beirut were trying to get a better education and to stay up to date with all the changes and developments that are occurring in the new century. During that period, a great number of schools and educational institutions in the area opened but it wasn’t enough for the big number of students who are applying for schools. This pushed many families to send their children out of the southern suburb to get the best education. So, the idea of establishing the BIC came out from the need of people who were seeking to provide their children with a high level of education. We started preparing to build this institution after we had the territory and the money. In 1993 the first building was established and a group of qualified teachers, administrators, and other staff were recruited. In 1994, the opening of the school took place with the presence of the departed minister Asaad Diab who was the president of the Lebanese university at that time, in addition to the presence of many other public figures. Our plan started by opening the kindergarten department in addition to cycle 1 and cycle 2. With the encouragement of many supportive people and the dedication of the administrative staff and teachers, the Bourj International College grew and the number of classes increased. It also became an outstanding high school for the great results that our students achieved in the official exams and the good reputation at the disciplinary, educational and ethical levels in all grades. View full school

Since its establishment in 1695, the mission of the Maronite Order of the Blessed Virgin Mary (OMM) has been to minister Christ to the Maronite Church, through sacraments and education. For more than three hundred years, the Maronite Mariamite monks (the Aleppines at that time) founded, in various Lebanese regions, schools in which they taught Syriac and Arabic languages, as well as the basics of arithmetic, thus contributing to the alphabetization campaign, and initiating youths to the service of the church and of society. Time after time this mission developed with the development of knowledge and science and as teaching gradually became professional, these incidental schools became establishments with definite rules and regulations, and administration, teachers, and a definite program. Notre Dame de Louaize, a Mariamite establishment founded at the beginning of the ’60s and occupying the eastern quarters of the convent, opened up ways to the boys of the neighborhood, after having limited itself to the formation of seminarists ever since the ’30s. In 1964-1965, the Mariamite monks built on the western side of the convent a two-floor block (demolished in 2003) to receive the students who had been particularly motivated. In 1968, a new building, the French-medium school, was inaugurated to receive all the students. Thus NDL became a school that fulfilled all the requirements of the modern norms and comprised all levels, from Nursery to 3rd Secondary classes. Today, enjoying a history of more than 40 years, NDL is preparing 4227 students to explore new horizons of plenty of promises. The school (area 40.000 sq m) constitutes one of the three sides of the Louaizean triangle: the Convent, the School, and the University. On the northern side of NDL, lies the monastery of the OMM with its rich patrimony: the Lebanese Council of 1736, whose most important recommendation was "compulsory learning for all" the museum, with its rich collection of valuable objects belonging to MMO and the library, comprising thousands of manuscripts and valuable books. On the eastern side, parallel to NDL, lies the university, NDU, which has an important standing among the Lebanese and Arab universities. NDL consists of six blocks (area 10.851 sq m), separated by yards (4.000 sq m), open spaces (about 10.000 sq m), pinewoods, flowerbeds, and vast parking areas (25.000 sq m). NDL has situated 15 km from Beirut city, at 100 m of altitude. It overlooks the Mediterranean on the west side, Nahr El Kalb with its famous historical sites on the south, the city of Geita on the east, and the two cities of Antoura and Zouk Mosbeh on the north. It can be reached from Beirut through the highway leading to Faraya, two kilometers from the tunnel of Nahr El Kalb. 2.020 enterprises (firms, clinics, offices, laboratories, bakeries, pharmacies, restaurants, cafés, hotels, spas, amusement centers, clubs, a museum, a school, a university, workshops, and factories working and producing: wood, aluminum, iron, furniture, food products, medicaments, etc.) This wide range of diversity is a real source of wealth for NDL. It can be the object of research works and cultural activities, which can be achieved in collaboration with the local official authorities. Nevertheless, one cannot forget the damages that such demographic and industrial richness engenders on the environment and public health. An awakening of the students on this issue is required. The history of NDL, its geographic location, and the neighboring regions can contribute to the elaboration of a new educational approach, which has so far confined itself to the school premises, almost totally separated from the outside world. If our objective has always been to make our students succeed in their exams, we are all now convinced that we have to work, according to the terms of the educational project, on the formation of a balanced human being, and the development of the learner’s personality in a perpetually changing world. We have sensed therefore the urgent need of preparing our students for the confrontation of various situations, maintaining at the same time their balance and bloom. View full school

Established in 1996 following an intergovernmental agreement between France and Lebanon, ESA is a Business School dedicated to the education of executives and managers in Lebanon and the Middle East. It is managed by the Regional Chamber of Commerce and Industry of Paris Ile-de-France (CCIR). The ESA has become a beacon of academic excellence within Lebanon, and a platform for interactions and meetings between Europe, the Middle East, and Lebanon. Its mission is to form the elite of Lebanon and the region into the leaders of tomorrow. Paying keen attention to businesses and their needs, the ESA assists them in developing their visions and helps them to better achieve their objectives by training and coaching their executives and managers. Situated in the center of Beirut, and the heart of the Middle East, the ESA thus asserts its reach as an important international school, which combines the talents of high-level learners and professors who rank among the world’s preeminent specialists. Programs and courses are made to measure, train executives and managers, and respond to the needs of the international workplace. A professional body composed exclusively of professors drawn from the best Business Schools in Europe, particularly from ESCP Europe and HEC Paris. Two international certifications, to validate each academic path: the ESA Degree and the Degree from its prestigious partner school. Flexible schedules, allowing for both training and professional lives to be combined. ESA is a Business School dedicated to the education of executives and managers in Lebanon and the Middle East. Situated in the center of Beirut, ESA asserts its reach as an important international school, combining the talents of high-level learners and professors who rank among the world’s most preeminent specialists. ESA Business School is specialized in the field of management and offers a portfolio of training to current and future managers and leaders. The Master in Management - program Grande Ecole, MBA, EMBA, Masters Specialized in Finance, Marketing, Health, and DBA are part of the degree programs that were designed to meet the requirements of our students and the regional market. View full school

Eastwood College was founded in 1973 with the vision to provide an equitable educational community for all learners. Since its foundation, Eastwood College has kept abreast with best pedagogical practices. A holistic approach to education distinguishes us from other schools our focus is on the social, emotional, and academic nurturing of our learners. Our goal to recruit a highly qualified, diverse teaching workforce supports the effort to maintain internationally recognized standards in curriculum and teaching. Small class sizes ensure that students with distinct educational competencies’ and backgrounds receive the individual attention and care they require. The school’s curriculum is based on the active construction of meaning through rigorous coursework that is intellectually challenging and culturally appropriate. Students explore topics in-depth through a method of inquiry, which allows them to ask and tackle meaningful questions. There is great attention to social interactions within the curriculum, such as conversations, discussions, joint work, and debate. Such interactions provide opportunities for students to learn through observing the performance of others, receiving feedback about their performance, hearing alternative points of view, and engaging in the exchange of ideas. Eastwood College commits to positively impacting the world by teaching students to be driven by a balance of mind, body, and soul, and to couple knowledge with compassion, ambition with integrity, and achievement with service. Eastwood College strives to be a leading educational community in the Middle East for students of all nationalities and religions. The success of our vision depends on the commitment of all members of the school community to take an active part in its effort to provide an instructional system that conforms to the high standards of international education. Eastwood College is committed to a program of continuous improvement and development. High School is designed to provide ample opportunity for students to develop the talents and interests of which they are aware and to discover and develop previously unrecognized ones. Our graduation requirements are designed to ensure that each Eastwood College graduate is well prepared both for college and for a lifetime of service and learning. They reflect our belief that students become creative, reflective, open, disciplined, productive, compassionate, and passionate adults by engaging in a broad range of learning opportunities, both in and out of the classroom. The International Baccalaureate Programme (IB) is a course of study designed to meet the educational requirements of students aged between 16 and 18 years. The IB Diploma Programme (DP) is a well-rounded, rigorous course of study, devised to develop students with skills for the 21st Century, who are informed, global citizens. It aims to help students to develop the knowledge, attitudes, and skills they need to participate actively and responsibly in a changing and increasingly interrelated world. The program reflects the IB commitment to internationalism through second language learning and some literature requirements in English. The program includes learning outside the classroom through the extended essay and the community, and independent learning through research. Eastwood College received its IB Authorization in early 2018 and has started accepting students for the IBDP1 class starting in the 2018-2019 academic year. View full school