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For nearly half a century, the Imam Sadr Foundation has worked to improve the lives of tens of thousands of men and women throughout Lebanon. Whether in providing easily accessible health services for families assailed by the fallout of war, empowering women and orphans through occupational training programs and educational facilities, or creating strategic partnerships with political and social development organizations, Imam Sadr Foundation remains dedicated to its original aspirations. As Imam Sadr once said, “Lebanon is our country. It is a country which considers Man to be the first and last asset, and that he should be adequately maintained.” Inspired by the developmental and humanitarian vision of Imam As-Sadr, the Imam Sadr Foundation aspires to be a leader in the empowerment of Lebanese women and in guaranteeing the basic and social rights of the vulnerable by delivering services to those most in need, in innovative and advanced ways. The Imam Sadr Foundation is a non-governmental, non-profit organization launched in the early 1960s. It strives in its interventions towards a just society, free from ignorance, poverty, and illness, where everyone enjoys equal access, where the contributions of the capable respond to the needs and aspirations of the disadvantaged in a climate of dialogue based on participation and confidence in oneself and others. The foundation is characterized by its social, cultural, and health interventions in the underserved areas of southern Lebanon and its delivery of services to remote areas through a network of permanent health and social care centers and mobile clinics. The foundation’s response has proved to be highly effective in times of crisis. The foundation strives through its local, regional, and international relations to share and deepen its knowledge and to foster discussion on the issues of relief and development in Lebanon. Therefore, it has successfully acquired the status of a special consultant to the United Nations Economic and Social Council (ECOSOC) in a bid to raise its effectiveness and impact at both the local and international levels. The foundation is especially keen on promoting and strengthening dialogue and the meeting of different faiths and cultures to nurture interaction and tolerance in keeping with its open, national character. Since its establishment in the early 1960s, the foundation has set a track record of catering to women’s issues and their educational, health, and professional needs. The foundation is widely esteemed in the female community, especially among the poor and those of limited resources, thanks to its efforts to provide social assistance and care for orphaned girls and to combat other social and economic challenges faced by southern women in dire circumstances. A world where social justice prevails. We envisage a world free of ignorance, poverty, disease, and conflict where each individual and group actively participate in the development of their communities and enjoy equal rights regardless of their faith, gender, or any other difference. Imam Sadr Foundation is a non-governmental organization that seeks to bring about social justice, change, and equity by working closely with the local communities in Lebanon on health, education and promoting a culture of dialogue and reconciliation. The foundation pledges to become, by the end of 2015, a leader in: Women’s cultural, health, social, and economic empowerment, where the female graduates of the foundation, not to mention its female employees and administrators, shall set an example as women competently and responsibly participating in the social and economic lives of their families and community. The care for and education of children and youths in a safe and organized environment guarantees social awareness and true learning for all, in addition to providing them with comprehensive care within its cultural complex and at home. Offering holistic primary healthcare while ensuring the quality and standards that meet the social, economic, and health needs of communities, and where each of the targeted family members receives proper health care at the proper time and place to respond to the full spectrum of their needs. Our goal is to increase the number of healthy and educated communities so that more people can feel empowered to plan and participate in making positive decisions concerning their lives and surroundings. The methodology of our work is based on participation, capacity building, and gender equity to achieve the following objectives: To improve living conditions for specific groups in Lebanon such as orphan girls, women, and local communities in rural and poor suburban areas, and to help these groups develop their learning abilities and obtain the skills necessary to achieve equal economic and social opportunities. To respond to the basic needs of the marginalized, the victims of conflicts, and children with special educational needs, for them to develop their self-reliance and aid their integration into their environment and society. To prepare adequate conditions to consolidate a culture of openness, dialogue, and reconciliation to build a just society of equal opportunities, participation, and accountability regardless of belief, color, or sex. Education is a complex process that falls under various social, cultural, and political realms hence reaching one common definition of its quality is difficult. Some definitions include excellence, value, adequacy, and reaching or surpassing customer expectations. A preschool for girls and boys aged between 3-5 years from all social backgrounds. Its purpose is to prepare children for schooling by unlocking their potential and developing their skills and capacities to allow them to represent the culture of their community and contribute to its development and progress. The kindergarten is characterized by its effort to stay updated on the latest scientific, educational, and technical advances in the area of childhood education. The preschool offers its services to children from all segments of society in exchange for flexible contributions taking into account the parents’ financial circumstances, in a healthy environment of social and spiritual excellence. The Elementary Department aims to develop the personalities of the target girls on all the physical, emotional, mental, social, and religious dimensions through adopting an innovative educational curriculum that is consistent with the Lebanese official curriculum. It also seeks to emphasize the hard social conditions of the girls by helping them to acquire education and social development, in an advanced tolerant Islamic environment that prepares them to fulfill their future roles. The curriculum is closely connected to the daily life of the students. The adopted educational strategies such as using technology, field trips, and student-centered activities develop the cognitive and affective aspects of personality. In addition, teaching and assessing computer, music, art, and physical education according to the highest standards allow the students to express themselves and their attitudes and keeps them up-to-date with technological development. It also trains them on caring for their aspirations and their bodies as they do for knowledge and education. The activities related to religious and public affairs play an essential role in preparing the students for getting involved in the community and develop their religious, social, and cultural values. View full school

A new academic year welcomes you all to a dynamic and challenging educational experience. Together we will build a concrete basis by experimenting and investing our knowledge to expand our horizon and empower our future.Looking forward to a bright future would be the key that will boost and energize your true potential. Hence, your worries and self-doubts of the upcoming events will diminish and fade away with your awareness of choices.At Makassed KSPS, we will dive into a new beginning, and together, we will get on a new journey full of creativity, exploration, and imagination. This journey will transcend your school learning to nurture and foster your global thinking and experiences. At Makassed Khalil Shehab Primary School we believe in building up learners who will be sincere to God, the Prophet, and their parents. We are committed to offering modern education to our learners through innovative teaching methods to make them competent in Language Art, Sciences, and technology skills with devotion to Makassed, the nation, and Arab affiliation. Makassed Khalil Shehab Primary School strives to develop learners’ minds and characters to become global, creative, and responsible. It builds young citizens capable of facing future challenges fully endowed with the culture of ethics and nationalism. Khalil Shehab School's vision is to promote the strength of character through the development of personal responsibility and integrity. It strengthens the ability to learn and grow in a culturally diverse and technologically advanced society. It emphasizes both academic attainment and character development.The primary goals of Khalil Shehab School are intellectual endeavor and achievement. It also believes that a well-rounded education includes experiences in the arts, athletics, and a variety of extra-curricular activities. Khalil Shehab School believes that every student is and will continue to be part of a community and, therefore, seeks to strengthen his or her moral responsibility. Khalil Shehab School belongs to the Makassed Philanthropic Islamic Association of Beirut offering Kindergarten as primary education for the less privileged community in Beirut. Khalil Shehab Primary School was established By Makassed Philanthropic Islamic Association 45 years ago on a donated property by the family of Mr. Khalil Shehab, a citizen of Beirut.We offer through our distinctive curriculum and various programs high standards and quality teaching. Together with our qualified and well-trained staff, we implement new approaches that enhance the students' achievements, performance, and creativity. Khalil Shehab Pre-School KG to Grade 1 +961 805857 View full school

It is with great pleasure that we welcome you to the Website of LWIS City International School. Should you choose our school for your children's education, we will do our best to assist you and your children settle quickly into our community and help your children make the most of this educational opportunity. In December 2011, LWIS City International School received official accreditation by the New England Association for Schools and Colleges (NEASC) with outstanding commendations. The Accreditation Visiting Team recognized LWIS-CiS as "global education conceptually at its best, translated into practice by people committed to the Mission and Vision". We continue forward at this caliber, and continue to strive for excellence. LWIS-CiS is part of the Learners World Schools that was founded in 1997 our campus is located in the heart of Beirut bustling with individuals from different countries all around the world with different religious, ethnic, and socio-economic backgrounds. At LWIS-CiS we believe that We Measure Success One Happy Learner at a Time, and ultimately the cornerstone of our society. Hence, providing these future leaders with the very best education is necessary. At LWIS-CiS we accomplish this through a holistic approach whereby every child is individually catered to. This is done through a curriculum that is multi-leveled and varied in its academic offerings and includes emphasis on character-building skills and social development. With this in mind, please feel free to contact the school with any additional questions or queries you might have. LWIS-CiS was founded in 2003 as a private mixed-gender day international school where English is the main language of instruction. It is a member of the umbrella group of the Learner’s World International Schools (LWIS) which has affiliate schools in Lebanon, UAE, KSA, and Djibouti. Located in the heart of Downtown Beirut, a green oasis surrounded by high-rise concrete buildings, LWIS-CiS is a school, which is multinational in its philosophy, curriculum, personnel, learners, and range of offerings. The LWIS-CiS campus comprises three buildings, one of which boasts Franco Venetian architecture and history as it was built in the 1890s and was the living quarters of the French Admiral before Lebanon acquired its independence. The other two buildings, one built in the 1960s and the other in the 1970s on an area of 4500 m2 were occupied by the Armenian School which was compelled to relocate during the Lebanese civil war, thus leaving the campus vacant during the war years. In its first year in 2003, the learners’ enrollment was 270, increasing steadily each year to reach the maximum capacity of 825 students by 2014/2015, and is now stable in the growth of student population. In year one, the school offered Nursery - Grade 12 in the American high school program and Nursery - Year 11 in the Lebanese Baccalaureate program. Year 12 in the Lebanese program was added the following year thus, enabling the school to have a complete program in both the Lebanese and American systems as we stand today. LWIS-CiS was accredited by NEASC (New England Association of Schools and Colleges) in 2011 only nine years after it was founded. The Mission of LWIS-CiS is to create a nurturing environment where learners, faculty, and families work together to develop academic excellence, ethical behavior, and personal responsibility. Guided by our values: Respect, Responsibility, Relationship, and the promotion of lifelong learning, LWIS-CiS will honor the special gifts in every child and support all learners. Within the safe and flexible learning environment, our mission culminates in guiding children toward becoming meaningful contributors to an ever-diverse international society. To achieve this, we offer a diverse curriculum with multi-level standards and a wide variety of choices, delivered by a qualified and experienced staff that leads by example. The Vision of LWIS-CiS is to cater to all learners regardless of their social, ethnic, or academic backgrounds or abilities. Our goal is to motivate learners to become independent, analytical thinkers, problem solvers, responsible, ethical adults, good communicators, and technologically able researchers. We also aim for our graduates to be self-confident, tolerant, and productive members of society. Critical and Creative Thinking: Learners learn to question, interpret, and classify to develop logical imaginative thinking. They learn to explore, analyze, and evaluate information use it in problem-solving, and then are challenged to articulate, revise, and defend their thinking. Communication: Learners learn to listen, speak, read, write and interpret effectively as individuals and as members of cooperative groups. They become aware of how culture, art, music, dance, drama, and sport serve as vehicles for self-expression in extending communication. Technological Integration: Learners develop an appreciation for the value, as well as the limitations of technology. They will learn to evaluate the environmental, cultural, and social impact of technological changes. Personal and Social Values: Learners develop personal skills including goal setting, self-discipline, self-motivation, organization, and time management that contribute to healthy self-esteem. In addition, learners are expected to extend consciousness beyond self to develop a grounded social values system based upon respect for self and others. Global Awareness and Understanding: Learners acquire this through cultural sensitivity, and international appreciation and understanding. Learners develop an appreciation of the interdependent responsibility of nations, cultures, and individuals. Independent Learning: Learners are encouraged to engage themselves in their intellectual and social environment, not only to enhance their school years but also to establish a pattern of involvement and inquiry that will extend into adult life. Environmental Awareness: Learners acquire environmental awareness through all requirements of the study, applied projects, field trips, and community service programs. Consequently, learners will develop a sense of balance between development and environmental protection. View full school

Fulfilling the desire of Sheikh "Ibrahim Nasrallah Khoury", the Lebanese Missionary Congregation established Cadmous College on a beautiful hill in the region of Tyre. This was achieved in the year 1966 after buying a plot of land from Sheikh "Fouad Al-Khoury". Therefore, the congregation fulfilled a precious dream and gradually developed the school year after year so that all the educational stages were catered for. The broad educational purpose of the school was based on the following principles: To raise students on Godly and Humanitarian virtues. To make sure that academic knowledge is attained to the highest possible level. To live in the spirit of unity and openness to one another. To practice good citizenship skills. We don't distinguish between ‘’general education’’ and ‘’special education” programs. Instead, the school is restructured so that all students learn together in the same inclusive classrooms. View full school

The mission by the networks’ team of educators and assessment specialists, as well as Claire Maassab Nursery’s devoted staff members, who all share a passion for early childhood education, and a dedication towards supporting children in their early efforts to fulfill their potential and realize their talents. We all share the belief that a child’s most critical time for development is between birth and five years of age. As such, we do everything we can to make sure we provide children rich learning experiences to capitalize on this significant timeframe. We carry out this goal by immersing children in relevant learning experiences that match the needs of the ever-changing world and by ensuring that our curricula are constantly reviewed and updated to reflect new research related to enhancing early childhood education. Through the KEY System®’s unique curricula and program, we ensure that all children build their creative and analytical thinking skills and problem-solving abilities, among others, and are prepared for their educational and life journey. Claire Maassab Nursery offers a rich curriculum that caters to children’s needs starting from 2 months to 5 years and 11 months of age. Among the six class levels, our instructors and educational experts ensure that children receive the attention and learning they need at their specific age level and developmental stage, to develop into well-rounded young individuals who have the skills needed to succeed in school and beyond. Our time-tested educational approach, the KEY System®, provides children with an early childhood education that is project-based, child-centric, and trilingual - English, French & Arabic. We also ensure that children are ready to face the world by allowing them to be fully immersed in three languages—English, French, and Arabic. A trilingual learning environment not only has cognitive benefits that help children their entire lives, but also provides them with an added advantage as they navigate through their life, educational, and career paths. Of course, we understand that choosing the right nursery for one’s child is an important decision for parents. That’s why we invite prospective parents and their children to visit and tour our nursery at their convenience. The system draws on international best practices in early childhood education and delivers a comprehensive program that allows children to become active participants in their development, opening the way toward optimal growth and learning. It also enables children to develop critical life skills and become well-rounded individuals who can face the challenges and journey of life. The KEY System® is a project-based, trilingual, child-centric curriculum that is based on children’s needs, academic curiosity, and socio-cultural concerns. Because language is an important development catalyst we offer instruction in English, French, and Arabic. Not only does it support children’s cognitive development, but it helps prepare them to engage with today’s diverse world, and ensure they have a greater advantage to pursue a more outstanding educational path and achieve balance in their lives and careers. Our curricula focus on five key areas: cognitive, linguistic, social, emotional, and physical development. Cognitive development involves language development, pre-literacy skills, pre-math skills, and pre-science skills. Linguistic development involves pre-writing and pre-reading. Social development involves hygiene, interpersonal skills, autonomy, and world discovery. Emotional development involves art such as music and crafts. Physical development involves fine motor skills and gross motor skills. By providing instruction tailored to building these five areas, children leave KEY Nursery with critical early skills and competencies. At Claire Maassab Nursery, the curricula are delivered by having children with varying abilities and interests work together in small groups on open-ended, short and long-term projects that aim to provoke children’s creative thinking and problem-solving abilities and allow different possibilities of exploration, enabling children to develop skills in a variety of areas. To ensure children receive the best instruction possible and are among peers who are at the same level, we offer six class levels to fit all age groups. These classes cater to children ranging from as young as two months of age to as old as 5 years and 11 months. Each class level has a carefully selected curriculum specific to its age group, which is tailored to the needs of the children. View full school

Adma International School (AIS) was established in 1997. It is located at an altitude of 570 meters above the sea in Fatka, Lebanon, adjoining the Mar Nouhra Monastery. We take pride in our physical environment. AIS overlooks the beautiful bay of Jounieh and the Mediterranean Sea, in what is an entirely green landscape and residential neighborhood. The school serves two different populations. The first consists of typical Lebanese students pursuing the Lebanese curriculum while the second is designed to accommodate the American High School Program. Many of our student's families have lived abroad and are returning to Lebanon. Additionally, Learning Support/Individualized Programs are offered to accommodate the needs of individual learners to promote inclusion. AIS is a day and boarding co-educational school (Nursery-Grade 12). It is a learner-centered campus in both philosophy and objectives with a multi-national faculty and student body as well as an international approach to academic programs and services. AIS is a member of the Learner’s World International Schools (LWIS) Network. The school endorses holistic development and promotes peaceful education. It offers a comfortable and welcoming atmosphere, whereby students from different cultures and religious backgrounds live and learn together guided by human rights education. Additionally, we have become the First Green and Electronic school in Lebanon. Green, because the school is free of mercury since all bulbs have been replaced by led lights. Water is heated through solar panels, and lights and some of the electrical equipment are driven by solar energy. Green, because all heaters have reflectors to maximize the use of energy. Air conditions and refrigerators are technically equipped to reduce the use of energy. We are green because diesel use will be reduced to a minimum and that we are recycling paper, aluminum, glass, and plastic in addition to maximizing the use of non-recyclable items. Electronic, because of the use of interactive technology and internet in every classroom as well as E-books and laptops by all students. LWIS-AIS, a Member of the Learner’s World International School (LWIS) network, embraces a Learner-Centered Philosophy. We promote holistic development by integrating Peace Education, (Democracy and Citizenship, Human Rights, Conflict Resolution, Environmental Education, Health and Safety, and Service Learning) within all aspects of the school. LWIS-AIS utilizes differentiated learning to accommodate students’ diverse learning profiles, interests, and readiness. We believe all children have the right to learn and are capable of learning. LWIS-AIS teachers strive to create a safe and nurturing environment by emphasizing rights and responsibilities and by modeling school values. They also do their best to support challenged students and enrich gifted and talented ones. They utilize diverse teaching, learning, and assessment strategies which include interactive technology, cooperative learning, projects, portfolios, e-portfolios, case studies, centers, themes, service learning, field trips, lab work, and hands-on activities. Additionally, we have become the First Green and Electronic school in Lebanon. Interactive Technology is present in every classroom and a laptop with e-books is used by each student. Solar Energy, LED lights, and recycling is present and utilized daily. Moreover, the school has been accredited by the New England Association of Schools and Colleges (NEASC) since 2009. We encourage parents to be partners in the learning process. We believe they have the right and responsibility to play a part in their children’s education. Their active involvement is a key element in helping students become successful and well-balanced human beings. We offer an educational journey whereby students embrace their rights and responsibilities and have fun. We believe the journey will develop a learner who is a good communicator, a diversity celebrator, a critical thinker, a Peace Education endorser, a problem solver, a creative researcher, a team player, an effective leader, a technology proficient, a positive change agent, and an academic achiever. LWIS-AIS promotes life-long learning through Peace Education, professional development, and facilitated classrooms that utilize differentiation, inquiry, cooperative learning, and interactive technology. We endorse a partnership where students, parents, staff, and community members work together in a safe and nurturing environment to develop higher-order thinking, academic excellence, ethical behavior, and personal growth. We honor the gift and support the need of every child. We offer an educational journey whereby students embrace their rights and responsibilities and have fun. We believe the journey will develop a learner who is a good communicator, a diversity celebrator, a critical thinker, a Peace Education endorser, a problem solver, a creative researcher, a team player, an effective leader, a technology proficient, a positive change agent, and an academic achiever. View full school

10 Reasons Families Trust Rabieh Nursery & kindergarten. Great Teachers. Safety & Security. Commitment to the Highest Standards. Age-Specific Activities and Classrooms. Great Support Team. Positive Learning Environment. Physical activities. Parent Visits and Involvement Welcome. All Meals Provided. Convenient Transportation. The teachers who adore children. We train them in the programs they teach. And, we support them with continuing education. From our playgrounds to our complete safety plan, we watch every detail to offer you complete peace of mind. Every classroom, every toy, and every piece of equipment is reviewed and checked. Rabieh Nursery has professional early childhood educators and has been one of the most well-respected daycare centers in Lebanon for over 24 years. Daily learning activities aren't just fun at Rabieh Nursery, they are 100% age-appropriate. Children learn best by playing, exploring, and doing. Our curricula series is based on these research-based concepts and practices for the unique needs of each age group. Our Education Department constantly researches and develops new curricula from Europe, the United States, and Canada. And we provide complete lesson plans and activity suggestions for every day for every classroom. Every room is brightly colored, filled with books and energy, and features discovery areas for your child to explore. Your child will have fun learning through play where everything from chairs to toys is child-sized. Each day we allow plenty of opportunities for children to develop. Each age group has its own appropriately designed Playscape. Children develop muscles, social skills, and motor skills while playing each day with their classmates. We love involved parents. From parent forums and conferences to progress notes and written assessments — at Rabieh Nursery, you will feel welcomed, informed, and involved every step of the way. At Rabieh Nursery we provide freshly prepared breakfast and lunch every day. We make picking up and dropping off your child simple, safe, and easy. Only licensed drivers ever operate our vehicles, and we use careful procedures for pickup and drop-off each day. Rabieh Nursery is equipped to provide the best learning opportunities for your children. It is our philosophy that early childhood education should be a time for fun, warmth, security, exploration, and discovery. Rabieh Nursery’s purpose is to provide an environment that encourages social, emotional, physical, as well as intellectual growth and development of the child as a whole. Planned within the framework of philosophy and purpose, the curriculum includes sharing and conversation time, circle (theme stories), science, songs, creative art activities, exposure to shapes, colors, numbers, and letters. Outdoor, two large fenced-in playgrounds fully equipped to enhance gross motor skills and a swimming pool for warm days. We believe that discipline should be dealt with, in a firm but caring and compassionate manner, appropriate to the child’s age, experience, and understanding. Rabieh Nursery does not permit spanking or any form of corporal punishment. Good eating habits and positive attitudes towards food should be established at an early age. For young children, it is essential to have a nutritionally balanced diet for healthy growth and development. Menus have been designed to include items from each of the four basic food groups with fruits and vegetables. A variety of morning snacks and drinks are also given. Meals are prepared on-site, 2nd and 3rd portions are available for hungry little appetites. Menus are posted at the preschool entrance. Children are not allowed to bring candy or sweets or chewing gum except for birthday celebrations or special occasions. View full school

MNS was established in 1945. The school’s mission is to help students grow toward success. MNS is an institution in which personal growth is expected, recognized, and rewarded. Its environment is conducive to moral and academic excellence that makes its students flourish in its setting of warmth, love, and personal interest and allows them to fulfill their academic goals, to find more meaning and hope in their lives, and to be responsible for the well-being of their society. At MNS, students have never been and will never become numbers nor are they only names. Our small classes allow maximum attention to the needs of the individual student. The approach to education taken here is a personal one. Administrators, faculty, and staff members have a genuine concern for their students whom they will continue to love, encourage, discipline, and challenge as individuals. The great desire they have for each of their students is that he/she grows in knowledge, in appreciation for the environment, and most of all in morality. We aim to make our students tough-minded enough to break loose from the shackles of prejudice, half-truth, and downright ignorance. We want them to grow to be leaders to understand the human heart and speakers to speak with compassion and yet to be objective. We have supplied our MNS students with a loving and nurturing bridge over which our graduates walk to moral and constructive adulthood. Monsif National School is a private trilingual (English, Arabic, and French) coeducational institution for primary and secondary education. It is officially recognized by the Lebanese Ministry of National Education and Fine Arts. It also offers a High School Program to all non-Lebanese and Lebanese students who have spent two or more uninterrupted academic years abroad in schools that follow either the American or the British program. The school admits students regardless of race, color, religion, gender, disability, or national origin. MNS lays special emphasis on preparation for admission to high-standing universities in Lebanon and abroad. The student body represents fifteen nationalities from all over the Middle East, USA, Canada, Australia, Latin America, England, Africa, and Eastern Europe. The friendly atmosphere found on campus aids students in adjusting to a new country and culture and, for some, to a new language. The school administration directs, controls, and encourages certain activities to complement the academic work of the student to provide an enriching cultural, physical, social, and morally uplifting environment. The school includes Kindergarten through grade twelve classes organized into three divisions: Primary (KG I to 6th), Intermediate (7th to 9th), and Secondary (10th to 12th). MNS has set a high standard of education for its students and achieved superior results in the Lebanese official exams and the American SAT I, SAT II, and TOEFL. The school helps prepare its students to be able in their future to contribute to the accumulation and application of analytical methods in a changing world and be aware of the need for harmony between technology and nature. In the High School Program, English is the only language of instruction in all classes, while the languages of instruction in the Lebanese Official Program are English and Arabic. In both programs, French is given as a third language. Awards and academic grants are presented to needy students who have displayed superior academic ability and demonstrated leadership and excellent character. View full school

The National Protestant College, a firm believer in equality among all people regardless of color, religion, social status, or allegiance, is an institution with an educational, humanitarian, and patriotic mission that aims at nurturing open-minded, conscientious, and compassionate citizens who will respect and understand individual differences. The National Protestant College School Committee oversees the policy and direction of NPC. The committee members are chosen from the National Evangelical Church congregation and adherents. They are prominent members of society who have a passion for education and a recognized record of service to the community. The National Protestant College was founded in 1949 in the Ras Beirut area in the heart of Beirut. The school began as an elementary school for girls that was also known as Mrs. Jraidini’s School after the name of its first principal, Mrs. Rida Jraidini. The NPC implements the Lebanese curriculum as modified to conform to its educational philosophy with an emphasis on character education and foreign languages. English is the language of instruction for all subjects except for Arabic and Social Studies (History, Geography, and Civics). Students also learn French as the second foreign language throughout the school grades beginning in Preschool. NPC language department has embarked on a new teaching process that has adopted drastic changes on various levels, and which has been manifested through the reduction and change in nature of homework assignments, integration of subject courses, focus on students' linguistic performance, and the radical changes in studying habits. To avoid any ambiguity and to reinforce the critical role of parent's involvement in the learning process, the language department has deemed it necessary to present NPC's language teaching vision and stages. Teaching languages completely differs from teaching any other subject, since languages are at the core of these subjects. Consequently, a better command of the language enhances the students' performance in Math, Sciences, Sociology, Economics, and Philosophy, and drives students to continuously incorporate language skills throughout their academic year. It is also crucial to understand that the new approach is a slow and painstaking process whose benefits will be reaped very gradually, but also very steadily. The main underlying objective behind teaching languages is the building of communication skills, which include oral expression, writing, and reading comprehension. Hence, dictation, grammar, and vocabulary serve only as tools that enable students to master the language. The other minor objective, the official exams, is considered less demanding of the enormous efforts invested by both teachers and students and is the unprompted outcome of the first objective. View full school

Thank you for considering Adventist School in Mouseitbeh (ASM). For everyone, the most valuable resources are our children,” a fact that remains true. School years are an exciting time of growth and change. Throughout this significant period, ASM provides a safe environment for students to grow with the support of peers and the guidance of caring professional teachers. To ensure the vision and philosophy of The Seventh Day Adventist Church, we offer eminence Adventist education, and a variety of academic, artistic, athletic, outdoor education, and service experiences are essential in school life. Students are encouraged to advance leadership and character skills through service to others and to practice the necessary balance of discipline and structure playful and joyful learning and increased independence and responsibility to confirm their healthy spiritual, intellectual, personal, and social development. We attempt to convey the highest quality education for each child so that they can be prepared for success in life. ASM is a place where students excel, life-long friendships are developed they begin to answer the essential question of adolescence: “Who am I and where am I going?” We also offer creative teaching that allows students to realize new talents. Cooperative projects strengthen the importance of teamwork and collective accomplishment, while interdisciplinary learning helps students make meaningful connections between school life and real life, and helps raise understanding and concern for others. Field trips, community outreach, guest speakers, assemblies, and other events expose our students to the outside world, and we consider them essential parts of learning. Through all grades, our platform values critical thinking that urges students to analyze information to form their thoughts. Each year, we are proud to watch our students grow into young ladies and gentlemen who are ready to share their thoughts and ideas with the world, who are skillful in creative expression, caring friendships, and genuine care for others. Mouseitbeh School is a Seventh-day Adventist mission school dedicated to the idea of providing high-quality education in an environment concerned with the harmonious development of the spiritual, mental, physical, and social development of the students. It intends that its students recognize God as the source of all human knowledge and build a meaningful and fulfilling relationship with him. It challenges its students to develop personal direction in their own lives, be good citizens and be responsive to the needs of others. Adventist Education exists to fulfill human potential in the lives of students and their families. Using our center of attention on the Adventist education Values, we can help your children promote the values that will form their nature as an adult. All the way, through modeling, our teachers will help your child learn wise decision-making, respect for and acceptance of others, cooperation, willingness to meet new challenges, desire to help those in need, value for oneself, and the desire to learn. At MASS, we value relationships (Trust, Respect, Kindness, Sportsmanship), value diversity (Tolerance, Acceptance, Sensitivity), perform with integrity (Responsibility, Patience, Self-control), entrust to service (Compassion, consideration, Generosity), commemorate achievement (Creativity, Initiative, Excellence, Enthusiasm) and develop flexibility (Perseverance, Resourcefulness, Loyalty). Established in 1929, Mouseitbeh Adventist School (member of Adventist Schools Network) started its mission to serve on one floor in the main building of the administration. As its role became essential in the area, MASS kept growing and developed another building to offer better service to the community in a very distinctive way. The distinctiveness of MASS is defined by the following. MASS is a mixed school that comprises a preschool, cycle one, cycle two, intermediate and secondary levels. MASS applies the Lebanese curriculum and considers Arabic as the first taught language whereas English is taught as its first foreign language and French as its second. MASS is a non-profit organization that does not enroll students with special needs. MASS encourages modern educational and cultural approaches. Lebanese Program. This program aims at leading students to fulfill the requirements of the Lebanese Ministry of Education curriculum in preparation for the government examinations. The school implements the curriculum by adopting books that provide healthy and constructive methods that encourage student's involvement in the learning process. Information technology is an integral part of the instructional procedures and students are encouraged to use Information Technology in fulfilling the objective and goals. The objectives of the Lebanese Curriculum set by the ministry of English Language, Science, and Math are fulfilled through American textbooks (Houghton Mifflin Harcourt) books that enrich the learning process. Computer-Based Learning. Learning is interactive. It is more effective when students are engaged in interaction with the teacher, other students, and resources, including technology. In these programs, our classes are equipped with Interactive boards, laptops and students use individual mini-laptops where each learns gradually and interactively lessons. As all our students are full members of the school community and deserve a fair chance to learn equally, and as some children experience difficulties in achieving the desired academic goals, we established a specialized program and department that provide special care and assistance to those students and their families to help them integrate into their social and academic environment. View full school

We believe it is the responsibility of Modern Community School to provide an educational program that will aid the children of this community to grow physically, intellectually, morally, and emotionally, that they may live happily as children and that they may take the correct decisions that lead to the welfare of the community as a whole, realizing the most complete life possible within the limits of their individual needs, interests, and abilities. Complete citizenship embodies the dignity of the individual and his responsibility to the group, both of which could be nurtured best through democratic living in a democratic environment. As a basis for building this program: We believe education is a growth process by which people learn to think and act more effectively. We believe in the individual’s worth and dignity as a person. We believe each student should acquire an understanding of and respect for the traditions, customs, and heritages of his friends irrespective of their race, religion, or sect. We believe that the privileges of the democratic way of life enjoyed by the individual imply a responsibility to help maintain this democracy. We believe that an understanding of and respect for the policies of democracy must be held by all. We believe the individual’s welfare is dependent upon the welfare of others and everybody should have an understanding not only of his rights but of his obligations as well. We believe that we must provide ways and means for the individual to discover and develop his ability and personality in the classroom and through extracurricular activities. We believe the home, the community, and the school must cooperate to assist young people in developing spiritually and morally. All students are expected to Partake in providing a learning environment free from disturbance and disorder for self and others. Conform to the directives of school administration and faculty. Promote an environment of positive and constructive language free from indecency and abuse. Maintain a safe environment prone to minimal risk of accidents, whether deliberate or unintentional, for self and others. Observe school administration as the sole authority responsible for conflict resolution and hence refrain from engaging in any fighting, verbal or physical. Engage in keeping the school environment respectful and reassuring for all, free from bullying or any other form of abuse. Respect school property and handle it responsibly, preserving all materials in use. View full school

Welcome to Tripoli Evangelical School for Girls and Boys due to its distinctive history since 1873. Our plan prepares our students for the future. The challenge is to be committed to greater levels of excellence by working with dedication according to the mission of the school converting every challenge into an opportunity. The academic, as well as the moral achievement of each student, is the highest priority. Strengthening the relationships among students, teachers, parents, administrators, staff, principals and connecting with T.G.S., T.B.S.,, and T.E.S. alumni as well as the community are second to none. With courage and love, T.E.S will continue to graduate students who have solid foundations to thrive in the competitive knowledge-based world they will inherit. The legacy of T.E.S. an honorable history and distinguished alumni gives a deeper sense of responsibility to aim higher. We strive to develop a holistic approach to education whereby every child is given a maximum opportunity to enrich his faith and regenerate hope to become well-educated and a positive change agent in society. We aim to create a positive environment by implementing the values of the Holy Book without any discrimination about religion, sex, ethnic origin, or color. We promote an educational philosophy that focuses on both the social and academic dimensions of every child. Our core beliefs can be summarized as follows: Creating self-respect through the promotion of freedom, responsibility, and ethical behavior. Accepting others and respecting diversity. Including peace and Human Rights education within the learning process. Promoting moral values and respect for school and societal laws. Recognizing environmental education as a key component of the educational process. Utilizing faith as a mechanism to accept others and promote their well-being. Respecting productive work and recognizing its benefit for both individual and social development. Maintaining family values as essential ingredients to preserving our culture and promoting national unity. We achieve our organizational development through strengthening leadership and professional capability, enhancing career development, and supporting organizational change. We encourage you to keep in touch with your High School to remain connected as a graduate and a member of the Alumni. View full school