EduCativ

To set up a special needs school of excellence which is to provide complete educational/rehabilitation packages for children and adults with neurological and other disabilities through the use of Conductive System of Education and depending on the use of English National Curriculum for educational purposes. Develop and establish innovative strategies to identify and meet the needs of individuals with different disabilities. Provide individualized, flexible, consistent services to cater to those who are not yet accessing any kind of interventions/services. To provide the highest quality services for individuals with special needs through the use of Conductive Education and the English National Curriculum to support the individual’s multi-dimensional needs in a rounded, dignified, and humane manner, utilizing and nurturing each individual’s potential, gifts and qualities. The following set of aims is an interpretation of the preceding School Mission Statement and Philosophy. These aims are seen as one link in the chain, which connects the School Philosophy to daily practice, and are to be used as guidelines for educational planning and professional evaluation. In partnership with students, parents, teachers, and administrators, Conductive Education School-Kuwait intends to: Deliver the highest quality of educational services to each student who chooses our services, regardless of their gender, race, ethnic background, creed, and disability. Guide the students to reach their highest potential by incorporating emotional, social, psychological, physical, and academic aspects into our daily curriculum and by working constructively with the families of our students to guide them towards a successful future. Engage our pupil’s bodies, minds, and spirits to enable them to become active members of their society, to express themselves, to contribute to their environment, and to live a more dignified, independent lifestyle. Maintain a safe, healthy, and orderly environment. Employ technology in ways that enhance learning, teaching, and non-instructional operations. Maintain positive relations with parents/guardians and the community, emphasizing communications and inviting participation in the school. Maintain and develop the essential qualities of Conductive Education. View full school

Since 1996, Dasman Bilingual School in Sharq has been enriching the lives of its students, their families, and the community by providing high-quality, bilingual education in a safe and positive learning environment, which fosters the academic, social, spiritual, and moral development of each child. Our stride towards leadership has not been easy as we gradually grew from 400 students located in just two buildings in 1996 to more than 2800 students spread across seven buildings in what is currently one of the largest private schools in Kuwait. The campus boasts two swimming pools, two auditoriums, football fields, indoor play areas for our younger students, indoor and outdoor basketball courts in addition to music rooms, computer and science labs, a spacious cafeteria, and a library will shortly follow. Our diverse student body comprised of children from different countries benefits from a progressive, modern and congenial school setting designed to foster academic achievement. We are committed to internationalism and seek to promote a multicultural community. Additionally, our mission serves to encourage global citizenship with the understanding that learning is challenging, connected, and never-ending. This vision and a keen desire to improve continuously has been the driving force towards many, and most, of the academic and non-academic decisions taken. Embarking on a journey aimed at a more holistic approach to education, the school’s board of directors and executive management have built a vision crystallizing their beliefs of empowering, engaging, inspiring, and motivating the youths of today, for a better future tomorrow. DBS offers a variety of educational programs to equip our students with 21st-century skills, knowledge, and values required to become global citizens. DBS aims for authentic learning and character development in a safe, positive, and nurturing learning environment. Our mission is to provide an educational experience that is rigorous, rounded, and relevant. We are planning for another great year, as we continue to improve and expand our curriculum and programming, facilities, and technology Developments on the DBS campus for this year are extensive. A new computer network including new servers, new portals to improve communication and to enable 21st-century teaching across the school. A new modern High School building with high-tech science labs, facilities, and a pilot program to use tablets in the classrooms. We look forward to another terrific year of extra-curricular activities with plans for sports, music, drama, international competitions, debating, the Model United Nations, field trips that are all well advanced. Attendance Starting a new school year is a good time to make new resolutions. Please help us in meeting our goals for students by arriving at school on time and making school attendance every day a top priority. View full school

Our mission is to provide an excellent learning environment to all students that address their different learning styles, develops creative minds and healthy bodies, and promotes the building of character based on core human values. The school was established in September 1993 and is run by the Al-Faisal Educational Est. Co., which also owns and manages 6 other schools in Kuwait. Mr. Ghazi Faisal Al-Dabbous is the Chairman of Al-Faisal Educational Est. Co. A great visionary with sharp insight into the intricacies involved in imparting quality education. The Gulf Indian School, Kuwait is recognized by the Ministry of Education, Kuwait, and is affiliated with the Central Board of Secondary Education, New Delhi. It is a member of the 'Council of CBSE Affiliated Schools in the Gulf'. The school was established in 1993. It now has classes from Kindergarten to standard XII. The medium of instruction is English. The school follows the curriculum and syllabus of CBSE., New Delhi and prepares the students for the All India Secondary School Examination and All India Senior School Certificate Examination. Hindi is a compulsory second language from class I to class VIII. In classes, IX and X French are offered as an optional second language. Arabic is taught as a third language in all classes from II to VIII. View full school

CBS started in September 2007 with about 100 students. Our school includes JK through Grade 12. Over time, we have achieved steady and consistent growth in the number of students enrolled, improved quality of infrastructure and academic programs and steadily brought in more technology. We have also set up enhanced management systems and improved policies and processes. At CBS, we provide an environment where children can develop their innate skills and discover more about themselves. Through the experience that we have gained over the years, we have formulated and developed a rigorous academic structure and programs to ensure the overall growth of our students. Along with academics, we also promote a safe, inspiring, and supportive environment for our students. We always encourage active participation from parents, teachers, and community members. The curriculum at CBS is the driving force behind all the initiatives and teaching strategies of its faculty. Students require consistent challenging programs that will capture their interest and stimulate creative thinking and problem-solving abilities. They must also be able to build independent capabilities as well as a team spirit to be prepared for a lifetime of learning. Our students, in the process of learning, acquire knowledge and the skills required to excel when they enter the work environment. CBS follows a modified Ontario (Canada) curriculum. This adds enriching concepts to all subjects. To ensure that the best programming is provided to the children, resources have been employed from other sources too. We have facilities on our campus which include a multipurpose hall for school functions and sports activities, large kindergarten play areas, a comprehensive school library, efficient and updated science and computer labs, and 2 soccer fields. At CBS we promote a respectful, safe and supportive environment, encouraging high expectations and academic success. Knowledge and skills are two things that are important in any global community. Through proper implementation of the curriculum, we intend to impart these qualities to our students, so that they can compete, excel and lead lives with integrity and satisfaction. We wish for our students to be successful both as individuals and in a larger sense as meaningful contributors to society. View full school

Welcome to Creative Children International School, Hawally, Kuwait. At Creative Children International School we use a multicomponent educational system tailored to accommodate students with Developmental delays, Autism, Down syndrome, and Slow learners. CCIS uses instructional approaches which address all the areas of growth of a child. We provide high-quality educational programs for students who are taught by experienced and competent staff using a variety of excellent educational materials and resources. Each year we set higher goals for student success based on what we have learned from the previous year. The last academic year offered improved learning opportunities for students with the implementation of Portage in the early years. We will continue improving the academic program while offering fun and educational events such as the National Day celebrations, theme days, Sports Day, etc. CCIS has provided a platform to children with learning delays and difficulties for more than 14 years. We continue to be committed to equipping our students with the skills they require to succeed in school, at home, in the community and equip them for higher studies and vocational training opportunities. We provide a supportive environment that focuses on the positive development of students both academically and socially. At CCIS, we specialize in strengthening learning capacities rather than only compensating for specific learning difficulties. We have been helping children with learning disabilities to overcome their challenges and achieve academic success. Our staff is specially trained and truly dedicated to helping students through our individualized and specialized educational plans and programs. The school's vision is to provide a preparatory environment conducive to learning where instruction is carried out in a developmentally appropriate manner, equipping our students for vocational or independent living programs and inclusion into mainstream schools. We seek to create a caring and respectful environment where staff, students, and parents work collaboratively to provide a motivating and supportive learning platform. Creative Children International School wishes to provide a range of services for the educational, social, and rehabilitation needs of children with developmental disabilities. Our institution believes in the hidden potential of each child and tries to nurture his/her personality, foster intellectual curiosity, encourage spiritual and personal growth, support loving relationships and promote a caring environment for our students. View full school

Al Nibras International Bilingual School (NIS) was established in 2009 by the Founder and General Manager of Al Nibras Schools, Dr. Nora Saleh Al Dahery. NIS is a private school located in Jaleeb Al Shyoukh opposite the new Kuwait University campus in Shadadiya. The number of students in a classroom range from 9 to 22. Before launching the school, NIS signed an affiliation agreement with Kennesaw State University, Georgia, USA. The main goal of the affiliation agreement is to keep our staff up to date to serve our students with the highest quality of education. The fundamental goal of NIS is to educate our students holistically. This means that we develop them academically, hone their physical skills, inculcate a strong grasp of life values, and enhance positive emotional and personal characteristics. Our mission is to graduate students that are empowered to achieve the best of their abilities as well as to reach their intellectual and personal potential. We envision successful individuals, proud of their identity, believing in themselves, enjoying learning, excelling in work, and being dedicated to achieving. Our students will be empowered to achieve the best of their abilities and reach their intellectual and personal potential. They shall become independent, productive, and integrated into their society through their life-long learning journey. This will be accomplished by implementing a complete, well-studied systematic inclusion system using our holistic approach in an attractive, safe, and nurturing environment. Our services are provided by a highly competent, experienced, and multidisciplinary staff for whom integrity in work, transparency, and respect of individual differences are core values. We believe: In the value and importance of Early Intervention. That Inclusion is a key strategy to develop learning and the means to achieve acceptance of others. That everyone has Rights to claim and Duties to fulfill. In the right of Equal Opportunities in learning, employment, and living. That everyone must Participate in the progress of his/her nation. In the necessity of Diversity to live and learn together for the benefit of everyone. That learning is a Life-Long Journey. View full school

When the university was created, it started with two institutes, Law sciences, and Arabic Literature and Language. It later gained two other institutes including Economic sciences, and Agronomy. In 1985 the university was reorganized under a new administrative structure called INES (National Institutes of High Education), and in 1990, it was again replaced by many institutes, each of which contains many departments. In 2001, it was reorganized to a set of faculties with its departments. The new and the most important site of the university, located in the southern area of the city of Batna, has four faculties, the central library, and many infrastructures. It is worth mentioning that the stress here on the University's visibility in the community, and the roles that must be carried out for his service, and guide local development to the development and prosperity of a ship, and this will only be achieved if everyone believed that the messianic role of knowledge to our organization, and then work hard in light of the objective conditions required to achieve the renaissance intellectual and scientific in favor of the university and the country. We are now working and make every effort to support the termination of new restructuring and to ensure the necessary stability so, we emphasize to all the academic community and its various that this transition period needs to unite everyone to overcome obstacles that may confront us during the implementation of this sensitive process, each from his position, until the All stages smoothly and quietly, and without any impact on the various teaching and administrative interests of the two universities. View full university

The geographical location of the wilaya of Skikda gives it a strategic position. Indeed, it is halfway between the wilaya of Constantine, Annaba, Jijel, and Guelma. It records every year top rankings of success in the baccalaureate. Strengthening the University card in Algeria August 20, 1955, The University is an institution of higher education. It was created September 18, 2001, by Executive Decree No. 272-01 and baptized University Skikda on August 20, 1955, during the visit of the President of the Republic Abdelaziz Bouteflika, 20 August 2005. The former agricultural school gives our university historical value. It is located 4 kilometers from the city of Skikda (Philippeville) on the road to el-hadaiek (formerly St Antoine) Zeramna in the valley. The agricultural school of Skikda was founded in 1900 by the General Government of Algeria in the colonial period. His goal was to provide practical and theoretical training of students qualified to become knowledgeable farmers, modern, field managers, agricultural business executives, the Ministry of Agriculture officials. View full university

The first university nucleus Adrar state originated in the year 1986 under Decree No. 118/86 dated 05/06/1986 modified and complemented by Decree No. 175/86 dated 05/08/86 and included the establishment of the National Institute of Higher Sharia Adrar to expand to Adrar University under the Executive Decree No. 01-269 of 30 Jumada II in 1422, corresponding to September 18, 2001, the amended Executive Decree No. 04-259 of 13 Rajab 1425 corresponding to August 29, 2004. Encourage scientific innovation and valuing its results, The application of quality assurance in higher education, The creation of scientific relations of cooperation and exchange with different universities and scientific research bodies nationally, regionally, and internationally, Devote partnership with the economic and social sectors, activating scientific research a manner that responds to the requirements of local and national development. View full university

Abdelhamid Ben Badis born on December 4, 1889, in Constantine, and died on April 16, 1940, in the same city, it was an emblematic figure of the Muslim reformist movement in Algeria. Abdelhamid Ben Badis was the son of a city family, which he claimed Berber origins. The Algerian people are Muslim and Arabs it is similar. In 1913, after studying at Zitouna and a pilgrimage to Mecca, Ben Badis settled in Constantine, where he began his teaching work. From that point, Ibn Badis launched into a peaceful resistance movement to combat alienation and depersonalization caused by colonization. View full university

The Blida University Centre (CUB) was established by Decree No. 77-92 on 20 June 1977. Implanted on a retroceded site, dating from 1864, the CUB has also benefited from a program of development and extension of educational infrastructures (amphitheater, laboratory, etc ...). It was not until September 8, 1981, that the CUB opened its doors to the students of the wilayates of Blida, Media, Chlef, Djelfa, and in the South of the country. As part of this historic re-entry, the number of students enrolled was 526, with a teaching staff of 57, including 17 foreign students. The University of Blida has developed rapidly and could be divided into three main phases corresponding essentially to The different stages of structuring and management First stage: During the first three years of its existence, the Center Universitario de Blida is located in the middle of the city and has provided teaching in only four streams: Common Technology Trunk, Architecture, Agronomy, and Medical Sciences. Second step: In 1984-1985, when the university card was applied, the CUB broke up in the National Institute of Higher Education. Decree No. 83-543 of 24 September 1983, in its articles 2 and 4, chapter I, provides: "The National Institute of Higher Education, hereinafter referred to as" the institute is a public institution of an administrative nature, Endowed with legal personality and financial autonomy. "The Institute's objectives, within the framework of the National Plan for Economic and Social Development, are to provide courses in graduation and post-graduation, Contribute to the development of scientific and technical research, Undertake any development and retraining in its field of activity, Ensure publication of studies and research results. With the application of the university card devoting the National Institute of Higher Education, Blida is found with six structures: Institute of Mechanics, Institute of Architecture, Institute of Electronics, Institute of Agronomy, Institute of Industrial Chemistry, and Institute of Aeronautics. The cumulative number of students enrolled about the academic year 1981- 1982 experienced a growth noticed since they have been multiplied by 10 times. The structure of the distribution by sector group shows a trend towards a reinforcement of the technology concerning the other training courses, there is a relative stabilization (competition conditions of access, etc. Evolution of the pedagogical framework The appeal to foreign teachers as a supplement to student supervision has been considerably reduced since the establishment of the Blida University Center in 1981, as shown in the table below. Co-operation in the field of education is directed mainly by the sending of high-level grades, among others, professors, lecturers, etc., concerning the succession of the grades of assistant teachers, it will be completely completed, Of post-graduation. The rate of Algerianization is 96 %. Third step: The University Complex of Blida was set up as a University in August 1989. A seventh Institute opens its doors. These are The Institute of Medical Sciences. The opening of several other departments allows the University to modify its decree of creation in 1992/1993. Four other Institutes strengthen the structures of the young university: Institute of Veterinary Sciences, Institute of Exact Sciences, Institute of Juridical and Administrative Sciences, Institute of Economic Sciences, Decree 95/204 of 5 August 1995 brings the number of Institutes to twelve. Fourth step: By Executive Decree No. 98-253 of 17 August 1998, the University of Blida consists of seven faculties: Faculty of Sciences, Faculty of Engineering, Faculty of Medical Sciences, Faculty of Law, Faculty of Economics and Management, Faculty of Arts and Social Sciences and Faculty of Agronomic and Veterinary Sciences. View full university

The National School of Hyraulique of Blida is a public institution of higher education under the Ministry of Higher Education and Scientific Research. Created in 1972 under the name of Institute of Hydraulic Engineering and Enhancement (IHB) - tutelage Secretariat in the hydraulic state. Erected in National School of Hydraulics (ENSH) by Decree No. 85/258 of 29/10/1985. Transferred under the Ministry of Higher Education and Scientific Research by executive decree 98/58 of 11/02/1998. Let us be certain that ENSH carries the symbol of success and perseverance in hydraulics, it will participate for a long time to develop it, and that its goal remains to train competent elements capable of meeting the future challenges and contribute to national development. National High School of Hydraulithat (ENSH) has a primary graduation training assignment of ingénieur Status in Hydraulic lifting. View full university

The superior computing National School (ESI), formerly the National Computer Training Institute (INI), is an Algerian higher education institution forming state computer engineers. It is located at Oued Smar, about 15 km from the center of the capital Algiers, Algeria. Founded as the Center for Studies and Research in Computer (CERI) under the tutelage of the former Ministry of Planning and Spatial Planning, it was renamed and placed under the supervision of the Ministry of higher education and scientific research in 1984. CERI was the first training center specializing in African computing. He formed the first state engineers, application engineers, and programmers to Algeria and other African countries (Benin, Cameroon, Gabon, Mali, Mauritania, Senegal, Tunisia, etc.). The National School of Computer is located in the territory of the commune of Oued Smar, near the towns of El Harrach and Bab Ezzouar. The school is served by the railway station in Oued Smar, located on the line Algiers-Thénia SNTF and the motorway Ben Aknoun - Houari Boumedienne International Airport (south ring road). Built on an area of 13 hectares, 2 km from the University of Science and Technology Houari Boumediene (USTHB). View full university