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.
