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ABOUT THE COLLEGE Christ Academy Institute for Advanced Studies, is dedicated to Jesus Christ, the Supreme Guru, who is our guiding light to enlighten every individual who is a part of our academic community. Saint Kuriakose Elias Chavara, the founder of Carmelites of Mary Immaculate (CMI), is our inspiration source. We at Christ Academy Institute for Advanced Studies undertake this noble endeavor to provide quality education to our scholars irrespective of caste, creed, or religion. Saint Chavara was a great educationist who brought about revolutionary changes in society through his farsighted vision and creative mission. At CAIAS, we believe that learning is a transformative act. Our focus as an institution of higher education is to provide our students with all the necessary resources to enable this transformation. The academic courses on offer, pedagogical methods, peer learning environments, and campus infrastructure are all focused on assuring our students the best of new learning. VISION Light to Enlighten: Christ Academy's vision is to create and disseminate the light of knowledge to one and all. MISSION Our mission is to provide a conducive and enabling environment that fosters self-discipline, promotes self-motivation, and drives the pursuit of excellence in learning.

About Us TIAS-CDL resolved to take high-quality management education to the doorsteps of deserving students there by creating a pool of talented, hardworking, dexterity of hands, who keeps their heads high by their enhanced skillsets for the capacity building to accomplish the dream of India. Vision Tecnia Institute of Advanced Studies – Centre for Distance Learning to be one of India's leading business schools to spread Quality Management Education by Distance and e-Learning Mode. Mission Democratizing higher education by taking education to the doorsteps of the students. Providing access to high-quality education to all those who seek it, irrespective of caste, creed, or age. Offering need-based academic programs by giving professional and vocational orientation to the courses. Promoting and developing distance education in India. The interest of the students is paramount. Quality Management Education: Anytime- Anywhere is assured.

Emirates College for Advanced Education (ECAE) is home to a dedicated teacher preparation program and school development center. ECAE is an Abu Dhabi Government higher education institute affiliated with the Abu Dhabi Department of Education and Knowledge (ADEK). The College was established to offer Undergraduate and Postgraduate Degree Programs and professional development for in-service educators to play a vital role in the modernization of school education in the UAE and provide educational research solutions to the nation. The College currently offers a Bachelor's Degree Program and is distinguished for extensive practicum and mentoring opportunities. The medium of instruction at the ECAE is English. ECAE is expanding its undergraduate program, introducing new graduate programs, and augmenting its research capabilities. ECAE continues to prepare a new generation of graduate teachers and education leaders to INSPIRE, EMPOWER, AND TEACH. Our Vision ECAE will be a world-class research-based College whose graduates are recognized as transformational educators in the UAE and beyond schools. Our Mission The College will prepare and continually improve outstanding teachers and educational leaders to forward Abu Dhabi and the UAE's economic and social ambitions through research-based study. Values are EXCELLENCE in the provision of education, research, and professional development while fostering innovation and continuous improvement. CONTRIBUTING effectively enriches the educational provision in the Emirate of Abu Dhabi, the UAE, and the region. ACHIEVEMENT of outstanding educational outcomes that support the nation's economic goals. EMPOWERMENT of learners and instructors, encouraging them to lead the way within the field of education. Institutional Goals Reputation for Excellence: Develop a reputation as the destination of choice for high achieving students wishing to become teachers in the UAE and for highly qualified and experienced national and international faculty. Student Focus: Create a student-centered environment that fosters excellence in teaching and learning, supported by an accredited world-class curriculum and student learning environment. Partnership: Create national and international partnership opportunities that enhance the student's learning experience. Research: Create and promote an internationally acknowledged and respected culture of research, demonstrating a commitment to scholarship, innovation, and best practice with a specific focus on teaching and learning in a bilingual culture. Community Engagement: Engage with stakeholders and the wider community, ensuring ECAE is a valued contributor to and participant in the UAE's life. Assessment: Establish a Centre of Excellence for Assessment within ECAE, which sets clear standards for potential students to meet to study within the College, measures students' achievement across the Emirate, and forms the basis of the licensing of teachers underpinned by professional development programs. Institutional Effectiveness: Create a College-wide commitment to institutional effectiveness in all academic and administrative functions

IPSA is an engineering college offering a five-year graduate syllabus specializing in aeronautical and space systems. Students acquire broad knowledge in various scientific fields and a practical engineering approach. It positions the holder as able to address any issue related to air and space. Graduates will have developed broad general engineering knowledge as well as highly specialized skills in the fields of aeronautics and space. The IPSA training also allows graduates to work in other technically advanced fields similar to aerospace, such as automotive and maritime transport, where the techniques and technologies used are close to those in aeronautics. The training's objective is to ensure the acquisition of knowledge essential to high-level expertise and validate the knowledge necessary to exercise diverse responsibilities as they emerge in a career. Based on a balance between teaching and project work (related to typical industrial issues), the IPSA curriculum includes a strong aerospace dimension from the start of training, evolving over the years. The student shapes the training by choosing specific 'technological majors' during the engineering cycle, allowing them to individualize courses and obtain expertise in a chosen field. Corporate conferences and international awareness are there to give additional skills that build critical thinking and the student's ability to make decisions. The campus allows students of IPSA and ESME Sudria to share student association events. The campus is located near fast-food restaurants and cafés and numerous university halls of residence. In over 50 years of existence, IPSA has forged relationships and lasting partnerships with significant aerospace sector players. These partners voluntarily meet students and discuss various aspects (scientific, technical, cultural, and economic) of the engineering profession. This proximity to the industry allows IPSA, through its Development Council, to align training with the industry's needs. Alumni working in major companies in the sector readily return to their school to share their experiences with future engineers at IPSA. Implanted in a highly internationalized industrial sector, it is quite natural that IPSA focuses from the beginning of learning English and the need to gain international experience. Indeed, teaching in the 4th and fifth years is only in English. Moreover, the college has created an ambitious foreign educational program that corresponds to the real world and its students' ambitions. Therefore, IPSA has 40 partner universities worldwide, hosting students for a semester or an academic year. IPSA has also been developing double degree agreements with several universities. If there is a school where passion is present, it's IPSA. The associations' projects, due to their complexity, reveal the passionate side of Ipsaliens. IPSA also organizes various events to enable its students to live their passion otherwise, such as a week dedicated to flying, presence at various air shows and gatherings including the famous meeting at 'La Ferté Alais.' Created 50 years ago, IPSA is an aeronautical and space systems engineering school located in Paris and Toulouse. IPSA propose to the students a five years graduate education program. Today IPSA claims more than ever its vocation as a specialist school in the sector. To assert its place and develop its knowledge of the area, it has built over the years reliable and long-lasting partnerships with companies in the air & space industry, both at civil and military levels. In line with the sector's prominent decision-makers, the school proposes training in touch with the market's expectations, allowing students to enter into a high level of active life while fulfilling their passion for air and space. Situated between the industrial and academic worlds, research is one of the cornerstones of IPSA pedagogy. An Aerospace Engineering college, with its research laboratories dedicated to Aerospace, IPSA places innovation at the heart of it's training in engineering. Thanks to its researchers and their works, IPSA can contract new fundamental partnerships with industrial and external laboratories. Research in the college develops in synergy with the world of fundamental and applied research. The Mechatronics, Signal and Systems Laboratory at IPSA develops robust automated systems that control complex systems. It has with CNES, universities, and some aerospace companies (industrial, SMEs, institutions) and develops innovative projects for aeronautics and space through partnerships. Thus, it is committed to the ARES program, where the goal is to develop small modular experimental rockets. Other research themes coexist in this laboratory. One of them is to study the architecture of an RF receiver (Radio Frequency) for software-defined radio and cognitive radio. Another focuses on theoretical and technological challenges imposed by the development of autonomous miniature vehicles. These collaborations bring additional resources and expertise to IPSA's partners. Simultaneously, IPSA benefits from its partners' framework and resources to be more productive, both in terms of pure research and ultimately in the transfer in education to students. The growth of research also helps to establish closer links with industry, mainly via the ASTech pole.

In 1885-1886 HEI was founded in Lille by the Industrial Leaders of Northern France to meet their engineering needs. HEI has since extended its activities to the training of polyvalent engineers, open-minded to the world, humanistic in managerial approach with the added plus of an international and intercultural profile. Since 2009, the HEI preparatory classes (more than 700 students) have been held in the Irène-Devos building at 31 ter rue Colbert, a new residence overlooking the city, 800 m from the historic building. The 5000 m² building, which was refurbished in 2009, offers a pleasant and useful working environment featuring the latest ICT equipment. The practical workrooms and some departments are still at 13 rue de Toul, in the historic building, to keep the essential spirit of school alive through the integrated preparatory class. HEI has access to new areas in a building in rue Roland: redesigned, it is home to the HEI researcher laboratories. Grouping them under the same roof in this research building encourages the crossover of their expertise and their work. Some 130 years later, the school continues to pursue this mission through three core activities: the training of engineers and executives, industrial applied research and development, and extension services to the business world, including technology transfer. Since the creation of the school, these dimensions have defined the identity of HEI. We coach each student, personally, in the design and realization of their personal and professional project, enhancing learning outcomes in line with the needs, expectations, and requirements of the global economic world. HEI, in the service of the private business and industrial sectors, revealing individual talents and insight, fostering innovation, developing competency, and creating competitive advantage. Our graduates are renowned as HEI engineers throughout all specialization areas due to HEI's reputation with the leading companies in France and worldwide. HEI engineers can efficiently resolve complex problems and are at ease in carrying out complex tasks in an efficacious systematic manner, within budget. They are also well versed in teamwork, organization and structure, leadership, and project management, with clear, precise communication skills. Each of our future engineers is accompanied throughout their personally developed training program. All students are advised on a one-to-one basis, allowing them to complete the engineering program, both in polyvalence and practical specialization. All students, faculty members, and post-doctoral staff contribute to an active international research program. HEI engineers possess strong practical experience. All courses are highly industrial business world-oriented. Students must spend three separate periods during their studies in industry and undertake an industrial study/research project within a company or university research laboratory. All students also undertake an international experience during their studies within this framework or the context of an exchange program.

Since 1947, the EHESS (École des Hautes Études en Sciences Sociales, School of Advanced Studies in the Social Sciences) has pioneered innovative methods and ideas that have made landmark contributions the evolution of the humanities and the social sciences. An interdisciplinary approach, global outlook, and critical spirit are cornerstones of the EHESS philosophy. They have informed some of the most well-known French scholars, such as Fernand Braudel, Pierre Bourdieu, Jacques Derrida, Claude Lévi-Strauss, Françoise Héritier, and Thomas Piketty. The École des Hautes Études en Sciences Sociales (School of Advanced Studies in the Social Sciences) is a graduate-only research institution with a unique standing in the world of research and higher education in France. It hosts scholars from all over the world committed to studying contemporary societies seen within broad cultural and historical contexts. It trains students up to the Ph.D. level in all social and human sciences (history, anthropology, sociology, economics, geography, linguistics, psychology, demography, cognitive science, political science, philosophy, and mathematics). With its high percentage of international students and faculty, EHESS has created a unique global academic network. With over 1,000 round-table seminars a year, in which faculty and guest scholars present and discuss their current research with students, EHESS occupies a central position in French intellectual life. EHESS was founded in 1984 as a 'grand établissement' alongside the College de France, the Institut d’études politiques de Paris, and the Conservatoire national des arts métiers. The School's unique status was recognized in 1985 by ministerial decree, which clearly defined its mission and organization: it is structured around research training for Master's and Ph.D. students, as well as students of its own EHESS Diploma and candidates for the Habilitation à Diriger des Recherches (Accreditation as a Research Supervisor). EHESS maintains close links with several French universities and research institutions operating within its disciplinary fields. It is a member of Paris Sciences & Lettres (PSL) University, which comprises 26 prestigious self-governing academic and research institutions. It will join the Campus Condorcet, a new urban campus for Humanities and Social Sciences, in 2019. As an institution dedicated to developing all forms of scientific knowledge concerning human interactions and relationships, EHESS has long been considered an "innovation hub" for the Social Sciences. For nearly 70 years, the School has been a significant player in the renewal and reinvention of theories, methodologies, and practice in history, anthropology, and sociology. The School has also promoted and supported inter-disciplinary collaboration between cognitive sciences and philosophy, poetry and mathematics, and is the home of a new institutionally accredited school of thought in economics, the success of which is internationally recognized. EHESS has its origins in the Economics and Social Sciences department of the Ecole Pratique des Hautes Etudes (EPHE), created in 1947 under Lucien Febvre. Over the following three decades, this department was highly influential in carving out a place for Social Sciences as an epistemological domain in its own right. It is a space for inter-disciplinary exchanges focusing on a joint research object: human societies. As Director of the Economics and Social Sciences department of EPHE since 1972, Jacques Le Goff worked to create an independent institution: the Ecole des Hautes Etudes en Sciences Sociales (EHESS). The School was established by decree on January 25, 1975. In the early 1970s, it was housed at 54 Boulevard Raspail in Paris, in the same building as the Maison des Sciences de l'Homme, founded by Fernand Braudel. From the very beginning, it was the seat of several influential research centers that provided an intellectual home for some of the greatest historians, sociologists, anthropologists, and philosophers of the time, including Pierre Bourdieu, Jacques Derrida, François Furet, Françoise Héritier, Claude Lévi-Strauss, and Jean-Pierre Vernant. The EHESS attracts students from all over the world, who come to benefit from a complementary approach that combines an in-depth analysis of the past with research that is explicitly directed at understanding today's world. Students and researchers come together in seminars, which have been the traditional locus of training for research through research since the foundation of the School. Ever since its official launch as an independent institution in 1975, the EHESS's mission has promoted debate between researchers on concepts, disciplines, and cultural areas. To celebrate its foundation as an independent institution, many scientific and artistic events were organized throughout 2015, which celebrated the diversity and richness of current research and the innovative potential of future work in the Social Sciences. From the outset, EHESS was designed as an international institution. This is evidenced by the high proportion of foreign researchers (22%) and students (approximately 50% of Ph.D. and Master's students) within the School. This international outreach is a hallmark of the School. It has enabled EHESS to develop a strong and extensive network of academic exchange programs with leading universities worldwide. Many of its researchers have achieved worldwide recognition for their work, and contacts are maintained and fostered thanks to their regular trips abroad. In 2017, EHESS signed 61 cooperation agreements with international partners. Researchers head all these agreements. The international mission of EHESS has three primary objectives: disseminating the scientific work of the School through major international institutions, facilitating exchanges between academics from different scientific backgrounds, and monitoring and bringing to public attention the most innovative developments in present-day research. In the sphere of social and human sciences, which have become increasingly international in recent years, it is essential to build research networks and develop projects with scholars from other countries. This concept lies at the heart of the School's philosophy. It has led to the development of several new research centers focused on "cultural areas," in which 42% of Master's students and 50% of Ph.D. students come from overseas. EHESS has a long-standing history of promoting and supporting international exchanges through short-term invitations ("Petites Invitations"), enabling faculty members to invite colleagues from abroad to participate in their seminar series co-supervision of Ph.D. students (309 co-supervised Ph.D. theses per year on average over the last five years) the active support and promotion of international mobility for researchers and graduate students the development of international training and research projects funding for international post-doctoral positions. Each year EHESS hosts between 150 and 200 visiting professors from every corner of the globe. These professors are affiliated with one of the School's research centers, where they participate in various scientific activities. EHESS has continued to nurture its contacts with former international alumni who have become recognized academics in their countries of origin and have built strong links with other eminent scholars. We are committed to the idea that individual relationships are the primary source of intellectual exchange and seek to support and promote ongoing dialogue between permanent staff, visiting professors, and former international researchers and students. The geographic locations of EHESS alumni can be seen on this map.

Its location on the Basque Coast's Izarbel Science Park is a perfect illustration of the will of the Bayonne & Basque Country Chamber of Commerce & Industry to provide the region's industrialists with an original model for technology transfer with a technological resource center, a business nursery and an industrial research platform within ESTIA Engineering School. A privileged contact who will examine with you and with complete confidentiality any problem you may encounter. We will do everything we can during your studies at ESTIA, both in terms of physical accessibility – our school is perfectly adapted in this respect, and in terms of access to knowledge, by implementing with all the administrative, technical, and teaching staff the means to enable you to succeed in your studies. ESTIA engineers are generalist engineers, prepared for all industrial activities. Their approach and abilities enable them to work as part of project teams both in large companies and SME's. They contribute to competitive development in an environment and e-business based economy. In this context, they have a good command of all the elements required to develop products through their lifecycle, from expressing needs to operating and implementation. They acquire multi-technological skills in mechanical engineering, electrical engineering, and IT. ESTIA engineers are project managers in all fields of activity, create activities, and sometimes even set up their own companies. Initially, the young graduate's operational skills will, of course, be determined by the option chosen: either product and method oriented, or equipment and infrastructure oriented, or organization and management-oriented. However, all students acquire the following skills. Businesses (including their constant adaptation, innovation, markets, etc.) are an integral part of the ESTIA engineer's "training landscape". Throughout their training, they come into direct contact with economic activities: new businesses at the ESTIA nursery and larger partner companies, enabling them to apply theoretical knowledge in real situations. In addition to the ESTIA engineering diploma, all students prepare, in parallel, a second European Masters: Students who chose the Digital Design & Innovation option are also awarded the MSc in "Software Techniques for CAE" from Cranfield University (UK) or the MSc in "Advanced Technology Management" from the University of Wolverhampton (UK). They stay in the UK for six weeks at the beginning of the 3rd year. Students who chose the Mechatronics & Embedded Systems option are awarded the MSc in "Robotics & Automation" or "Embedded Systems" from the University of Salford-Manchester (UK) or the MSC in "Software Techniques for Digital Signal & Image Processing" from Cranfield University (UK). They stay in the UK for six weeks at the beginning of the 3rd year. Students who chose the Industrial Management & Organisation option are awarded the Masters in "Industrial Management & Organisation" from Bilbao Engineering School in Spain. Being able to benefit for a reasonable price from the 1st year onwards from international tutoring, parallel enrolment in a foreign institution, and obtain a second diploma, either British or Spanish, at the end of the 3rd year is both an excellent chance and a time saver. This enables you to gain a year and thus make significant savings compared to the usual post-graduate enrolment procedure after your engineering degree. It is also a privilege to benefit from personalized teaching by our foreign lecturers. As a complement to these compulsory co-tutored courses for all student engineers, there are also other possibilities with our international mobility programs. Estia-Research is based on a partnership with the University of Bordeaux 1, UPPA (University of Pau & the Adour Region), and, to a lesser extent, Arts & Métiers ParisTech. Estia-Research contributes to the development of research in Aquitaine and benefits from its location, serving as a point of contact for cross-border co-operation between Aquitaine and the Basque Universities Autonomous Region, Navarre, and Aragon. Estia-Research aims to create a strong alliance with laboratories of excellence at these universities, taking advantage of implementing the Aquitaine-Euskadi-Navarre Euroregion. ESTIA lecturers and researchers carry out their Engineering Science (mechanics, electronics, automation, IT, robotics) and Human & Social Science (management, ergonomics, creativity, uses, skills). Estia-Research is a multi-disciplinary platform located on the ESTIA campus. It is part of a network with the region's significant laboratories in Engineering and Management Science, taking full advantage of its interactions with the business nursery Estia-Entreprendre. These are study and development projects carried out within the school and based on the needs of ESTIA or industry, aimed at helping students to apply theoretical knowledge learned. Aspects concerning "methods", "costs", and techniques are necessarily dealt with. They benefit from the support of specialists.

ENSTA Bretagne is a French national graduate engineering institute that offers three-year engineering programs to civilian and military students. The courses are of high quality and are designed to ensure that students have an excellent level of expertise in Engineering's chosen field. ENSTA Bretagne graduates can design, build, and manage complex electronic and mechanical systems. ENSTA Bretagne was founded in 1971 and is a multidisciplinary engineering institute under the auspices of the French Defence Ministry (DGAC). The programs offered at ENSTA Bretagne are wide and varied, encompassing different aspects of science, technology, and human resource management. ENSTA Bretagne graduates are therefore sufficiently equipped to choose a career either as a design, research, development, or trials Engineer or as a Project Manager in many different fields such as electronics, computer sciences, telecommunications, automotive engineering, naval construction, offshore engineering, land-based vehicles, mechanical engineering, structural calculations, energetic materials, and underwater detection systems. Every year approximately 250 newly graduated Engineers enter the workplace and join the 4 000 ENSTA Bretagne Alumni already active in the industry. At the beginning of 2017, a survey of the last graduating classes showed that 95% of the graduation class of 2016 were in employment and that 60% of ENSTA Bretagne graduates had found a job before completing their studies. ENSTA Bretagne is committed to developing a healthy international perspective. ENSTA Bretagne'sBretagne's international strategy is to develop and maintain close ties with international, industrial, and academic partners through various initiatives. These initiatives include conventions with foreign universities, involvement in European projects, and student exchange programs. Furthermore, ENSTA Bretagne's academic programs provide ample opportunity for students to learn more about other countries and cultures. Students are given the option of studying several foreign languages. It is also common for them to do their work placements abroad. ENSTA Bretagne is located in Brest, a city that lies on the western-most tip of France. Brest is the European capital of marine and oceanographic research. It is also home to the Brest Iroise Technopole ( Brest Technology Cluster). This cluster brings together companies and institutions involved in activities relating to electronics, IT, and telecommunications. The synergy created by complementary firms and institutions working together produces greater efficiency, potential, and progress in research activities. ENSTA Bretagne has close links with this cluster and is currently involved in several projects. Welcome to the Internet site of ENSTA Bretagne, a French Engineering Institute and Research Centre. By choosing to study at ENSTA Bretagne, you choose to embrace the spirit of openness and adventure. You also choose competence, performance, and a desire to innovate in an environment geared towards enterprise and research with an international context. Whether it is in the naval, automobile, electronic, computer, or real time technologies sector, studying at ENSTA Bretagne will provide you with the opportunity to develop both your technical expertise and personal skills. The engineering programs offered by ENSTA Bretagne are accredited by ''La Commission des Titres d'Ingénieursd'Ingénieurs et la Conférence des Grandes Ecoles'Ecoles'*. The engineering programs highlighted and presented on this site are, for the most part, taught in English. If you would like further information, please feel free to contact us. Enjoy your visit, and I hope to see you soon at ENSTA Bretagne. ENSTA Bretagne prides itself in setting and maintaining too high standards. It is therefore essential that the school is run in a professional, highly-organized, and business-like manner. ENSTA Bretagne sought and successfully gained ISO 9001:2008 standard accreditation for all its principal activities to increase its performance. The French education system has a wide range of vocational, technical, competitive, or elective courses, and there are many ways of gaining admission to a graduate Engineering school. The vast majority of the students (cycle d'ingénieurd'ingénieur), both civilian and military, are selected based on a competitive exam, the "Concours." You can find further information on the program that prepares students for this exam, see the following wiki: Classe_préparatoire_aux_grandes_écoles. We also Concours students who come from the university system. These students are called "auditeurs libres." They are chosen through a recruitment process based on interviews and the submission of a file. The final category of student is FIPA (Formation d'Ingénieurd'IngLibres par Alternance). These are students that enter ENSTA Bretagne with a 2-year diploma from a technical college. Just like the "auditeurs libres," they are recruited through an interview-based process. In 1990, ENSTA Bretagne opened its doors to civilian students. Since then, the percentage of calibers has gradually increased over the years to such an extent that they now make up 80% of the students. Over the same period, the school also developed its R&D activity, hiring its first research-fellow in 1992. Today, 200 students graduate every year from ENSTA Bretagne. They join other ENSTA Bretagne trained Engineers already employed by major French and international companies active in various industries worldwide. ENSTA Bretagne has also established itself in research, with its laboratories gaining wide recognition for their accomplishments. These laboratories are currently running several research programs with their international partners.

The Adventist International Institute of Advanced Studies is Seventh-Day Adventist educational institution in the Philippines, offering graduate degrees in business administration, education, public health, and theology. It is a part of the Seventh-day Adventist education system, the world's second-largest Christian school system. AIIAS is a graduate-level educational institution that is both a locally and internationally accredited institution located in Silang, Cavite, Philippines, about 25 miles (40 km) south of Manila. AIIAS is a graduate-level educational institution of the General Conference of Seventh-day Adventists. AIIAS is located on a beautiful tropical campus in the Philippines. AIIAS receives substantial support from the Adventist Church, which seeks to keep the tuition a good value for its international standards. AIIAS welcomes students of any faith and is an outstanding institution with a beautiful heritage. AIIAS offers a master's degree in public health and master's and doctoral degrees in various fields of theology, education, and business, including the first Ph.D. in Business accredited by the Adventist Accrediting Association. Many of the degrees are also offered in each major field in the online modality. The heart of this institution is its faculty. They are godly, professional people, highly qualified, and committed to excellence, with nearly 90 percent of who hold doctoral degrees from world-class universities worldwide. AIIAS is blessed to have attracted quality students, many of whom have been honored teachers, business people, and church leaders before coming to AIIAS. Our students come from every continent except Antarctica, including over 80 countries.AIIAS is a school of excellence with local and international accreditation. While rigorous in its academic program, the atmosphere on campus is one of family and spiritual nurture. If you are looking for a life-changing graduate educational experience, you will find AIIAS a wonderful place to study. We hope that you will consider it seriously as a door to your future. The Seventh-day Adventist Church established the Adventist International Institute of Advanced Studies (AIIAS) because of its commitment to meet the church's growing needs for college teachers, church leaders, educators, health professionals, and treasurers with international-level, graduate education. The Seventh‐day Adventist philosophy of education is Christ‐centered. Adventists believe that under the guidance of the Holy Spirit, God's character and purposes can be understood as revealed in nature, the Bible, and Jesus Christ. The distinctive characteristics of Adventist education‐‐derived from the Bible and the writings of Ellen G. White‐‐point to the redemptive aim of a real education: to restore human beings into the image of their Maker. Seventh‐day Adventists believe that God is infinitely loving, wise, and powerful. He relates to human beings personally, presenting His character as the ultimate norm for human conduct and His grace as the means of restoration. Adventists recognize that human motives, thinking, and behavior have fallen short of God's ideal. In its broadest sense, education is a means of restoring human beings to their original relationship with God. Working together, homes, schools, and churches cooperate with divine agencies in preparing learners for responsible citizenship in this world and in the world to come. Adventist education imparts more than academic knowledge. It fosters a balanced development of the whole person—spiritually, intellectually, physically, and socially. Its time dimensions span eternity. It seeks to develop a life of faith in God and respect for the dignity of all human beings to build character akin to that of the Creator to nurture thinkers rather than mere reflectors of others' thoughts to promote loving service rather than a selfish ambition to ensure maximum development of each individual's potential to embrace all that is true, right, and beautiful. The home is society's primary and most basic educational agency. Parents are the first and most influential teachers and have the responsibility to reflect God's character to their children. Moreover, the whole familial setting shapes the values, attitudes, and worldview of the young. Along with society's other educational agencies, the church and the school build on and supplement the work of the home. Practical educational work requires collaboration among the home, church, and school. All levels of Adventist schooling build on the foundation laid by the home and church. The Christian teacher functions in the classroom as God's minister in the plan of redemption. The greatest need of students is to accept Jesus Christ as personal Savior and commit to a life of Christian values and service. The formal and non‐formal curricula help students reach their spiritual, mental, physical, social, and vocational development potential. Preparing students for a life of service to their family, church, and the broader community is the school's primary aim. In 1957, several such graduate programs, primarily in the area of religion, were offered on the campus of Philippine Union College (PUC), now the Adventist University of the Philippines (AUP). These programs were organized into a Theological Seminary, which became an institution of the Far Eastern Division of Seventh-day Adventists in 1978. The Seminary success led to the expansion of graduate programs into other areas, such as public health. Thus, on May 5, 1987, when AIIAS came into being by Presidential Decree 2021, it was composed of two schools: the Seminary and the Graduate School. From its early days and its campus programs, AIIAS has offered programs at off-campus locations to facilitate the church's graduate-level educational needs throughout the region. More recently, cohort programs expanded to South America, Eastern Europe, the Middle East, and Africa. In 1991, AIIAS was moved to the present campus near Silang, Cavite. In 1996, AIIAS became an institution of the General Conference of Seventh-day Adventists. AIIAS is recognized for being innovative and dynamic. AIIAS Online was established in the year 2001 to offer quality, Christian-oriented graduate education to dedicated professionals wherever they may be in the world. In 2007, AIIAS distinguished itself as one of the first Adventist educational institutions to graduate students with master's degrees from an online learning program entirely on the internet. Also, in 2007, AIIAS began the first Seventh-day Adventist doctor of philosophy program in the business.

SOKENDAI (The Graduate University for Advanced Studies) is a graduate university with no undergraduate programs that consists of departments housed in affiliated Inter-University Research Institutes and the School of Advanced Sciences attached directly to SOKENDAI. The Inter-University Research Institutes are research centers for joint use by universities throughout Japan in their various research fields. These institutes serve as centers of advanced research in their respective research fields and as nodes of scholarly communication that support international joint research. The School of Advanced Sciences, located in Hayama and has no such parent institute, conducts advanced research into the evolution of life and the relationship between science and society. SOKENDAI was founded in October 1988 on the internationally unprecedented idea of educating graduate students at great centers of research to cultivate future generations of scholars. The year 2018 will thus mark SOKENDAI's 30th anniversary. At SOKENDAI, students are educated at Japan's leading centers of research. Their lives are very different from those of students in graduate programs attached to ordinary undergraduate faculties, especially for students who enroll in our five-year programs straight from their undergraduate studies and pursue their graduate studies and research surrounded by professional researchers and scholars. Faculty outnumber students by more than two-to-one. Students have access to equipment and materials unavailable elsewhere and a community of top-ranked scholars. While this environment provides fantastic opportunities for doctoral dissertation research, it may also be more stressful in some ways than a regular university. This is why every department, with the full support of SOKENDAI, looks after its students and takes steps to ensure that the department's time is productive and enjoyable. All our students are encouraged to take full advantage of this unique research environment as they pursue their doctoral dissertation research. "Advanced specialties and expertise," "Broad perspective," and "International competitiveness" have been the educational goals of SOKENDAI since its founding. As mentioned above, students are educated at research centers, so "Advanced specialties and expertise" and "International competitiveness" are perhaps something they naturally learn. But what of a "broad perspective"? A "broad perspective" entails the ability to explain one's object of research in the broader terms of human intellectual activity in general and to envision new horizons that transcend current disciplinary boundaries. Acquiring these abilities in the course of writing a doctoral dissertation can be challenging. Still, we hope students will endeavor to gain this broader perspective at every opportunity by taking full advantage of SOKENDAI's unique characteristics, including its various departments that collectively encompass a broad range of academic fields, from energy, materials, space, and life to information, history, and culture. Universities and basic research in Japan today face challenging circumstances. Likewise, there are issues regarding SOKENDAI's future growth as higher learning institutions need serious attention. Yet, whatever difficult challenges may lie ahead in this uncertain age, we will face them every day as first-class researchers and scholars dedicated to cooperating with everyone concerned to produce future generations of global professionals.

The Institute of Advanced Media Arts and Sciences is often referred to by its abbreviation "IAMAS." A graduate-level educational institution founded to explore the fusion of technological innovation and artistic creation, IAMAS strives to transmit new forms of culture and to serve as a hub for the cultivation of new creators for our information society. Since its establishment, many talented people have honed their skills at IAMAS and gone on to work in a wide array of fields related to media culture and industry, garnering high esteem both in Japan and abroad. IAMAS's diverse programs have evolved with the changing times: with interactive design and media projects that generate new tools and techniques, media art that explores new kinds of creative expression, and social design that envisions new possibilities for society, IAMAS abounds with passion for pioneering the unknown. It is here that teachers and students, possessing experience and insight in a wide range of fields and a strong determination to create new things, gather together to inspire one another to take on the challenges posed by modern society. One of the exceedingly great charms of IAMAS is its status as space where people from diverse backgrounds can engage in deep collaboration while researching and creating. A master's course with a single primary and department of Media Creation, research at IAMAS is conducted by a small, select number of people whose learning environment is limited to 20 students each academic year. To facilitate each student's research, IAMAS provides an environment that allows them to devote themselves to their work while consulting with teachers and classmates of diverse expertise. IAMAS has a project-focused, pragmatic course curriculum that familiarizes students with the process of pursuing a work from its conception as an idea to its realization as a social product. Each student is provided with one of the latest notebook computers and can freely use many of the applications necessary for their chosen research. Because IAMAS espouses an educational policy that seeks to develop abilities, both manual and mental, facilities have been prepared that allow students to use both of these skillsets. These facilities include a Prototyping Lab equipped with machines that aid in the rapid creation of maquettes and prototype models, a metalworking and a woodworking workshop, and film and audio studios. Students can use the school's facilities to devote themselves to their research and production at any time, day or night. On-site nap rooms and showers are also available. IAMAS relocated to the Softopia Japan building complex in April 2014. In this space where various organizations, information, and activities are gathered, IAMAS has been able to broaden its efforts further and explore and implement new forms of media creation in our city. This move has marked a new start for IAMAS. Our activities continue to expand along with society's changes even as we maintain and improve our research and production environment; we broaden our ability to coordinate within the school and outside individuals and organizations. As we inquire into how our work can benefit society, IAMAS delves further into media creation possibilities, continuing to develop as an institution that transmits new culture and ideas.

JAIST was founded in October 1990 as the first independent national graduate school to carry out graduate education based on research at the highest level in advanced science and technology. JAIST aims at establishing an ideal model of graduate education for Japan. JAIST was incorporated as a National University Corporation in April 2004. JAIST endeavors to foster leaders capable of contributing to the making of a future world by creating science and technology through its most advanced education and research in an ideal academic environment.JAIST develops leaders in society or industry who hold credible expertise in frontier science and technology, broad perspectives, a high level of autonomy, and communication ability through its systematic advanced graduate education. JAIST fosters active global human resources by promoting faculty and student exchanges with leading institutes overseas and globalizing its education and research. In our admission decisions, we place the most significant weight on the student's motivation, as demonstrated in the personal interview. JAIST admits highly motivated students, including advanced undergraduate students (who have completed at least three years of undergraduate study), professionals, and international students, regardless of undergraduate specialization. JAIST educates students through a carefully and systematically designed coursework-oriented curriculum, which gives students a solid foundation for their advanced research. This is different from the traditional Japanese style of graduate education, where students are trained mainly in their narrow research domains. We train our students in a specialized field combined with interdisciplinary knowledge of related disciplines. Through our educational program, students gain a thorough understanding of fundamentals and develop problem-solving skills. Our faculty members are world-class researchers. We recruit professionals with outstanding achievements at the leading edge of science and technology. They come from all over the world, from other universities, and top industrial research and development institutions. JAIST works closely with the regional community and industries worldwide by promoting collaborative research and accepting commissioned research. We use various cooperation modes, including visiting faculty chairs, endowed chairs, and laboratories operated jointly with other institutions. JAIST has carried out world-class research activities, taking advantage of our top-class faculty members and research facilities and equipment such as cutting edge IT technologies. Those activities have concretely resulted in various positive outcomes, including adopting and executing advanced research projects with competitive funds and grants from the government and other organizations. JAIST has always been among the top universities in Japan regarding the number and amount of funds of cooperative and contracted research per faculty member. To further develop its excellence, JAIST has built top-level research centers called Excellent Cores to carry out effective and intensive investment in research. Holding about 40 percent of students from different corners of the world activates interactions among students to acquire globalized senses and language proficiency. Students can enjoy and learn from diversity on campus as effectively as in the case of studying abroad. This feature is a JAIST advantage. Intellectual toughness, in short, is a power of challenge to seek much broader experience and knowledge. It also requires an ability to cope with any unknown situation and communicate with others regardless of any difference in cultural backgrounds. Intellectual toughness necessitates strong willpower not to give up in difficult situations too. Being a graduate institute without the undergraduate program, all the JAIST students are from other universities, like Japanese students from all over Japan from Hokkaido to Okinawa and international students from 32 countries. This diversity provides an ideal environment for our students to develop their intellectual toughness. The United Kingdom is one of the most prosperous countries in industry collaboration, and Oxford and Cambridge are the leading universities in its collaboration. These universities are ranked in the first and second rankings while heavily committing to promoting industrial collaboration. JAIST directs its efforts in activating industrial collaboration by adopting needs-oriented research. We also invite researchers from industries to our master students' mid-term presentations and gain industrial perspectives to enhance student learning. We also organize an annual event called "Matching Hub" to provide an opportunity for both companies and universities to match their needs and seeds for new products and projects.

Advanced Institute of Industrial Technology was founded in April 2006 and began a new era with the Master Program of Information Systems Architecture offering, which seeks to equip IT professionals with the skills to help solve the many issues that industry confronts. In April 2008, we started the Master Program of Innovation for Design and Engineering to give designers and engineers the skills they need to provide technology as value and deliver innovation to industries. Our programs are designed for working professionals and graduate students who seek to obtain the latest knowledge and outstanding competence in information systems architecture and innovation for design and engineering. The Advanced Institute of Industrial Technology took advantage of its expert knowledge. It systematized hands-on technological experience to educate highly expert technicians who possess the motivation and skill to create new value and contribute to the vitalizing industry. The Advanced Institute of Industrial Technology trains architects who are professionals in providing innovation in all fields. The Institute cultivates highly expert technicians through two courses: Information Systems Architecture that trains information architects, ultra-versatile players in the information field, and Innovation for Design and Engineering that trains Monozukuri architects, designers who integrate design and function to create innovation. Let us mention some of the benefits and features of our School. The critical point is that we provide education on both practical and theoretical levels. The technical issues which we face in the real world are not exercises. Each problem requires a solution that comes from various technologies. Issues in the real world are not so simple. They can be resolved only by acquiring the systematic knowledge provided by a traditional graduate School education. On the contrary, real issues are cumbersome and complicated that it is difficult even to understand their nature if one is only equipped with traditional knowledge. To equip students with the ability to solve these real issues, the School offers classes that feature many case studies and project-based learning systems. This enables students to obtain the practical business skills that information architects need to become the so-called "mono-zukuri" architects who are experts in both design and engineering. Also, the quarter system has been introduced to provide accelerated learning. In the quarter system, the academic year consists of four quarter units, and lectures for each course are held twice a week, enabling students to complete the course in approximately two months, instead of the customary half-year under a regular schedule. Although the more intense courses are a burden for the professors, they enable students to remain motivated and concentrate on their studies. As a result, students can intensively acquire professional knowledge and skills. The School has set a class schedule geared to the busy lifestyles of its students. It is possible to study after work in the evening and obtain a master's degree. To enhance the benefits of learning, the latest systems have been introduced to record all classes and enable students to review the material at any time. The School is fully equipped with a library, a study theater, and a laboratory, allowing busy working students to concentrate on their studies in a calm atmosphere. The professors who provide practical tuition have all demonstrated a high level of business aptitude and have impressive track records at vendor and user companies. These characteristics make the Advanced Institute of Industrial Technology an attractive institution for professional study. Here, students range from new university graduates to working students and entrepreneurs seeking to bolster their skills, representing a broad cross-section of students of diverse ages and occupational aspirations, coming together to study and achieve their dreams.

SISSA, the International School for Advanced Studies, was founded in 1978 and is a scientific center of excellence within the national and international academic scene. In Italy, in the city of Trieste, it features 71 professors, about 115 postdocs, 281 Ph.D. students, and 102 technical, administrative staff. Situated on the scenic Karst upland, the School is surrounded by a 25-acre park and offers a stunning view of the Gulf of Trieste. The three main research areas of SISSA are Physics, Neuroscience, and Mathematics. All the scientific work carried out by SISSA researchers is published regularly in leading international journals with a high impact factor, and frequently in the most prestigious scientific journals such as Nature and Science. The School has also drawn up over 150 collaboration agreements with the world's leading schools and research institutes. The quality level of the research is further confirmed by the fact that SISSA holds the top position among Italian scientific institutes in terms of research grants obtained about the number of researchers and professors within the competitive field of European funding schemes. Such leadership should also be seen in SISSA's ability to obtain funding, both from the private and public sectors, such as PRIN. The SISSA campus is located in Opicina (Trieste), in Via Bonomea 265. It can easily be reached via public transportation, which connects the campus to downtown Trieste (at 4 km only), or via highway. For further information, click on the Google map below or the links here beside. SISSA promotes and carries out its research activities in physics, mathematics, and neurosciences, about both basic and applied research. Internationally renowned scientists coordinate the research projects. Some members of the School have received honoris causa degrees in prestigious universities, they were given essential prizes or are members of leading scientific academies. SISSA Scientists obtain substantial international or Italian grants each year: the success of the investigators at Italian and EU calls for proposals and several remarkable successes at the ERC very competitive grants, demonstrating that the quality of the research is very high. This is also certified by the quantity and quality of scientific products, such as publications in leading international journals with many citations and invitations to the most prestigious international conferences/scientific institutions. Since they are the basis of its success, multidisciplinary initiatives will remain the School's central feature for future developments. The School's operational structure is based on a small number of professors/scientists, each of which is a Principal Investigator (PI), which carries out her/his independent research in collaboration with young postdocs and Ph.D. students. SISSA is open to international collaborations and has scientific agreements with more than a hundred institutions. Also, 10% of the permanent staff, 50% of the postdocs, and 33% of the Ph.D. students come from other countries. Our scientific personnel spent long periods in universities or research institutes abroad, with whom they maintain close scientific relations and very often they are part of several international collaborations (e.g., MATPYL, GEANPYL-II, IRSES, UTFit, ETMC, Planck, CECAM, PIRE, COMPSTAR, VESF - Virgo/EGO Scientific Forum, Ebex, Euclid, Magic, Agile, Fermi). Recently, MathLab, a new laboratory for mathematical modeling and scientific computing, started its activity to develop innovative solutions to meet the needs of industrial, business, and health sectors. To promote new methods and scientific applications of numerical simulations and to implement innovative projects in high-performance scientific computing, SISSA collaborates with DEMOCRATS, the National Simulation Center of the Italian National Research Council (CNR). SISSA is also one of the partners of the Italian National Institutes of Nuclear Physics (INFN) to carry out scientific research and organize international conferences and workshops.

KAIST was established in 1971 to model a research-focused university and foster elite human resources in science and technology needed by the nation. Currently, KAIST has successfully become a well-respected member of the worldwide science community. KAIST Founding Purpose is to educate and foster elite scientists for the future, equipped with fundamental theories and capability for practical applications. Carry out both long and short term basic and applied research that enables the nation’s strategic technological advancements. Provide research collaborations with a diverse pool of research institutions and industries In the future, KAIST must become a university in which the world lays its eye upon by discovering the best leaders, offering the best education, and becoming the envy of the academic world, not only within Korea but also worldwide the university’s first invention. The College of Information Science and Technology consists of 8 departments (Department of Electrical Engineering, Department of Computer Science, Department of Information and Communications Engineering, Department of Industrial and Systems Engineering, Department of Knowledge Service Engineering, Department of Industrial Design, Division of Web Science and Technology, Graduate School of Information Security) and looks to lead the global paradigm in IT science, and will foster global IT leaders by teaching information science theories, practical education, and research activities. In particular, the College of Information Science and Technology will continue to pursue convergence research done by the IT industry and offer advanced education and construct research systems to contribute to our nation’s reputation as a leader in the field of IT Convergence. In 2006, the New Technology Start-up Support Center changed its name to the Office of University-Industry Collaboration. It established a Technology Hospital to spearhead complicated technology and pursue collaborative projects with Selected as the Best Start-up Incubation Center by the Association of Asia Business Incubation (AABI) in 2007. Selected as an excellent institution by the Small and Medium Business Administration of Korea in 2012. The uniquely shaped main gate is a granite structure, or a sculpture, standing 10.7m high. The two rectangular towers face each other, each with the center portion hollowed out in the shape of the Chinese character one symbolizes science, the other, technology. The Duck Pond, located as you enter the campus, is where the ducks, which resemble KAIST, reside. You often see ducks walking freely on the grass after taking a swim to either ponder or enjoy snacks given by visitors. Next to the duck pond is the tricolor bell tower, one of KAIST’s landmarks. The three pillars of the carillon, red, blue, and green, surge up into the sky. Carillon means sets of bells in French. The bell tower has 25 different bells with different pitches and a computer program causing it to ring three times a day. In the future, KAIST will strive to become trusted, even more respected by South Korea and the world, and further its development, particularly in research and education. Starting in South Korea, KAIST will cross the five oceans and spread its influence throughout all the continents, expanding its roots and absorbing/converging various academics and cultures to create a fruitful and innovative future.

KAIST was established in 1971 to model a research-focused university and foster elite human resources in science and technology needed by the nation. Currently, KAIST has successfully become a well-respected member of the worldwide science community. In the future, KAIST must become a university in which the world lays its eye upon by discovering the best leaders, offering the best education, and becoming the academic world's envy, not only within Korea but also worldwide the university's first invention. Over the past 42 years, KAIST has developed into one of the world's leading research universities in education, science, and technology. We have outstanding students motivated to pursue excellence, distinguished professors committed to quality teaching and research, and state-of-the-art facilities to support technology innovation. KAIST has also enjoyed extensive support and recognition from the global community. Since its inception, KAIST has always maintained a larger population of graduate students than undergraduates, positioning itself as a research-oriented university. KAIST undergraduates, comprising the majority of the entrants into the university's graduate programs, are on par with the best in the world. About 70% of admitted undergraduate students come from Korean science magnet high schools. Each one of these schools accepts about 100 students per year out of 600,000 middle school graduates. KAIST professors are world-class scholars in their fields, leading knowledge creation and innovation in higher education and research. With the majority of the faculty receiving their Ph. D.s from renowned universities worldwide, including the United States and Europe, their research prowess has been recognized internationally with prestigious prizes and nominations from the academia and public organizations. KAIST holds a large number of patents and licenses registered under its professors. KAIST graduates have demonstrated extraordinary leadership in research, academia, business, and public service. Among the holders of KAIST doctoral degrees, 41% are in their 20's. KAIST graduates also hold 20% of all engineering doctorates and 10% of all engineering professorships in Korea. Many KAIST graduates are now professors of overseas universities such as MIT, Harvard, and New York University. Nearly 25% of the research and development personnel at Samsung Electronics are KAIST Ph.D. holders. KAIST offers excellent undergraduate and graduate programs designed to cultivate the next generation of leaders for Korea and the global community. KAIST has been ranked number one among Korean universities in the nation since 2006, according to the National University Assessment conducted by the Joongang Daily newspaper. The number of research papers published in Science Citation Index (SCI) journals and patents obtained by KAIST professors is the highest among Korean universities. Both the quality and quantity of publications are recognized as being on par with globally leading institutions. Today, KAIST receives international recognition as a global research university, appearing annually since 2008 in the top 100 world universities ranked by Times Higher Education (68th in 2012) and Quacquarelli Symonds (63rd in 2012). The Korean government provides about 25% of KAIST's financing. KAIST is indebted to Korean citizens' generous support and puts its utmost efforts into reciprocating the love it has received from the public. KAIST collaborates with the Daedeok Innopolis, the largest scientific and technological R&D cluster in Korea, and pushes the research and development envelope to foster entrepreneurship and innovation. All members of the KAIST community adhere to the highest ethical standards, honoring truth, trust, and honesty, respecting the diversity and integrity of others, and committing to creating a wealth of knowledge to benefit all. KAIST continues to dedicate itself to the advancement of education, research, and public service as a global leader in science and technology to better humanity.

The School of Advanced Study at the University of London brings together nine internationally renowned research institutes to form the UK's national center to support researchers and the promotion of research in the humanities. The School Provides a research base for an international community of scholars, Inspires, develops, and supports innovative research initiatives and networks, Enhances the dissemination of the research of others, and related activities, beyond what they or their institutions could achieve alone, Provides specialist research training at master's, doctoral, and postdoctoral levels - locally, nationally, and internationally, Adds value to the work of researchers in the humanities and social sciences throughout the UK. Founded in 1994, the School of Advanced Study at the University of London is the only institution in the UK that is nationally funded to promote and facilitate humanities research. It performs a vital role as a driving force for knowledge sharing across the humanities in the UK and beyond. It receives special funding for this purpose from the Higher Education Funding Council for England (HEFCE). The School's mission is to maintain and develop the resources of its nine-member institutes, many of which have long and distinguished histories to benefit national and international research communities. The School achieves its mission by The School's location within the University of London precinct in Bloomsbury, central London, allowing easy access to London's rich cultural amenities. The institutes benefit from visiting researchers and guest speakers working in government, diplomacy, business and development, the cultural and heritage industries, and other universities from around the world. The School of Advanced Study brings together nine national research institutes at the University of London to form the UK's national center to support and promote research in the humanities and social sciences. The University of London is a federation of 18 independent member institutions of outstanding reputation, and the School of Advanced Study and several other acclaimed central academic activities and services. For more information, please visit the Structure of the University. The School of Advanced Study is accountable to the Vice-Chancellor and the Collegiate Council, which are accountable to the Board of Trustees of the University for its conduct and its member institutes. The Constitution of the School is included in the University's Ordinances.

The Islamic College represents a fusion of the classical with the modern. It was founded in 1998 to promote a new approach to Islam and Muslims' study by providing a unique ‘insider’s perspective’ on Islam and fostering a non-sectarian outlook. The College is fast becoming an essential academic centrecenterslamic studies: it offers fully validated degrees at both the undergraduate and postgraduate levels, and as to date, published more than forty major significance in the field of Islamic studies and a quarterly academic journal. It is also a multi-faceted institution offering certificate level courses in practical Islamic subjects, such as Qur’anic Arabic and Islamic Banking, not to mention having just launched a momentous new program to train Muslim scholars for the West. The Islamic College is one of the few Muslim institutions in the West today able to boast such an impressive contribution to the study and future of Islam. The Islamic College is dedicated to helping students fulfill their potential and to promoting academic knowledge based on authentic original Islamic sources. We aim to disseminate Islamic knowledge in an environment that accords with Islamic values and thus tries to emulate Islamic norms and values in which that knowledge matured, was nurtured, and developed. The College provides the best opportunity for students who want a deeper understanding of Islam, its philosophy, and its law, in its right context and perspective. In our programs and research, we aim to provide more than just an academic understanding of Islam, as it is taught in most universities. We want to present an ‘insider’s view’ of Islam and allow students to understand it as a living, breathing way of life and a system of belief. This means they will not only study academic theories about Islam but also become acquainted with scholarly debates within Islam and what these mean for Islam’s future. In this way, we bring together education and spirituality, the classical and the modern, the academic, and the practical.

Advanced Kids Academy was founded in the year 2011. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1030660, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It is located in the Rajgarh district of Madhya Pradesh and is currently being managed by the Advanced Kids Education Avam Welfare Samiti, Madhya Pradesh. It is presently under the principal -administration of JIJEESH JOSEPH, with a total of 15 staff members. There are a total of 34 rooms, 4 Labs, and 1 Library present in the school. The nearest railway station is PACHORE and it is 55 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station PACHORE Distance in KM 55 Nearest Police Station PACHOREZIRAPUR Distance in KM 03 Nearest Nationalised Bank BANK OF INDIA Distance in KM 03 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 0 0 I-V 05 185 VI-VIII 03 105 IX-X 0 0 XI-XII 0 0 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 34 4 1 8 8 18 11262 9923 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 01 25 20 Computer Science Lab 01 35 25 Home Science Lab 0 0 0 Library 01 35 25 Other Rooms 04 30 20 Class Room 14 25 20 Physics Lab 0 0 0 Composite Science Lab 01 25 20 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 0 0 0 NTTs 0 0 0 PRTs 8 8 0 TGTs 5 5 0 Librarian 1 1 0 PTI 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 13597.437504 (in Acres.) 3.36 Built up Area in (in sq. Mtrs.) 1400 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 8000 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 06 No. of Urinals/Lavatories Separately for Girls 06 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 1750 Periodicals 05 Dailies 02 Reference Books 467 Magazine 06 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes