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The IPU is a state-recognized private university with its campus and administration in Berlin. The International Psychoanalytic University Berlin gGmbH limited liability company is the body responsible for the university. The sole shareholder of the company is currently the Foundation to Promote University Psychoanalysis. The latter is a non-profit foundation with legal capacity established under German public law. The IPU is financed solely from the non-profit foundation's resources and the study fees from students attending the courses, in addition to third-party funding for its research activities. It does not receive any grants or contributions whatsoever from the public authorities. With the commencement of lectures in 2009, a gap was closed that had arisen in academic psychology's wrong natural sciences direction. The study courses at the IPU convey psychoanalysis as the science that maps the human as a biological, social, and culturally imprinted being and seeks to understand the individual against the background of their history and their unconscious influence. All of the IPU study courses are research-related and provide close contact with clinical and pedagogical practice from the first semester. The IPU facilitates studies, advanced studies, further education, and research with a psychoanalytical basis and pursues a transdisciplinary understanding of science in its fields of teaching and research. The dialogue with other sciences contribute to further developing psychoanalysis as applied social science and cultural theory. It conveys psychoanalysis as the science that maps the human as a biological, social, and culturally shaped being and seeks to understand the individual against the background of their personal history and under the unconscious's influence. The scientists lecturing and researching at the IPU have gained many years of experience in practice, teaching, and research. They enjoy excellent learning and working conditions with the required resources at their disposal. Analysis, discussion, and shared development – on an interdisciplinary level and beyond the limitations of any status groups – represent a defining criterion of the IPU's scientific and organizational work. The IPU builds up networks and establishes cooperative arrangements with national and international partners in science, training, and practice, which promote mutual enrichment in terms of content and positive perception among the general public. The IPU fosters a (self) reflective attitude in teaching, research, and application level, a close link between application and research, and interdisciplinary and international dialogue. It contributes to the healthcare of the overall population. The research conducted at the IPU focuses on the effects of unconscious processes in individuals, groups, organizations, and societies. Doing so recognizes the reciprocal linkages between clinical, social, and cultural science issues while being characterized by a multi-perspective, trans-disciplinary approach. This is accompanied by continuous reflection on methodological and theory of science aspects and efforts to develop further and differentiate the inventory of methods. The IPU researchers intensively examine and assess methods and different scientific perspectives and approaches (qualitative and quantitative, hermeneutic, and empirical) using reflection in an international exchange process. With opportunities for unique scientific creativity resulting from these discourses. The IPU research profile chart provides an overview of the current research fields and subjects. Thus the current focus of the research at the IPU, in which the various research projects from the scientists at the IPU are arranged and organized, is related to the following areas: Psychotherapy research (process/outcome research), supervision and training research, trauma and violence, critical discourse analysis and concept analysis, virtuality and new media. The exchange processes between the scientists are fostered utilizing overlapping content areas and the utilization of similar methodical approaches. In July 2012, the IPU Berlin opened its International Office with responsibility for its international university relations and affairs. It is tasked with planning, compiling, and co-ordinating all non-German activities at the IPU Berlin in consultation with the professors on the International Commission and the university management. It is the central contact point for IPU Berlin students planning a stay abroad and students and visiting scientists from abroad intending to stay at the IPU Berlin for studies or scientific research. The International Psychoanalytic University (IPU) is a state-recognized private university with its own University Outpatient Service. Treatment is provided solely by licensed medical and psychological psychotherapists who have completed their professional training and education. The IPU's University Outpatient Service was established by Professor Dr. Heinrich Deserno in 2011 when it commenced its clinical work. Since Professor Deserno's retirement in 2015, Professor Dr. Lutz Wittmann headed the University Outpatient Service. Our work focuses on the human with the specific reasons that bring them to us and their unique life story. In this regard, our clinical work is embedded within the context of our university research and teaching. This means that we are continuously applying ourselves to achieving improvements in the treatments of psychic disorders and the academic training and education of the next generation of psychotherapists. Detailed information on our range of treatments can be found on this website or is provided during the first consultation appointment. The University Outpatient Service is permitted by Sec. 117 German Code of Social Law (SGB) to charge the patient's statutory health insurance company for the consultation and treatment services it provides. Patients insured privately can also submit their invoices to their health insurance companies.

We teach communication as an ongoing challenge of combining today and tomorrow. Visionary projects enable future-focused thinking, action, and design. We observe the changes in perceptions and the acceleration of communication processes against a background of socio-economic and technological opportunities. We'reWe is designing the media use of tomorrow, today. More input, more practice, more opportunities, more hours, more breadth and subjects, more skills. We teach using professional technology and software at current agency standards. We teach lighting techniques, photography, film and AV media, video, and cutting techniques in recording studios. In our model-making studio, we develop form studies digitally and as real proportion studies for packaging and space design. We combine strategic knowledge of marketing communication with design-based communication design opportunities using all communicative channels and disciplines. We hone students' perceptions of social, economic, and cultural contexts and go far beyond the traditional syllabus. We discover, respect, and encourage the potential of each student. We impart specialist, social, and creative skills through ongoing feedback processes and individual support. One of our main aims is to support critical self-reflection. The course is aimed at the current demands of professional practice in assignment-related communication. The basis for this is a scientifically-orientated qualification. We look at the continually growing demands on graduates in the professional world. We promote creativity and the drive to experiment to keep up with the rapid shift in communication conditions. Our teachers are highly trained professors and lecturers from agencies, publishing houses, science, research, and creative industries, working in close collaboration. Practice and projects are combined in teaching. This concept of study reflects our understanding of teaching. The academic board at the design Akademie berlin announced, during its session on 24 July 2013, the following rules for "ensuring food scientific practice" following the recommendations of the German Research Foundation (DFG). In Berlin alone, around 2,500 companies are up for succession every year. The joint research project "Innovative learning and communication concepts for company succession" (LUKU) from the Institute for Entrepreneurship, Mid-tier and Family companies (EMF), the Berlin University of Economics and Law (HWR), and the Marketing Communication department at the design Akademie berlin intends to increase awareness of the topic of company succession among the public and with companies affected. This project, led by Prof. Dr. Birgit Felden, is funded by the European Social Fund (ESF) and the Berlin Senate Administration for Economy, Technology, and Research (SenWTF). Within the framework of this project, researchers from the EMF Institute at the Berlin University for Economy and Law (HWR) and students from the design Akademie berlin and SRH University for Communication and Design will provide collaboration to design and develop innovative and challenging media on the topic of company succession and will publish this via several channels. The term "media" is a broad concept here (wikis, web presences, films, short spots, print motifs, campaign strategies, claims, and many more) and should enrich the topic of company succession, which has often been communicated less innovatively, using creative design employing all currently available techniques. Many Berlin partners have been involved in this project. These include the Berlin Initiative for Company Succession (comprising the Berlin chambers HWK and IHK, the Berliner Bank, Berliner Sparkasse, and Berliner Volksbank) and several regional KMUs from different industries. The Master'sMaster course opens up new prospects for graduates and professionals from all marketing communication and communication management industries. Graduates work as product or brand managers, marketing leaders, consultants, conceptions, or planners. The Master'sMaster's program prepares designers for developing strategic approaches for finding solutions to complex problems. You will take on leading roles in strategy, design, and brands of the creative and innovation industries on the job market. The Master Program Strategic Design is located at the interface between innovation management, brand strategy, and creative processes management. In the course of study, strategic thinking skills are trained around branding, innovation, and design processes. Designers are thus enabled to use design not as a mere decoration or for surfaces but as a strategic resource for processes and companies. Students are trained in methods and theories of corporate and brand management, design thinking, social design, transformation design, system thinking, critical thinking, and strategic participation. They learn user-centered research, focused synthesis, and systematic development of ideas. They dealt with creativity techniques, business models, sustainability, as well as intercultural communication. Soft skills such as presentation strength and your leadership style are specifically promoted through specially designed teaching units. The imparting of scientific work methods creates the prerequisite for the preparation of a Master'sMaster's Thesis in the fourth semester of study. The lecturers of the design Akademie berlin provide scientific-theoretical input, supplemented by practical project work and workshops. By sharing and collaborating with students from other disciplines and cultures, you will acquire the ability to move into interdisciplinary design and design teams. Innovation is the common thread that runs through ways of thinking, working methods, and topics. In the study, it is about understanding technological and social innovations and being able to think about them holistically and strategically shape them for the future. One strength of the program is its practical relevance. In the Master program Strategic Design, all teachers are experts in their subject area and teach in companies or agencies. They effectively apply what they have learned in project-oriented studies, often even directly developing new business fields of existing companies and institutions. Visits to Berlin-based companies and institutions that implement branding, strategic design, and social innovations in their business processes are also integral parts of the curriculum. With this practical relevance, you can already get valuable impressions during your studies, make contacts, and get an excellent connection to the professional world of strategic design.

Charité is one of the largest university hospitals in Europe. Physicians and researchers deliver all of our clinical care, research, and teaching of the highest international standard. Charité proudly lays claim to more than half of all German Nobel Prize winners in Physiology or Medicine, including Emil von Behring, Robert Koch, and Paul Ehrlich. Charité is internationally renowned for its excellence in teaching and training. Charité – Universitätsmedizin Berlin represents a single medical faculty, which serves both Humboldt Universtität zu Berlin and Freie Universität Berlin. Charité extends over four campuses and has close to 100 different Departments and Institutes, which make up 17 different Charité Centers. Having marked its 300th anniversary in 2010, Charité is now one of the largest employers in Berlin, employing 13,200 staff (or 17,100 if including its subsidiaries), and with a total annual turnover of €1.6 billion. In addition to its role in research and teaching, the Hospital's fundamental mission also includes patient care and treatment. With 660,000 outpatient cases and approximately 140,000 inpatient cases a year, Charité treats more patients than any other university hospital in Germany and, as a result, can draw on a wealth of experience and expertise. This section provides an overview of the treatments and services offered. We hope this will allow you to find answers to some of your main questions and concerns. Should you have any questions at all, please do not hesitate to contact us. Our staff will be pleased to help. Almost 7,000 students are currently enrolled in degree courses at Charité – Universitätsmedizin Berlin. They are being prepared to contribute to the future of medicine through research and clinical practice and offer the general public the highest-quality health care possible. At Charité, students can get involved in student councils and committees, enabling them to have their say in the continuous development of teaching and learning. Some of the most significant contributions include introducing the Revised Medical Curriculum in 1999 and the New Revised Medical Curriculum in 2010. Innovative capacity and responsible governance, for the benefit of patients and society - these are the central tenets behind all of Charité's research endeavors. At Charité, approximately 3,700 researchers are actively engaged in developing pioneering innovations in the field of medicine. Committed to the highest quality and sustainability standards, they work across 1,000 projects, working groups, and collaborative projects. There is a particular focus on the interface between primary and patient-oriented research, which fosters interdisciplinary collaborations with national and international partners. Harnessing this approach's potential is of particular importance to Charité, given that the most significant scientific developments are likely to arise from interdisciplinary cooperation. Given the increasing complexity of today's research questions, research successes and new developments are likely to arise primarily due to interdisciplinary and international collaborations. Charité pursues a wide range of cooperative projects, particularly those promoting the mutual exchange of findings from basic biomedical research, clinical research, and clinical application. While committed to national and international research and growing its reputation on both the national and international stage, Charité remains true to its roots. Charité is very much the heart of Berlin-based health care research as well as its driving force. Developed in cooperation with the Max Delbrück Center for Molecular Medicine (MDC), the Berlin Institute of Health (BIH) continues to expand, offering a unique systems medicine approach in Germany. Traditionally, Charité has been involved in the training of doctors and dentists. However, the university now also offers a Bachelor's Degree in Health Care Sciences and eleven Master's Degrees that prepare students for managerial roles within the health care sector. Medical students who started their first year of medicine at Charité in the fall of 2010/11 were enrolled in the New Revised Medical Curriculum program. Before the winter semester 2010/11, medical students had the option of enrolling in either the Traditional Medical Curriculum or the Revised Medical Curriculum. Since the New Revised Medical Curriculum introduction, the Traditional Medical Curriculum has no longer be available to new students at Charité. However, the Traditional degree program is still available at many of the other medical schools in Germany. Throughout Germany, the program is strictly regulated by the Licensing Regulations for Physicians, ensuring consistency in the content and teaching of pre-clinical and clinical medicine and the examinations (Staatsexamen) taken at the end of each of these sections of the course. In the winter semester 1999/2000, Charité began to offer students the option of enrolling on either the Revised Medical Curriculum (Reformstudiengang, or RSM) or the Traditional Medical Curriculum. The addition of this new curriculum was supported by the Federal Ministry of Education and Research and other funding institutions. The aim of running both programs concurrently was to determine how internationally successful, multidisciplinary, problem-oriented medical courses might be integrated into the German educational system. The results led to many elements of the First Revised Medical Curriculum program being adopted as part of the current Revised Medical Curriculum, which has been in place since the winter semester of 2010/2011. The Revised Medical Curriculum program was withdrawn, with its successes celebrated as part of an expert symposium entitled "From Teaching to Learning" (Vom Lehren zum Lernen), held on 11th July 2015.

The foundation for its combination of theory and practice in the curriculum was laid more than 50 years ago and is just as relevant today. Students will eventually decide on a specialization, but they will start with a one-year interdisciplinary program covering the basic principles of art and design. To engage with themes and develop ideas, students are offered a broad range of courses in theory and opportunities to do practical and project-oriented work. This unparalleled interdisciplinary approach is supported by the Academy's thirteen workshops and studios. The exchange of ideas between the different disciplines is encouraged and supported when students finish their degrees. It enables them to develop the ability to think across boundaries, takes responsibility for contemporary problems, and cooperate with diverse social groups. These overarching goals and the exposure to concrete problems provide students with unique challenges and promote imagination, creativity, and social responsibility. Because of its international partners and collaborators' network, the weißensee academy of art berlin can offer a multitude of opportunities for students to be mobile and participate in intercultural exchanges. The global approach is evident in the high number of international students on the Campus. Studying at the weißensee academy of art berlin offers a unique opportunity and ideal conditions for all those who believe that art and society are mutually dependent. The weißensee academy of art berlin was founded in 1946, during a turbulent and challenging phase of Germany's rebuilding, by artists with affiliations to the Bauhaus. Two of the first rectors were the Dutch designer and architect Mart Stam (1899–1986) and the ceramicist Jan Bontjes van Beek (1899–1962). The Academy, then known as the "Art School of the North," was provisionally housed in the former Trumpf chocolate factory. Professor Selman Selmanagic, the Bauhaus architect and director of the School's architecture department, enlarged it in the 1950s when it became the East Berlin Academy of Art. The entire architectural ensemble is now under landmark protection. After German reunification, parts of the Campus were modernized, and several new buildings were added. Two buildings for the departments of painting and sculpture opened their doors in 2011. The auditorium Selmanagic built-in 1956 was restored thanks to funding from the Wüstenrot Foundation monuments program reopened in 2012. Currently, 850 students benefit from the excellent educational facilities in Berlin Weissensee.

BSP Business School Berlin is a private, state-recognized school of management based at the historic Siemens Villa in Berlin‐Steglitz and a campus at Hafencity in Hamburg. The university was founded in 2009 by the Managing Director Ilona Renken‐Olthoff and, as a family‐run business, it is committed to high personal standards of quality and service. We offer you a market‐oriented, transdisciplinary study program that will enable you to grow into your future career. Dynamic forms of learning and practical applicability are a natural part of the learning experience, along with an international focus and close ties with industry. We will prepare you for the diversity of the markets in the age of digitalization, globalization, and demographic challenges. On the one hand, your studies will give you a broad education in management, covering the core theories and business administration methods. On the other hand, concrete applications will form a crucial element of your course, including internships, business games, start‐up workshops, and projects. Inspiration from guest lecturers and access to corporate networks will be part of your everyday study experience. In all our degree programs, you will also gain the social, communication, and psychological skills that will enable you to succeed in the business world. Today, managers define career success more than ever according to shared achievements, personal quality of life, and responsibility for the broader social environment. This overall understanding of management is reflected academically at BSP in your degree program and the university's day‐to‐day atmosphere. We remain close at your side throughout your course. Your professors and lecturers are there for you. Our university management is available to answer any concerns you might have, from morning to night. Our Career Center and International Office are on hand to advise and help you set your career direction. From day one of your course, we see ourselves as guides for your future in management. This is also why so many of our graduates remain in contact with us after completing their studies. Our range of bachelor's and master's degrees is based on two strong academic pillars: Management/Business Administration and Business Psychology. The focus on Management/Business Administration is characterized by integrating business efficiency with communication and behavioral psychology skills. In Business Psychology, we link these competencies with well‐founded research in cultural and depth psychology – an approach that is without parallel in Germany. You will frequently share modules and projects with students, professors, and lecturers of the other academic field throughout your studies. So when you study with us, you will find excellent synergy potential and genuine learning across disciplines. The BSP Business School Berlin is a university for management, combining rigorous academic teaching and theoretical knowledge with practical experiences and hands-on learning. The BSP develops in its management curriculum students' expertise in economics and business psychology and their communication and social skills in equal measure. The Departments of Economics/Management and Business Psychology work closely together in academic teaching and research to create a symbiosis between both fields.

Berlin University of the Arts is one of the largest and most diversified universities of the world's arts. The teaching offered mostly in traditional formats in the four colleges of Fine Arts, Architecture, Media and Design, Music and Performing Arts as well as at the Central Institute for Continued Education/ Berlin Career College encompasses the full spectrum of the arts and related academic studies in more than 70 courses. With the right to confer doctorates and post-doctoral qualifications, Berlin University of the Arts is also one of the few art colleges in Germany with full university status. Teachers in art and music are also educated at Berlin University of the Arts, the only university in Berlin and Brandenburg where they can be studied. As a result of its varied history, the Berlin University of the Arts (UdK Berlin) is both a young institution and an old one. The university's current structure has developed over the decades since its founding in 1975 as "Hochschule der Künste" (HdK). In November 2001, the institution was renamed "Universität der Künste Berlin," or Berlin University of the Arts. Considering its predecessor institutions, however, UdK Berlin has a history of more than 300 years, going back to the founding of the Brandenburg-Prussian Academy of Arts in 1696. The "Hochschule der Künste" was created by the merger of two art academies, the "Hochschule für Bildende Künste" and the "Hochschule für Musik und Darstellende Kunst" in what was then West Berlin. Both academies had been close neighbors since 1902 when they began using the building complex at the corner of Hardenbergstraße and Fasanenstraße in Charlottenburg, which is still in use today. On September 30, 1975—the last day when such actions were permitted by a law passed by the Berlin House of Representatives—the "Hochschule der Künste" (HdK) was founded as a "künstlerische und Wissenschaftliche Hochschule," or academic university of the arts. The new institution merged two art academies, the "Hochschule für Bildende Künste" and the "Hochschule für Musik und Darstellende Kunst." Art historian Detlef M. Noack had been chosen as President-elect in the summer semester of 1975. The early days of the institution proved to be quite turbulent—in a time marked by controversy in higher education, it wasn't easy for all the parties to find common ground. After only one and a half years, Noack resigned from his post. In late 1977, the University Council elected a new president, Ulrich Roloff (later Roloff-Momin), a politician and cultural policymaker. Roloff-Momin succeeded in consolidating the newly formed, progressive institution. He was reelected president several times and resigned from his post only after becoming Berlin's Senator for Cultural Affairs in 1991. In the era of Roloff-Momin, favorable financial conditions allowed for a significant expansion of the HdK. The education of art and music teachers, hitherto under the auspices of the teacher-training college "Pädagogische Hochschule," was integrated into the HdK. One by one, new study courses and focal points were developed in areas such as experimental film, New Music, creative writing for the stage, music therapy, and continuing education for artists (today, this takes place at the Institute for Art in Context). Key research fields emerged, among them urban renewal. Also, HdK established a broad network of international contacts and relationships. On November 9, 1989, the Berlin Wall fell. The city's division was at an end, and higher education institutions faced drastically changed circumstances. The HdK, which since its founding had been a West Berlin university, became overnight an institution at the heart of a reunited Berlin. This unexpected new circumstance gave rise to new opportunities. However, the necessity of unifying the two formerly separated parts of the city, coupled with the poor budgetary situation in which Berlin found itself, forced profound structural changes and stringent budget restrictions. The HdK was forced to close down its printing department and accept the elimination, because of spending cuts, of its department of education and social sciences. However, all the artistic core subjects that form the start had been envisioned as part of a future "Universitas" of the arts were able to be saved. The HdK has reorganized: Eleven departments gave way to four faculties. In 1991, Olaf Schwencke, like Roloff-Momin, a politician and cultural policymaker, was elected president. In 1995, the art historian Lothar Romain followed in his footsteps. Both these presidents initiated significant and forward-looking changes. In 1996, the Academic Senate decided on a radical reform that led to today's four university faculties: Fine Arts, Design, Music, and Performing Arts. In 2001, under Romain, the institution was renamed "Berlin University of the Arts": HdK became UdK. This name change concluded a development that had begun with the founding of the HdK. Specific university powers, such as the right to award doctorates, had already been granted HdK years earlier. On July 14, 2005, Lothar Romain passed away. The former First Vice President and professor for concert guitar, Martin Rennert, was elected his successor. Martin Rennert began his third presidential term in 2014.

Freie Universität Berlin was founded in 1948 by professors and students, in response to the persecution faced by students who took a critical eye of the system at Universität Unter den Linden, at that time located in the Soviet sector of the divided city. The idea of founding a free university found widespread support in the international community, including financial support. This outpouring of aid helped pave the way for Freie Universität to become a university with an outstanding international reputation. The principles of freedom and internationality have guided the university's development ever since. Since the university's founding in December of 1948, the academic ethos of Freie Universität Berlin has always been defined by three values: truth, justice, and freedom. The years 1968, 1990, and 2007 mark turning points in the history of Freie Universität. The university was one of Germany's important sites for the student protests of the 1960s, which sparked a trend toward greater openness, equality, and democracy. Then, after German reunification in 1990, Freie Universität Berlin shifted its emphasis, increasing its research activities. The number of graduates, successful doctoral candidates, and publications also grew by a significant measure. The basis for the university's successful new approach was a series of fundamental reforms, including the introduction of modern management structures in the university's administration, reorganization of the departments, and use of funding to support specific aims. In 2007, Freie Universität Berlin was selected in the Excellence Initiative jointly sponsored by the German federal government and the federal states' governments. It was one of nine universities in Germany to receive distinction in all three funding lines, a step that has enabled the university to solidify and further expand its position as an "international network university." In 2012 during the second funding round of the Excellence Initiative, it was selected again and is now one of eleven universities of excellence in Germany. Freie Universität Berlin is a leading research institution. One of the German universities successful in all three funding lines in the federal and state Excellence Initiative, thereby receiving additional funding for its institutional future development strategy. Freie Universität can thus take its place as an international network university in the global competition among universities. Development and assessment of research projects occur within various focus areas, research networks, and platforms for interdisciplinary collaborative research. The Excellence Initiative's performance provided funding for several new graduate schools and transdisciplinary research clusters. In particular, the graduate schools play a vital role in developing internationally competitive research centers of excellence. Freie Universität Berlin is a broad-based university with 15 departments and central institutes offering over 150-degree programs across a wide range of subjects. Freie Universität Berlin was founded on December 4, 1948, by students, scholars, and scientists to support the American allied forces and politicians in Berlin. The move was sparked by the persecution faced by students who took a critical eye on the system at the former Universität Unter den Linden, located in the Soviet sector of the divided city. Students and academics wanted to be free to pursue their learning, teaching, and research activities at Freie Universität without being subject to political influence. Generous donations from the United States enabled Freie Universität to build some of its central facilities, including the Benjamin Franklin University Hospital and the Henry Ford Building. In a nod to the university's founding history, the seal of Freie Universität still features the words truth, justice, and freedom. In 2007, the university dedicated a memorial to the founding students killed by the Soviet secret service. The university also presents its Freedom Award to individuals who have made outstanding contributions to freedom. To remain relevant and to compete academically and intellectually from its isolated position in West Berlin, Freie Universität made connections with academic institutions and leading literary figures in Germany, elsewhere in Europe, and worldwide. What started of necessity soon became a success strategy: Freie Universität currently maintains roughly 105 partnerships at the university-wide level and about 330 university partnerships within the Erasmus academic exchange network. 45 institute partnerships. Freie Universität is located in the southwest of Berlin, in Dahlem's garden district, which had already become a top-ranked location for research and study in the early 20th century. Academic activity in Dahlem was supported by Friedrich Althoff, Ministerial Director at the Prussian Ministry of Culture, who proposed the founding of "a German Oxford" at that time. The first new buildings housed government academic and scientific agencies and new institutes of the former University of Berlin. Also, the Kaiser Wilhelm Society – the precursor of the Max Planck Society – maintained various institutes in Dahlem from the time it was founded in 1911. A dynamic group of scientists, including Albert Einstein, Werner Heisenberg, and Max Planck, performed pioneering research at the new site, earning multiple Nobel Prizes. In 1938, in what is now the Hahn-Meitner Building, nuclear fission occurred. Otto Hahn and Lise Meitner had spent more than two decades working together there toward that aim. Since it was first founded, Freie Universität Berlin has used former buildings of the Kaiser Wilhelm Society and brought several architecturally innovative buildings of its own to the area. Freie Universität is made up of groups of buildings all located within walking distance of one another. The campus planners designed it along the American college campus lines, a novelty in postwar Germany. The permanent exhibition "Future from the Very Beginning" (Zukunft von Anfang an) in the Henry Ford Building of Freie Universität highlights the university's rich and varied history, from its founding in 1948 right up to the present day. Photographs, early films, radio reports, and contemporary printed materials show the university's position at the center of contemporary events right from the start. The Henry Ford Building exhibition is open to the public at no charge during regular building opening hours (Garystraße 35, 14195 Berlin, 7:30 a.m.–8 p.m. Monday through Friday).

Alice Salomon Hochschule’s profile is unique and has grown from its intriguing history as well as its long tradition. Diversity and gender mainstreaming, the promotion of health and a pro-family environment as well cultural activities and international exchange all receive high priority here. ASH is also part of very broad networks in the fields of academia, research, and professional practice. ASH’s mission statement was developed by the commission for planning and development, in which all status groups were represented. It is the starting point for a comprehensive, forward-looking quality management at Alice Salomon Hochschule Berlin. Even after one hundred years the Alice Salomon University of Applied Sciences follows the tradition of the institutions created by its founder - the “Social School for Women” and the “German Academy for Social and Educational Women's work”. Reflecting the intentions of Alice Salomon, the founder of professional social work in Germany, it follows central principles such as multidisciplinarity, a close link of theory and practice and international orientation. The University continues to contribute to the further professionalisation of former women’s occupations in the social sector, in education, upbringing and health, and with its research focus it contributes to the advancement of the disciplines and links the different elements with one another in a productive way. Today, with an emancipatory aim, the University continues to be committed to the social mission of social justice and the critical examination of social developments. All members of the University interact with one another in a respectful, open, fair and reliable way. Collaboration is characterised by competence, motivation and mutual support. Responsibilities, which are clearly regulated and understood thanks to organisational and decision-making structures, are respected. Persons with management functions perform these in a responsible, motivated, professional and cooperative manner. They enable and support democratic participation and encourage the professional development of staff. The university culture at the University of Applied Sciences Berlin is characterised by participation irrespective of status, which respects, uses, supports and promotes the competence of each person and respects equality and diversity. The quality management of the University of Applied Sciences Berlin focuses on students and their academic success. The courses of study convey professional and social competence that qualify students for a successful career, promote political involvement and encourage personal growth. The professional qualifications of the lecturers and their didactic and communication skills are a key criterion for the quality of teaching. The classes and the curricula are regularly evaluated to assure the quality of the courses. Good teaching also necessitates high-quality study and teaching conditions, which are ensured by continuously improving the infrastructure and the service offerings. Research is an integral part of the development of the University. The University of Applied Sciences Berlin promotes research activities of lecturers and research associates and supports the raising of third-party funds for research projects and international research cooperations. Students are involved in research projects and qualified to conduct independent research (up to doctoral level). The University of Applied Sciences Berlin is in continuous and productive dialogue with professional practice and thus ensures the application focus and practical relevance of its research activities. At the same time it contributes to the innovative development of professional practice. The University of Applied Sciences Berlin promotes interdisciplinary and transdisciplinary student and lecturer competence in courses of study, research and the development of practical application and therefore appreciates the importance of multidisciplinary cooperation in the practical and research fields of social work, health and education and the need for interdisciplinary approaches to master cross-sectional tasks in society. The potential of the University for interdisciplinary learning, teaching and research is developed through teaching modules and projects across faculties and interdisciplinary research approaches and cooperation within the University and with external cooperation partners in research and practice. All programmes of study offered by the University of Applied Sciences Berlin are of equal value and their diversity is respected. In its teaching, research and development of practice the University of Applied Sciences Berlin keeps abreast with international, social and scientific developments. At international level it cooperates with universities, practical institutions and associations and promotes exchange between students, lecturers and other staff members as well as international research projects. In study programmes with an international focus students are qualified for new, cross-border tasks and fields of practice. The acquisition and enhancement of foreign-language skills and intercultural competences are supported by a wide range of offers for all members. The University of Applied Sciences Berlin encourages lifelong learning with the aim of increasing portability of the education system. This is why it also supports university access via alternative educational paths. It offers procedures for taking skills acquired outside the university system into account, recognising the fact that equivalent skills can be acquired at various places of learning and education. In dual Bachelor degree courses at the University of Applied Sciences Berlin professional training and academic education are linked, enabling continuous transitions. Master degree courses offer an opportunity for further qualification following an occupational practice phase or directly following on from a first degree. The University regards the continuing education of its graduates as one of its main tasks. The University of Applied Sciences Berlin is committed to fairness and acceptance, and values personal diversity. With this in mind it encourages staff and collaborators to develop their personal talents. We are committed to equal opportunities. Gender mainstreaming and antidiscrimination work are important elements of everyday life at the University. A diversity concept that promotes the participation of all University members with equal rights and equal weighting is a matter of course. To do justice to social diversity, the University of Applied Sciences Berlin pursues and develops approaches sensitive to difference in research, teaching and professional practice and strengthens the representation and participation of ethnic minorities among students, lecturers and staff of the University. The University of Applied Sciences Berlin supports all members of the University in achieving a balance between work and other areas of life. It helps them to assume social responsibility for their families and the people with whom they have close social ties. The University develops appropriate measures, instruments and strategies to ensure that this is realised. As a health-promoting university, with the “settings” approach the University of Applied Sciences Berlin pursues the objective of a healthy structure for organisation, study and work whilst promoting healthy behaviour. The health promotion process is orientated to resources and potential, lifeworlds, everyday lives and the environment, supports social justice and promotes the participation of all members of the University.

The various study programs at the KHSB are designed to qualify students for their future careers in Human Services. This entails a combination of teaching, applied research methods, and reflected practice. This balanced combination of theoretical, methodical, and practical content aims to bring together academic knowledge and practical skills while strengthening students' abilities. The programs produce highly qualified specialists motivated to work in social professions with a sense of individual responsibility. The primary goal of education at the KHSB is to train students to become professionals in the Human Services who are capable of both analyzing their practical work according to scientific and professional standards and reflecting upon their actions, thus enabling them to meet best the needs of the people they will serve in professional contexts. The modular structure of the programs offered at the KHSB considers the future needs of professional practice by creating detailed profiles in the different fields of practice and integrating all programs. The self-contained modules enable the students to gain focused qualifications in their respective career fields. Social work can be regarded as a critical player within civil society, ensuring that political decisions are made to benefit the lives of those most in need. Students' reflection skills within the programs of study motivate them to engage personally in society and take part in debates on questions of morals and ethics. Ethical reflection skills include, for example, the ability to recognize and implement ethical principles within professional contexts, such as solidarity or advocacy for those members of society who are marginalized. Students learn how to develop sound and just. . The courses and seminars on anthropology and the ethics of social work and inclusive education form a fixed part of the curriculum. Ethics is seen as a significant discipline relevant to all the different study programs, considering the respective contexts. The ethics courses promote professional action based on principles of human dignity and human rights and the ability to recognize and critique different types of ethics and philosophies. In keeping with its profile, one of the critical concerns of the KHSB is to initiate and encourage constructive dialogue between different world-views and make use of this dialogue in the day-to-day demands of social work. Therefore, the internationalization of the contents and structures of the different programs is not just crucial for the current Bologna process. A trans-national and open attitude to the world as a whole and openness towards cultural groups of different religions form a fixed part of the egalitarian tenet of Catholicism and thus also one of the aims of the KHSB, which also applies beyond European borders. At the KHSB, seminars and lectures about intercultural and international subjects form a fixed curriculum. This includes the opportunity to specialize in "Intercultural Social Work," different language modules aimed at specific professional disciplines, and many internships carried out abroad. In addition to internationality, both the curriculum and day-to-day life at the university are based on diversity in a constructively critical way: diversity of lifestyles, diversity of religious lifestyles and world views, diversity of different cultural standpoints within society. An awareness of the fact that different perceptions of heterogeneity and foreignness can be put down to historical and social developments and thus represent contingent constructions and social constructs form the center of this practical approach to diversity.

SRH Hochschule Berlin was founded in 2002 and was the first provider of Bachelor programs in the Berlin area. Today, the university of applied sciences offers 21 Bachelor, Master, and MBA programs to its 1000 students - in German and English and with different business focuses. SRH Hochschule Berlin is famous for its international orientation. 40% of our teaching staff and students come from abroad and provide different cultural perspectives worldwide. We have close relations with various partner universities and renowned companies in Germany and abroad. SRH Hochschule Berlin is part of SRH, a civil law foundation based in Heidelberg. SRH, with its three universities in Berlin and 2000 students in total, is one of the leading higher education providers in Berlin. Our international orientation is our main focus. It is reflected by our teaching staff and students who come from more than 60 nations. We all get to know different perspectives and have the opportunity to train our intercultural skills. Compulsory language classes in English or Spanish and the study programs' international content broaden our students' horizons. Teaching at SRH is characterized by innovative course contents, small groups, and mutual exchange. Our professors are experts in their field and are committed to helping their students succeed. Personality is as essential for professional success as expertise and leadership skills. We teach our students how to solve problems with an interdisciplinary and goal-oriented mindset. The development of organization and communication skills is of the utmost importance to us. During the seminars, our students can practice new techniques before they apply them in projects and internships. We want our students to focus on their studies. That's why we aim to reduce bureaucratic hurdles and provide different support services and service facilities to our students. We help every student choose an internship, spend a semester abroad, or find different financing options. Thirty universities, many sports events, and a diverse social and cultural life: Berlin is an attractive location for more than 140,000 students worldwide. With approximately 1000 students from over 70 nations, SRH Hochschule Berlin is where people of different nationalities and backgrounds meet and exchange ideas and experiences. Our campus is located in the Charlottenburg-Wilmersdorf district in West Berlin, directly at Ernst-Reuter-Platz. Nearby are the Berlin Victory Column, the famous shopping street Ku'damm and the largest zoological park in Europe. Several cafés, restaurants, clubs, museums, theatres, and art galleries can be found in this part of the city, offering students a wide range of options to organize their leisure time. In the dynamic Marketing, Hotel, and Tourism sectors, managers with expertise and practical experience are in high demand. Our Bachelor's programs in Dresden offer a balanced combination of theory and practice, preparing students for the challenges of a career in national or international companies. The courses offered by the SRH universities in Berlin are diverse: management, music, film production… Students who are interested in adding variety to their curriculum can attend courses in other areas of interest. Our semesters are colorful! The program "Customize your Studies "allows students to attend additional courses at the SRH Hochschule der populären Künste, the design Akademie berlin, and our Campus in Dresden. Students are allowed to expand their knowledge of creative topics by attending dramaturgy and storytelling courses. In addition to acquiring knowledge in a different field of study and receiving credits for the extra courses, students participating in the "Customize your Studies" program expand their network and know the other SRH universities. Both students and professors benefit from this unique program. SRH Hochschule Berlin offers several sport and leisure activities to motivate students to lead a healthy and well-balanced life. You have the opportunity to join the SRH team in the annual 5km relay race organized by the Berliner Wasserbetriebe in Tiergarten, participate in the beach volleyball tournament in the summer or show your football skills during the "Cup der Privaten." SRH Hochschule Berlin is close to the underground station Ernst-Reuter-Platz. Ideally, students should look for accommodation near the campus in the Charlottenburg-Wilmersdorf district. This can be a difficult task, but it is not impossible. Students interested in living in infamous districts such as Prenzlauer Berg and Kreuzberg must also be patient. Finding suitable accommodation can take some time, but Berlin has a significant advantage: rent prices are still relatively low compared to other European capitals. Are you interested in getting a Bachelor's degree in International Hotel Management or Master's degree in International Hospitality Management? Benefit from our international Bachelor's and Master's programs in Dresden. Small study groups, international internships, and company projects with real businesses – you can also experience all these advantages at our Dresden campus, where we offer international study programs specially designed for the ever-growing hospitality industry. The research project Practicing Risk Management in SMEs began in June 2012 as a joint research project between Marmara University Istanbul and SRH Hochschule Berlin. The project involved close to 300 interviews with managers of leading businesses in Germany and Turkey. Its goal was to investigate the cultural difference in risk management in the two countries and ultimately make recommendations for German and Turkish businesses based on the research results.

Two hundred years ago, in 1810, Wilhelm von Humboldt's vision of a new university type became a reality. The newly founded Prussian alma mater was the first to introduce the unity of research and teaching, uphold the ideal of research without restrictions, and provide a comprehensive education for its students. These principles of Wilhelm von Humboldt and a select group of contemporaries soon became general practice throughout the world. A new era of university and academic research had begun. 2010 marked the 200th anniversary of the Humboldt-Universität. Numerous events from October 2009 to December 2010 honored the ideas of its founding fathers. In dialogue with the city of Berlin, the alma mater celebrated science, research and teaching, and the relevance of Humboldt's founding principles for the present day. During its history, the Humboldt-Universität Zu Berlin has undergone many profound changes. The most recent reformation followed the Peaceful Revolution in East Germany in 1989. Many new outstanding professors were appointed from East and West, from Germany and from abroad. As one of eleven German universities, the Humboldt-Universität was chosen "University of Excellence" in June 2012. It was successful in all three funding lines in the third round of the Excellence Initiative of the German federal and state governments and awarded for its future concept "Educating Enquiring Minds: Individuality – Openness – Guidance." In an international comparison, Humboldt- Universität ranks among the top ten German universities. Scientists here research socially relevant topics and challenges of the future and communicate these with the public. Humboldt-Universität invests all its energy in being a place of excellent research and teaching. It aims to promote young talents and influence society and the economy outside the university framework positively. The conviction inspired the founding and rise of Humboldt-Universität that the pursuit of knowledge engages and forms all human faculties and contributes significantly to society's humanization. Despite several setbacks, there is still today no better reason to promote knowledge and secure the future of comprehensive education. The Humboldt-Universität was established in a period of crisis as an autonomous institution charged with facilitating outstanding scholarly and scientific achievements and promoting the critical examination of established knowledge for society's benefit. Today, this legacy is still held after nearly 200 years. Those who work here should have the determination and the capability to advance knowledge and take responsibility for its application. To the extent to which the Humboldt-Universität identifies itself with its tradition, it is also conscious of its complicity in German history's dark periods. In its annals, we find subservience to state authority, class arrogance, and political fanaticism, and examples of teaching and research that ignored human rights' fundamental principles. Among its darkest chapters are the burning of books and cooperation in its members' persecution and expulsion. Against this background, since its reorganization in 1989, the Humboldt-Universität has seen itself as an institution which stands at a critical distance to political and social pressure. It fights every kind of discrimination, intolerance, and cultural hubris. Humboldt's ideal of the coexistence of research and teaching has become a model for universities worldwide. Central to this model is the idea of research-oriented teaching and the transfer of knowledge from the spirit of research. Students and teachers are joined together to examine traditional bodies of knowledge and advance learning actively critically. For this reason, the Humboldt-Universität promotes social and communicative competencies among all of its members and supports their initiatives wherever it can. Studying at the Humboldt-Universität demands an active engagement in knowledge. This involves a critical assessment of its preconditions and implications. This is also why any program of study aims not just to acquire disciplinary excellence but also to educate a person who combines reliability, efficiency, initiative, and scientific curiosity. Every student must understand that he or she contributes to the arts and sciences in our society. Our students have the right and the duty to assume responsibility, not only in the university's running but also in teaching and research.

With some 10,500 students, the HWR Berlin works to combine high-level intensive research into a range of areas with its precise, practical application. All performed to the most exacting of quality standards and embedded in a strong international academic exchange network. The HWR anchors its teaching and research activities in a complete subject portfolio that spans the disciplines of Business and Economics, private and public Economics, Administration, Legal and Security Management, and a wide range of engineering disciplines. The great majority of our more than 50-degree programs have been converted into the Bachelor’s / Master’s format and have been audited and accredited by the Accreditation Council. The HWR Berlin was awarded the Total E-Quality prize for its work in equal opportunities for five consecutive years. This prize is awarded to Higher Education companies and institutions that pursue a clear policy of equal education and personnel affairs opportunities. The HWR was also awarded the Certificate of a family-friendly university in 2016 to improve the combination of study and work with family life. Conducting high-level research focusing on its applicability, researchers at the HWR Berlin work in five departments, two Central Institutes, seven internal research Institutes, and six An-Institutes researching topics about Economics and the Social Sciences, the Administrative Sciences, Engineering, and Law. A multi-disciplinary research concept promotes the development of shared research foci. The university also maintains an internal program of research funding. The HWR Berlin is a member of the Institut für Angewandte Forschung Berline. V. (IFAF). Our international focus is an integral component of our institutional philosophy and informs every aspect of our teaching and research program. Currently maintaining over 160 active partnerships with higher education institutions on every continent, we are continually seeking to expand and reinforce existing co-operation programs. The HWR Berlin is also a member of the “Alliance for Excellence” (UAS7), an association of seven German institutions of Higher Education dedicated to quality and internationality and working to extend joint research undertakings and develop shared research strategies. International Affairs The HWR sets an excellent store in the practical-oriented nature of its teaching. With over 2200 teaching places in co-operative studies degrees, we are the largest such provider in Berlin. The close connections between theory and practice provided by this degree form and the emphasis placed on work experience mean that our students profit from the expertise of both top-quality academia and leading real-world companies. The Department of Co-operative Studies All Economics students are required to spend at least one semester in practical experience. We are continually developing our already close co-operation with companies even to the point of assuming positions in company supervisory boards. Internship supervision The HWR Berlin is a highly visible player in the International Metropolis that is Berlin. One academic center is looking back on a long tradition consisting of names such as Humboldt and Einstein, Virchow and Koch, Meitner and Planck. Berlin’s current reputation as a center of academic excellence rests predominantly on its four leading international universities, seven Universities of Applied Science, three schools of Art, a range of private institutes of Higher Education, and over 70 research institutes not affiliated to a university. Berlin is home to some 165,000 students from both Germany and abroad, attracted by excellent institutions and vibrant cultural life. The Berlin School of Economics and Law (BSEL) is a state-funded University teaching a range of subjects within business and economics, law, the social sciences, public administration, and engineering. Our courses facilitate in-depth learning and specializations in a wide range of undergraduate, graduate, and professional education programs. We take the relevant social, economic, and ecological issues and topics as our point of orientation. We regard our work as part of lifelong learning as a process informed by humanist ideals and a commitment to social responsibility.

Beuth University of Applied Sciences Berlin is one of Germany's largest state universities of applied sciences. With a wide range of forward-looking degree courses and a staff of highly qualified specialists, Beuth University encourages all prospective and current students' career opportunities, regardless of their social background. Christian Peter Wilhelm Beuth (1781-1853) is regarded as the founder of engineering education in Berlin and is one of the most eminent figures of the 19th century. Beuth became famous for his initiatives in education policy and for promoting innovations in sciences and engineering. The "Technische Schule" ("Technical School"), later renamed as the Ingenieurakademie Beuth ("the Beuth Engineering Academy"), was founded in 1909. Out of which grew the Beuth University of Applied Sciences, this institution became a permanent fixture among Berlin's educational establishments. Beuth University was founded in 1971 as the Technische Fachhochschule Berlin (TFH) when several engineering academies were merged. To highlight the long tradition of the university and the institutions that preceded it, the TFH was renamed the Beuth University of Applied Sciences Berlin in 2009. Today, the university's educational offerings follow a humanist principle shaped by the institution's spiritual founding fathers, Beuth, Linnaeus, and Schinkel. In honor of this tradition, Beuth University today makes a clear contribution to shaping the City of the future. According to United Nations estimates, in the year 2030, there will be five billion urban dwellers worldwide. Mega-cities will evolve in emerging countries in which the rural regions will practically no longer offer any means of earning a living. Even urban centers in industrial nations will continue to grow in population. Beuth University's approach to conducting research pragmatically embraces concepts from various scientific fields in endeavoring to meet future urban challenges. The Competence Center entitled "City of the Future" includes three competence clusters to come to terms with complex social problems. In these clusters, the complete range of disciplines is utilized extensively in the Beuth research and teaching community. The competence cluster Life in the City of the Future encompasses economics, education, society, and health. For instance, aspects are examined like demographic change, the gentrification of inner-city quarters, or coverage gaps in medical care against the background of meeting new requirements for public facilities and institutions. Nevertheless, the primary focus within this competence cluster is directed at Life Sciences. The cluster Infrastructures for the City of the Future attempts to meet specific spatial, logistical, and communication requirements to shape virtually and enhance living conditions in the City of the Future, like optimize the urban dweller's mobility, modern communication structures, and the multifaceted media landscape as well as create and preserve open spaces, green areas, and recreational facilities. The cluster Urban Technologies for the City of the Future comprises energy generation issues, building construction, transportation systems, and environment protection. The broad spectrum of research topics includes construction engineering, building technology, water economics, transport planning, and electric mobility / electric-powered vehicles. The primary focus is devoted to the employment of sustainable energies and the development of relevant, efficient technologies. Research at Beuth University is geared towards developing the competence clusters (City of the Future) in the long term. The research focus of "Life Sciences" includes processes and structures of living organisms, from microorganisms to the human body and complex ecosystems. Central aspects of life sciences are researched like pharmaceutical technology, biological science, or food technology. Research is conducted on central aspects of life sciences like pharmaceutical technology, biological science, or food technology. The research focus of "Media and Communication Technologies" includes all aspects of technically supported communication and data processing: the use of audio-visual media, technical information technology, geo-information systems, print technology, and the preparation of media-compatible data and information. The research focus of "Urban Technologies" comprises technical developments and innovations for optimizing infrastructures and living conditions while considering aspects of sustainability, conservation of natural resources, and employment of regenerative energies. The Beuth Hochschule Berlin has more than 12.000 students and history, dating back to the early 19th century. The Beuth Hochschul campus is located right in the heart of Berlin, in the Mitte district, and easy to reach by an extensive system of subways, buses, and city trains. The City of Berlin has nearly 3,5 million inhabitants and is the biggest city and capital of Germany. It is the second-largest city in the European Union, next to London. Apart from being the German government seat, Berlin is the biggest university town in Germany and the cultural center of a new, united Europe. The Beuth Hochschule Berlin sports center offers a wide range of sports; you can also use the other universities' sporting facilities in Berlin. Whatever sport you're looking for, Berlin has it! The prices range from as little as 10 euros for aerobics courses to as much as 90 euros per semester for windsurfing.

Bard College Berlin was founded to return small-group seminar teaching and interdisciplinary undergraduate education in the liberal arts to the highest levels of the European university context where it first originated. With an innovative and challenging core curriculum, a small and highly international student body, and a world-class teaching faculty, Bard College Berlin provides a unique range and depth of education. We believe that specialized study in individual disciplines should proceed based on a broad and thorough knowledge of intellectual traditions and the significant debates, works, and transformations that have animated them. Bard College Berlin's Class of 2021 was selected from a competitive applicant pool. The 78 students in this group come from 30 different countries and have a wide range of intellectual interests and a strong record of social, cultural, and civic engagement. In 2017, Bard College Berlin received 385 applications for our programs, 59% of these applicants were accepted, and 37% of them enrolled. For current first-year students, the average I.B. score is 34, the average Abitur score is 1.6, and the average U.S. G.P.A. is 3.6. Bard College Berlin was founded in 1999 as the European College of Liberal Arts (ECLA) by a group of German intellectuals and entrepreneurs to provide a high-quality, small-group seminar and teaching-oriented international program of advanced study for undergraduates of particular promise wishing to study in English. The college's teaching offerings began with an International Summer University (ISU): an intensive, six-week residential study program devoted to studying critical problems and questions in European and world philosophy, literature, and culture. A one-year program (now known as the Academy Year) was developed based on this ethos in 2002, incorporating a core course encompassing Antiquity's significant works, the Middle Ages and the Renaissance, and elective courses in philosophy, literature, and art history. The following year, with the Christian A. Johnson Endeavor Foundation's generous support, the college moved to its current campus in Pankow-Niederschönhausen and introduced the second one-year program, the Project Year, offered until today. The foundation was instrumental in ensuring the sustainability and expansion of the college's small-group teaching structure and faculty-student ratio. In the following years, the institution's organizational structure, physical campus, and the first stage of the accreditation process took shape, as recruitment and strategic partnerships also developed. From 2007, the faculty worked jointly on a new 'value questions' approach to liberal education, leading to the college's first B.A. program's introduction. The B.A. in Value Studies was formally launched in 2009, as the college held the 10th ISU. A vital purpose of the program's development was to combine the best elements of American liberal arts education, with its emphasis on choice, exploration, critical reflection, and engagement, with the demands of specialist focus in a specific subject area characteristic of European public universities. The institution received state recognition in February 2011 by the Berlin Senate Department of Education, Science, and Research as a private German university. The first German BA degrees were awarded to graduating students in 2012. The B.A. in Humanities, the Arts, and Social Thought became the college's first accredited degree program in September 2013, followed by the B.A. in Economics, Politics, and Social Thought in September 2015. As of January 20, 2017, Bard College Berlin is institutionally accredited at the national level in Germany by the Wissenschaftsrat. In November 2011, the institution merged with Bard College, New York, an early supporter and the first U.S. college (in 2002) to grant academic credits for work done here. With a long-standing commitment to liberal arts education, Bard College is the center of a global education network that includes Smolny College/Faculty of Liberal Arts and Sciences at St. Petersburg State University, Russia Al-Quds University on the West Bank, and the American University of Central Asia, in Bishkek, Kyrgyzstan. Bard College Berlin has since become an important center for the Bard network, attracting students and faculty from around the world interested in liberal arts education, the arts, and the meaning of global citizenship. Founded in 1860, Bard College Annandale is an independent, nonsectarian, residential, coeducational college offering B.A. degrees in nearly 50 academic programs in four divisions and a five-year B.S./B.A. degree in economics and finance. The Bard College-Conservatory of Music offers a five-year program in which students pursue a B.Music and a B.A. in a field other than music. Bard and its affiliated institutions also offer A.A. and B.A. degrees at high schools and early colleges in three U.S. states, and through the Bard Prison Initiative at penal institutions in New York State. Bard offers graduate programs leading to the Master of Arts (M.A.), Master of Science (M.S.), Master of Fine Arts (M.F.A.), Master of Teaching (M.A.T.), Master of Business Administration (M.B.A.), and Ph.D. Bard College Berlin's first-year B.A. students live on campus in co-ed dormitories, usually sharing a room with students from different countries. The dormitories are spacious, light-filled buildings, each no more than five minutes walk from the cafeteria, Student Center, Factory Arts Building, and all other facilities and buildings on campus.

Our private school in Berlin-Zehlendorf is housed in a listed building in the quiet and green area in Southwestern Berlin. Our bilingual campus houses a nursery, primary and secondary school all under one roof. Here we offer a German-English community for approximately 500 children and young adults aged 1 to 18 years. We seek to maintain a cosmopolitan, warm and welcoming environment. Our children at the nursery, educators, students, teachers, and parents very much enjoy the familiar atmosphere we have created. We see our nursery as a place of learning with a main focus on the children’s and parents’ needs. All children entrusted to PhorMinis learn to accept and appreciate the diversity of people. We encourage them to try out new things, respect themselves and others, be caring, tolerant, and patient, and develop their abilities in a self-confident manner. Thereto, we provide the children with a safe, loving, and stimulating environment. We familiarise them with the variety of cultures, languages, and religions of the world and help them learn confidently and curiously, express their own opinions, and to develop personal skills and interests. At PhorMinis, the children take the first steps of their course of education. Accompanying them and their parents on this exciting journey is a great pleasure for us! During the first 4 years of school, most of the teaching at our bilingual primary school takes place in English. We use the Cambridge International Primary Programme (CIPP), which enables us to provide our students with a good foundation to study or work abroad at later stages. Our teachers deliver their lessons at the native speaker level, using the immersion method. At the same time, our program is based on the framework curriculum of the Federal State of Berlin (Berliner Rahmenlehrplan) and we attach great importance to good quality teaching in German. Our Campus combines the benefits of living amongst nature with those of urban life. On the one hand, we use the unbeatable range of cultural attractions of Berlin for a variety of trips and excursions. On the other hand, our private school located in the greenery of Steglitz-Zehlendorf offers lots of space for playing outside and numerous possibilities for excursions in nature. At present, 45 educators teach a total of 272 girls and boys in our Primary School. Bilingualism promotes cognitive development in such areas as awareness of language, creativity, and flexible thinking. Students who have been learning in a bilingual environment for many years perform above average in foreign languages, in their mother tongue, and other subjects. Our Secondary School continues the bilingual concept introduced in our nursery and Primary School. Teaching takes place by the immersion method, meaning that all content is delivered exclusively in either German or English. All our students sit exams for the Intermediate Secondary School Certificate (MSA) at the end of Year 10 and the Upper Secondary School Certificate (Abitur) in Year 12. Students in their last two years at Phorms may enroll for the C1 level of English proficiency exam, the Cambridge Advanced English Certificate (CAE), to confirm professional-level English for tertiary institutions or future employment.

Berlin Public School was established in the year 2014. It is an medium Co-educational Independent school affiliated to CBSE with affiliation number 3430397 and has a General affiliation which is valid up to 31/3/2023. It is located in the Ranchi district of Jharkhand and is currently being managed by the Birsa Education Trust, Jharkhand. It is presently under the principal -administration of MR. SATENDRA SINGH. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction Types of School Independent