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- When the university was created, it started with two institutes, Law sciences, and Arabic Literature and Language. It later gained two other institutes including Economic sciences, and Agronomy. In 1985 the university was reorganized under a new administrative structure called INES (National Institutes of High Education), and in 1990, it was again replaced by many institutes, each of which contains many departments. In 2001, it was reorganized to a set of faculties with its departments. The new and the most important site of the university, located in the southern area of the city of Batna, has four faculties, the central library, and many infrastructures. It is worth mentioning that the stress here on the University's visibility in the community, and the roles that must be carried out for his service, and guide local development to the development and prosperity of a ship, and this will only be achieved if everyone believed that the messianic role of knowledge to our organization, and then work hard in light of the objective conditions required to achieve the renaissance intellectual and scientific in favor of the university and the country. We are now working and make every effort to support the termination of new restructuring and to ensure the necessary stability so, we emphasize to all the academic community and its various that this transition period needs to unite everyone to overcome obstacles that may confront us during the implementation of this sensitive process, each from his position, until the All stages smoothly and quietly, and without any impact on the various teaching and administrative interests of the two universities. View full university
- The geographical location of the wilaya of Skikda gives it a strategic position. Indeed, it is halfway between the wilaya of Constantine, Annaba, Jijel, and Guelma. It records every year top rankings of success in the baccalaureate. Strengthening the University card in Algeria August 20, 1955, The University is an institution of higher education. It was created September 18, 2001, by Executive Decree No. 272-01 and baptized University Skikda on August 20, 1955, during the visit of the President of the Republic Abdelaziz Bouteflika, 20 August 2005. The former agricultural school gives our university historical value. It is located 4 kilometers from the city of Skikda (Philippeville) on the road to el-hadaiek (formerly St Antoine) Zeramna in the valley. The agricultural school of Skikda was founded in 1900 by the General Government of Algeria in the colonial period. His goal was to provide practical and theoretical training of students qualified to become knowledgeable farmers, modern, field managers, agricultural business executives, the Ministry of Agriculture officials. View full university
- Abdelhamid Ben Badis born on December 4, 1889, in Constantine, and died on April 16, 1940, in the same city, it was an emblematic figure of the Muslim reformist movement in Algeria. Abdelhamid Ben Badis was the son of a city family, which he claimed Berber origins. The Algerian people are Muslim and Arabs it is similar. In 1913, after studying at Zitouna and a pilgrimage to Mecca, Ben Badis settled in Constantine, where he began his teaching work. From that point, Ibn Badis launched into a peaceful resistance movement to combat alienation and depersonalization caused by colonization. View full university
- The Blida University Centre (CUB) was established by Decree No. 77-92 on 20 June 1977. Implanted on a retroceded site, dating from 1864, the CUB has also benefited from a program of development and extension of educational infrastructures (amphitheater, laboratory, etc ...). It was not until September 8, 1981, that the CUB opened its doors to the students of the wilayates of Blida, Media, Chlef, Djelfa, and in the South of the country. As part of this historic re-entry, the number of students enrolled was 526, with a teaching staff of 57, including 17 foreign students. The University of Blida has developed rapidly and could be divided into three main phases corresponding essentially to The different stages of structuring and management First stage: During the first three years of its existence, the Center Universitario de Blida is located in the middle of the city and has provided teaching in only four streams: Common Technology Trunk, Architecture, Agronomy, and Medical Sciences. Second step: In 1984-1985, when the university card was applied, the CUB broke up in the National Institute of Higher Education. Decree No. 83-543 of 24 September 1983, in its articles 2 and 4, chapter I, provides: "The National Institute of Higher Education, hereinafter referred to as" the institute is a public institution of an administrative nature, Endowed with legal personality and financial autonomy. "The Institute's objectives, within the framework of the National Plan for Economic and Social Development, are to provide courses in graduation and post-graduation, Contribute to the development of scientific and technical research, Undertake any development and retraining in its field of activity, Ensure publication of studies and research results. With the application of the university card devoting the National Institute of Higher Education, Blida is found with six structures: Institute of Mechanics, Institute of Architecture, Institute of Electronics, Institute of Agronomy, Institute of Industrial Chemistry, and Institute of Aeronautics. The cumulative number of students enrolled about the academic year 1981- 1982 experienced a growth noticed since they have been multiplied by 10 times. The structure of the distribution by sector group shows a trend towards a reinforcement of the technology concerning the other training courses, there is a relative stabilization (competition conditions of access, etc. Evolution of the pedagogical framework The appeal to foreign teachers as a supplement to student supervision has been considerably reduced since the establishment of the Blida University Center in 1981, as shown in the table below. Co-operation in the field of education is directed mainly by the sending of high-level grades, among others, professors, lecturers, etc., concerning the succession of the grades of assistant teachers, it will be completely completed, Of post-graduation. The rate of Algerianization is 96 %. Third step: The University Complex of Blida was set up as a University in August 1989. A seventh Institute opens its doors. These are The Institute of Medical Sciences. The opening of several other departments allows the University to modify its decree of creation in 1992/1993. Four other Institutes strengthen the structures of the young university: Institute of Veterinary Sciences, Institute of Exact Sciences, Institute of Juridical and Administrative Sciences, Institute of Economic Sciences, Decree 95/204 of 5 August 1995 brings the number of Institutes to twelve. Fourth step: By Executive Decree No. 98-253 of 17 August 1998, the University of Blida consists of seven faculties: Faculty of Sciences, Faculty of Engineering, Faculty of Medical Sciences, Faculty of Law, Faculty of Economics and Management, Faculty of Arts and Social Sciences and Faculty of Agronomic and Veterinary Sciences. View full university
- Planned as a university center in the Five Year Plan for 1980–85, these intentions were revised in 1984 and an Ecole Normale Superieure d'Enseignement Technique (ENSET) and an Institute of Engineering Mechanics (INGM) were created in 1986. The ENSET consisted of 314 student teachers trained by 23 teaching staff. Courses were started in Exact Sciences, Technology and Computer Science in 1988, in Engineering and Mechanical Engineering and Electrical Engineering in 1990, Electronics in 1995, a Bachelor of Science Economics in 1991, and a BA in Arabic Language and Literature in 1994. The university degree applied (DEUA) was awarded in disciplines such as Mechanical Engineering and Electrical Engineering in 1988, the DEUA Civil Engineering 1989, DEUA Computer Management in 1990, and DEUA in Industrial Chemistry in 1996. Laghouat, in Algeria, lies at the crossing point of major east-west and north-south routes in the southern foothills of the Saharan Atlas Mountains, giving it the name "Gateway to the Desert". It is located 400 kilometers (250 mi) south of the capital Algiers. Promoted as a university town in the program of decentralization to the Wilaya, training institutions were established in Laghouat in 1986. View full university
- The University of Bechar was created by Executive Decree No. 09-07 of 7 Moharram 1430 corresponding to January 4, 2009, After setting a level of Bechar university center, it is now one of the most prestigious universities of Algeria, it is the largest university in the southwest. Bechar University has nearly 12,000 students, 600 teachers, and 700 administrative staff, Students are divided into two major campuses: the University of Bechar and the university center lahmar. science and technology sector: the faculties of science and technology. economics and management industry: the faculty of economics, business sciences, and management sciences. Letters sector languages: the Faculty of Arts and languages. Law and political science sector: the faculty of law and political sciences. Sector Human and Social Sciences: Faculty of Social and Human Sciences. Of all the areas Bechar University offers approximately 110 specialties, divided between the 3 cycles license, Master, and Doctorate. The strategy of the University of Bechar about training offering is developed around key principles: improving the readability of curriculum, disciplinary and cross the consideration of the diversity of audiences. The university has 10 conference rooms, 13 amphitheaters, 2 libraries, 16 computer rooms, and 72 teachers' offices. There are 4 chemistry laboratories, 4 biology laboratories, 5 physics laboratories, 7 electronics laboratories, 7 electrotechnical laboratories, 5 engineering laboratories, a hydraulic laboratory, a languages laboratory, and 2 mechanical engineering workshops. There are two research facilities one is in the Department of Chemistry, and the other is an Energy Physics Laboratory. View full university
- Created by Decree No. 89-138 of August 1, 1989, as amended and supplemented by Executive Decree No. 95-205 of August 5, 1995, and amended by Executive Decree No. 98-391 of December 2, 1998, the University of Belkaïd Abou Bekr Tlemcen is the result of a long evolution. Higher education was first provided in a university center that included at the origin (1974-1980) the only core curriculum of Exact Sciences and Biology. This teaching has gradually expanded to new sectors, covering every year, a series of training courses and allowing students to pursue their entire graduation courses in Tlemcen. In addition to the establishment, often in difficult conditions of the university in Tlemcen, the former University Centre can count to its credit the release of the first promotions in Social and Human Sciences and language. The establishment, in August 1984, the new university map and thus the creation of national institutes of higher education will first consequence of allowing in one hand, certain sectors of fact confined to mere departments to acquire the status of real institutions, on the other hand to new sectors to emerge. View full university
- The university djillali liabes was created on 1 August 1989 by Decree No. 89-41 of 01/08/1989 amended and supplemented by Executive Decree No. 95-208 of 08/05/1995. It is the result of an evolution over thirty years in which she has continued to the extension. Before university, several articles have governed this establishment: A. The status of University Center: Since opening the doors of the establishment in September 1978 until August 1984. B. The status of the National Institutes of Higher Education (INES): from August 1984 until July 1989. The University of Sidi -Bel Abbots acquired university status in 1989 after she was an academic center whose activity began in 1978. University has different campuses in the ring around the city. The latter is composed of six (06) Faculties (Sciences, Law, Engineering Sciences, Medicine, Economic Sciences, and Humanities) spread over 09 sites. The university has counted 15,000 students for the 2000/2001 marketing year and 22,000 students in 2005. View full university
- The University of Tebessa opened during the year 1985/1986 under the name of national institutes of higher education of Tebessa (INES). The year 1992 will see the dissolution of INES Tebessa to be erected as a university center ( Executive Order No. 297-92 of 6 Muharram 1413 corresponding to July 7, 1992 ). The University Centre of Tebessa has experienced a meteoric rise with the opening of an impressive number of new courses in basic sciences, technical, biological, social, and human, hence the need to create a new pole to contain the influx of new students wishing to enroll in various training specialties available to them. The academic year 2002/2003 will know the inauguration of an annex of the humanities, has quickly become a gigantic campus housing several institutes and departments (legal and administrative sciences, humanities, sociology, biology, architecture, civil engineering ). On 12 October 2008, at the formal opening of the 2009/2010 academic year, His Excellency the President of the Republic will announce from the University of Tlemcen Abubaker Belkaid consecration long-awaited by the entire university community and civil society Tebessa, namely the promotion of the university center to university status. View full university
- In 1984 and as part of the restructuring of the university card, the university center was erected in two National Institutes of Higher Education: INES INES Civil Engineering and Agronomy and Veterinary. In 1992, the facility recovers its status as University Center. The university Ibn Khaldoun Tiaret is a property vocation of Higher Education and Scientific Research, created in September 2001. 2010 ... the university restructuring in 06 faculties and two institutes. The university currently has no less than 27 courses in different specialties. Similarly, the number of students is more than 16809 in the 2010/2011 school year. Moodle is an online learning platform for creating communities around educating content and educational activities. The "Moodle" word stands for Modular Object-Oriented Dynamic Learning Environment: "Environment modular object-oriented dynamic of learning." View full university
- Created in 1978 in a spirit of innovation and constant quest for excellence, Ferhat Abbas Sétif University 1 has become over the years a major player and a development driver essential for the region. Open to its socio-economic environment and because of its nature as a center dedicated to science and technology, UFAS1 is still committed to a clear and global vision that takes into account the strategic weight of the region in the development of the country at all levels and the great potential of the university. Sétif University Center was created by Executive Decree No.78-133 of April 9, 1978, to host 242 students spread out over three Institutes (Economics, Exact Sciences and Technology, and Foreign Languages). In 1984, the University Center witnessed the creation of several National Institutes of Higher Education (INES) having administrative and financial autonomy. In 1989, the INESs were merged to form an establishment having the status of a University. Since October 17, 1992, the university has been proudly bearing the name of the late Ferhat Abbas, a well-known figure of the national movement and first president of the Provisional Government of the Algerian Republic (GPRA). During the academic year 1999/2000 and following the reorganization of the institutes into faculties, Ferhat Abbas University has counted 06 Faculties. Since 2005, Ferhat Abbas University has gradually adopted the LMD system. Since January 12, 2010, after a new restructuring, our university is made up of 8 Faculties and 2 Institutes. Like other universities and higher education institutions, Ferhat Abbas Sétif University 1 is today called to improve, on one hand, the quality of its programs to increase the graduates’ skills and qualifications and, on the other hand, to engage in user research for the benefit of the socio-economic sector, which is expected to increase its job offerings in particular for managers. How to achieve these two goals in a relatively short time? is the question that the new management of UFAS1 has attempted to answer. Recognizing that this public university is facing a phenomenon of massive enrollment and it will continue to host a large number of students over the next few years, the new management team is trying to put in place a development strategy that takes into account both the previous constraint and the strengths of this university. A first approach was then made at the MENA Countries Conference organized by the World Bank in Beirut on May 12-14, 2015 during which a presentation of the first draft of this strategy has been made. The mission of the University as well defined by the Higher Education Orientation Act is built around economic, social, and cultural development through the training of professional staff and technology transfer to its environment. On the ground, the situation is quite different. Indeed, its main role is limited to academic knowledge dissemination and issuing degrees and diplomas. This situation has led to a total disconnection of the university from its socio-economic environment. The university must now change the strategy to not be limited to knowledge transfer but to include a know-how transfer (skills and qualifications) which is a guarantee of students’ employability. The university must produce skilled graduates necessary for the smooth functioning of the economic and social system to contribute to the improvement of employability and the exploitation of research results. In the same way, academic scientific research, carried out so far, is practically academic. Scientific production is valued only inside the university through doctoral programs and the career development of faculty. Moving from this rationale of separation to a rationale of openness to the socio-economic environment is more than a necessity. The results of the research must be valued "otherwise" to have an extension to the socio-economic sector through added value to having a positive impact on citizens. View full university
- The university kasdi merbah Ouargla originated from the Ecole Normale Supérieure (ENS) erected by Decree No. 65- 88 of 22 March 1988 . In 1997, by Decree No. 159-97 of 10 March 1997 was created Ouargla University Centre which now includes under its authority the National Institute of Advanced Training in Agricultural Saharan(INAFSAS - Decree No. 337-97 of 10 September 1997) alongside the 05 founding institutes. The Merbah-Ouargla Kasdi University currently consists of 10 faculties each has several departments by applicable rules, including the D Executive secret No. 13-100 of 2 Jumada El Oula 1434 corresponding to March 14, 2013, amending and supplementing the Decree Executive No. 01-210 of 2 Jumada El Oula 1422 corresponding to July 23, 2001. establishment of the University of Ouargla. the number and the calling of the faculties comprising the University kasdi merbah Ouargla are fixed View full university
- Higher education in Medea has started during the academic year of 1988-1989, by the executive decree No. 48-89 of November 4th, 1989, at the administration building that hosted the National Institute of Higher Education of electrical engineering. At that time, the latter was affiliated with El Farabi middle school. The purpose was to provide higher education. Our universities are confronted with challenges imposed by many international and regional circumstances against which our academic institutions must provide the most appropriate reactions. The university reforms have offered greater flexibility to our universities that is reflected in the liberation of their initiatives and their capacities to adapt to recent advancements according to the environment. There is no doubt that we are living in a region with substantial capacities. In particular, the agricultural and industrial potentials that the government has created following the recovery of the national sovereignty as well as the infrastructure already completed and those under construction recently. View full university
- The University of Biskra was established in 1984. It has its origins in three national institutes were autonomous administ retirement, educationally and financially: National Institute of Hydraulic National Institute of Architecture National Electrotechnical Institute These three institutes have become central universities in 1992 The University Centre became "Mohamed Khider University of Biskra" in 1998. It now has six faculties: Faculty of Science and Technology Faculty of Law and Political Sciences Faculty of the tires and Languages Faculty of Economic and Business Sciences and Management Sciences Faculty of Exact Sciences, Natural Science and Life Faculty of Humanities and Social Sciences. View full university
- UHBC has higher education in the province of Chlef began during the year 1983-1984, with the opening of the National Higher Education Institute of Civil Engineering (INES-GC), which had 144 students enrolled. (Decree No. 83/623 of 5 November 1983). The National Institute provided training of core technology and state engineers in Civil Engineering. Two new National Institutes of Higher Education (Hydraulics and Agronomy) were opened in the academic year 1986-1987 (Decree 86/166 of 5 August 1986), the date coincided with the receipt of the infrastructure of INES, with educational facilities for various workshops and laboratories. Depuis 1988 other training courses were opened. The INES Chlef were grouped under the authority of one direction with the creation in 1992 of the University Centre of Chlef (Decree No. 92/293 of 7 July 1992). Therefore, the University Centre has continued to seek guardianship for the opening of other sectors, coveted by future graduates. View full university
- 1990: Opening of the National Institute of Higher Education of Electronic 2000: promoted the National Institute of Higher Education to the electronic university center under the Executive Decree No. 197 - 2000 dated 25 July 2000 on the establishment of the University Center Paljlvh. 2009: University Center to upgrade the University and under the Executive Decree No. 09 - 09 dated 04 January 2009 concerning the establishment of the University of Djelfa Estimated the total number of students enrolled at the University of Djelfa season university 2015-2014 b 23950 students, Muaan on 06 colleges and 16 Departments of the Institute. Djelfa University includes four (04) procuratorates for the presidency of the University: - on behalf of the University Directorate of the Higher composition of the gradient and continuous training and certification. - on behalf of the University Directorate of Higher formation in post-graduation and university training and scientific research. - on behalf of the University of the Directorate of External Relations and Cooperation and activation, communication, and scientific demonstrations - the university on behalf of the Directorate for Development and anticipative and guidance View full university
- Since 1925, we’ve helped our students discover what it takes to be undaunted. Unrelenting. Unstoppable. Athenians at the Mount demonstrate this every day. Because for women who are unstoppable, everything is possible. Founded by the Sisters of St. Joseph of Carondelet, Mount Saint Mary's University is an independent, Catholic, liberal arts university which provides a values-based undergraduate education for women, as well as innovative programs for graduate and professional men and women on two historic campuses in Los Angeles. It is nationally recognized for its academic programs, its culturally diverse student body, and its focus on preparing the next generation of citizen leaders. Mount Saint Mary's University’s commitment to Diversity, Equity and Inclusive Excellence stems from our CSJ heritage, Catholic identity, mission and values. We are compelled to always move toward profound love of God and love of neighbor without distinction. We are committed to diversity in all its possible forms with emphasis on the importance of human rights, equity, fairness, inclusiveness and diversity in the broadest sense including differences in gender, race, ethnicity, generational history, culture, socioeconomic class, religion, sexual orientation, national origin, citizenship status, political perspectives, geographic origin and physical ability. Mount Saint Mary’s University strives to be a place where all people feel welcome. Engaging with others from a variety of different backgrounds improves and enriches our learning, living and working environments. Mount Saint Mary’s University offers a dynamic learning experience in the liberal arts and sciences to a diverse student body. As a Catholic university primarily for women, we are dedicated to providing a superior education enhanced by an emphasis on building leadership skills and fostering a spirit to serve others. Our measure of success is graduates who are committed to using their knowledge and skills to better themselves, their environments, and the world. Our students graduate not only with a regular transcript, but also with a Leadership Transcript that documents their involvement, service and leadership experiences on and off campus. This has been a unique advantage for our students when they apply for graduate scholarships and graduate schools or for their first professional positions. At the Mount we go further in that we celebrate the most creative, the most promising, and the best students through beautiful ceremonies that are steeped in our CSJ traditions and values. All of our students are encouraged to develop spiritually and are rewarded not just for their achievements but for their commitment to use their gifts and talents to serve others in their schools, families and communities. Finally, there are really special things about the Mount, sometimes hard to define but genuinely palpable. There is a feel to our college. The mission of Counseling and Psychological Services (CPS) is to enhance the emotional growth and academic success of students by promoting balanced lifestyles, positive self-esteem and essential life skills with an emphasis on the development of the whole person. CPS is staffed by licensed psychologists, postdoctoral fellows, and advanced doctoral interns. At CPS we provide psychological counseling services and psycho-educational programs for students. Referrals and emergency services are also provided by the office. In counseling, students can discuss issues such as stress, anxiety, depression, and other personal concerns. Traditional full-time undergraduates, ADN, RN-BSN, ABSN and DPT students may receive up to ten counseling sessions per academic year and can call the office or walk in to make an appointment. All sessions are confidential in keeping with professional ethics and state laws. Information about students is not shared with their families, the faculty, college administrators, or anyone else without the student's written permission. Mount Saint Mary’s University, Los Angeles is committed to providing an environment that is free from harassment, discrimination and retaliation on the basis of sex, sexual orientation or preference, gender, gender identity, race, color, religion, national origin, creed, citizenship status, ancestry, age, marital status, pregnancy, childbirth or related medical conditions, medical conditions including genetic characteristics, mental or physical disability, veteran status, or any other characteristic protected by federal, state or local law, ordinance or regulation. Policy of Zero Tolerance for Harassment, Discrimination and Retaliation / Compliance with Title IX. The Mount Saint Mary’s University, Los Angeles community lives an Unstoppable commitment to the service of others which includes caring and compassion for all and an emphasis on the value of freedom of thought and expression. In this spirit we assure all applicants and recent admits that disciplinary action resulting from participation in peaceful, non-violent protest will not jeopardize your admission to MSMU. Student Life at Mount Saint Mary’s University is nothing short of a transformational experience! Here at the Mount, learning does not stop at the classroom door. Education happens both inside and outside the classroom. Mount Saint Mary’s University has two lovely campuses in Southern California. The Chalon Campus, located in the Brentwood neighborhood of Los Angeles, overlooks the J. Paul Getty Center, the Santa Monica Mountains, and the Pacific Ocean. The Doheny Campus, near downtown Los Angeles and USC, is situated on land once owned by the Doheny family and features many historic buildings. 10 Chester Place Los Angeles, CA 90007 +1 213 4772500 View full university
For nearly 140 years, Middlesex University London and its predecessor institutions have been home to innovators and change-makers. We are a progressive London university that puts our students first and provides expert teaching informed by inspiring research and practice. We boast one of the most diverse, multinational, and multicultural communities of students and staff of any university in the UK, with almost 19,400 students and 1,900 staff from 140 different countries based at our modern north London campus in Hendon alone. Middlesex University London generates more than £280 million a year for the Barnet economy, supporting some 3,800 local jobs. We work with employers to make sure that what our students learn is what employers need, and we strive to transform our students' lives so that they have an excellent experience while they are with us and a solid foundation for inspiring careers when they leave us. Middlesex's flagship London campus combines modern facilities and expert teaching with the advantage of studying in one of the most diverse and exciting cities on earth. In recent years we have invested more than £200 million to transform our London campus into a state-of-the-art center for excellence, with facilities and equipment that rival those of the world's top universities. That investment included a new purpose-built center for art, design, media, and performing arts students and dedicated labs and studios for those studying science, technology, and health courses. Our most recent addition, the Ritterman Building, is an award-winning, environmentally-friendly development packed with the latest equipment and teaching facilities. Whatever you study at Middlesex London, you will have access to the best possible tools to help you achieve success in your field. Middlesex London is also a beautiful place to study. At its heart is the historic College building, centered around an expansive courtyard where students and staff can meet in a relaxed atmosphere. There are also many other open areas where you can socialize in exhibition spaces, cafes, and parks. A short journey on the Northern line will take you into central London, where you can enjoy all the historical, cultural, and social experiences unique to our great city. Ranked as the Top Modern University in London. - (Complete University Guide, 2017) £200m invested in outstanding facilities for learning and teaching. 91% of all our graduates are in employment within six months of graduating. 90% of our research is internationally recognized. - (REF, 2014) Ranked Top 3 in London by our students in half of our subjects. - (National Student Survey, 2013) Ranked in the Top 10 for Graduate Salaries in the UK. - (The Times Higher Education, 2011) We offer more than 300 Undergraduate and Postgraduate programs. One hundred forty nationalities represented by students at our London campus.
National Institute for Vocational Education Dubai
EduCativ posted a university in United Arab Emirates
The National Institute of Vocational Education (NIVE) was set up in 2006, in light of the bearings of His Highness Sheik Mohammed canister Rashid Al Maktoum UAE Vice President, Prime Minister and Ruler of Dubai, so the students to give the chance to get particular expert capabilities to upgrade their access to suitable occupations. The National Institute for Vocational Education establishment with its autonomous administration is a backup of the Knowledge and Human Development. The National Institute of Vocational Education offers a scope of good with the most recent local and worldwide guidelines, every certified program locally from the National Commission for the UAE's capabilities and universally from the Pearson-BTEC United Kingdom. The National Institute of Vocational Education holds the National Commission's adoption for the capabilities of the UAE as an establishment to give education, technical and professional training. The National Institute of a new and clear vision of professional education in the United Arab Emirates, a definite focus on the significance of professional training for the future of the UAE, connected to that vision by giving the information base and make a spirit of competition and support financial improvement to keep pace with the worldwide economy. That vision also tries to enhance professional training and give realistic and genuine chances to all natives of the UAE to benefit from the job market's required jobs. To serve this end, the National Institute received an unmistakable professional training structure that gives versatile and transparent ways, where unparalleled levels of students' admission, recovery, and viability in supporting the current national economy in light of rivalry and information to contribute. The Institute aims basically to fabricate a qualified workforce for business, are adaptable and exceptionally talented, which constitute a crucial advancement, efficiency, and intensity at the local and universal levels, in light of: Meet the present and future needs of the job market. To accomplish the yearnings of the residents in the UAE. It was chosen as the learning and aptitudes gained by students at the Institute on giving them a solid base and improving their professional advancement and meeting the necessities of joining educational levels higher. The Institute is focused on the study programs with the most recent expert and worldwide educational standards received by prestigious educational establishments at the universal level, such as Edexcel Foundation contributor programs for the British Council for Technology and Business Administration (BTEC).
Established in February 1982, Islamic Azad University is one of the fundamental and lasting achievements of the Islamic Revolution, aiming to promote knowledge and culture, providing specialist human resources necessary for theft"., country, establishing suitable grounds for people to participate developing knowledge and research activities. Throughout its 33 years of operation in different academic, educational, research, and technological areas, 4 million students at various study levels have graduated. Now some 1.7 million students, more than 30,000 academic members, and 35,000 staff members constitute the University's operative body. This number of people work or study in more than 440 university branches and centers, including Science and Research Campuses, amounting to 20 million square meters. More than 1394 cases of the invention made by academic members, graduates, and students of Islamic Azad University have been registered. A strategic council has been established to support scientific inventions and innovations headed by the vice-president for Research Affairs. The council has received over 2000 invention plans. These plans have been reviewed and sent to be scientifically judged. Three inventions are now in the process of being registered in the US Inventions Office. A directory titled 'Handbook of Invention Registration' has been compiled and published to introduce the new inventions and innovations. The University has launched 48 research and technology centers including, Nano-technology Center, Biotechnology Center, Plasma Physics Research Center, Supreme International Interdisciplinary Research Center, Center for Advanced Science and Technology (CAST), Water Research Centers in individual branches. IAU in the United Arab Emirates was founded in 1995 and accredited by the Knowledge and Human Development Authority of the Government of Dubai (KHDA); the UAE Branch of Islamic Azad University is one of the flag-bearers in the academic boom in the Middle East. IAU-UAE Branch, as the most active one among the international branches of the Islamic Azad University, offers a host of programs at bachelor's, master's, and doctoral levels in several disciplines of engineering, law, humanities, arts, and management. Situated in two various campuses in Dubai Knowledge Park and Dubai International Academic City, IAU-UAE Branch enjoys an immense pool of potentials to expand intermural academic ties and activities with both regional and trans-regional universities and institutions.
Rabdan Academy is an autonomous, coeducational foundation introduced in 2013 as a component of an Abu Dhabi Government initiative. The Academy is promoted by the UAE government and owned altogether by the Emirate of Abu Dhabi. Rabdan Academy was publically founded under Law No. 7 for 2013, issued by UAE President His Highness Sheik Khalifa Bin Zayed Al Nahyan in his ability as Ruler of Abu Dhabi. The Academy is a world-class, proficient training organization. Our central goal is to prepare and teach safety, security, resistance, and crisis readiness professionals over all segments to address the difficulties and dangers confronted worldwide by countries and societies today and in the future. We offer coordination and co-appointment over the training of the protection and security communities. The primary goal of the Academy is to go about as an essential source of future pioneers, an exceptional national center for leaders capability and advancement in the fields of safety, security, defense, emergency case readiness, and crisis management, given scientific ways to accomplish a bound together, incorporated and successful reaction in managing a wide range of foreseen dangers, threats, occurrences and emergencies in high efficiency, to follow up the advancement of sustainable training standards, and to improve concerned division capabilities. Vision To give a future class multi-disciplinary learning atmosphere of choice for the continuous improvement and incorporation of safety, security, defense, crisis readiness, and emergency management professionals. Mission To advance individuals and groups to a future-class standard that guarantees an exceedingly specific, multi-disciplinary, coherent, vigorous, and practical national capability for the global community's security, its people, and its advantage. Objectives The institute is to make a learning atmosphere capable of: Offering first-rate and standardized personal, organizational, and incorporated safety, security, safeguard, crisis readiness and emergency management teaching, training, and career guidance/preparedness relevant to the regional environment and necessities. Offering high-tech facilities and frameworks that offer a safe and secure atmosphere for protecting staff, facilities, hardware, and data. Being utterly consistent with every single significant Objective of the Plan Abu Dhabi 2030 and Economic Vision (AD2030), including Emiratisation, ecological, and business working contemplations. Obtaining national and global acknowledgment and accreditation for all significant teaching and training offered by the Academy Admissions Rabdan Academy takes in applications from students from all over the Emirates of UAE, and Rabdan students are selected and supported by stakeholder associations, for example, the UAE Armed Forces and the Ministry of Interior (MOI). Rabdan Faculty are exceedingly qualified educators from around the globe. The medium of the guideline at the Academy is English, except Associate in Crime Scene. The Academy Board of Trustees decides the size and character of the student body. It is eventually in charge of guaranteeing that all admission rules and strategies align with the Academy mission and objectives, are unmistakably characterized, apply to all students similarly, and are appropriately published. A sub-council of the Academy Education Board (the Admissions and Enrolment Committee) will survey and settle on choices on matters appointed to them, and generally make proposals to the Board of Trustees where needed on all matters connected with the admission and enrolment of students.
Munnar Catering College (MCC), the most significant Hospitality Education Institute of its type in India, has understood the absence of professional establishments in UAE and close-by nations leading face-to-face full-time courses in Hotel, Hospitality, and Training. With tremendous opportunities for qualified experts in this field, MCC has recognized Ras Al Khaimah in UAE as a perfect area to set up a Center of Excellence in Hospitality Education and Training, offering Hospitality and Management studies. 'Emirates MCC University FZE' was set up at Ras Al Khaimah by Royal Group of Companies, Kerala, India in this way spreading its wings past the limits of the Indian Sub Continent. Regal Group is a multi-faceted business working in Education, Aviation, Shipping, Advertising, Plantation, Communication, Hotel, Resorts, Travel, and Tourism Industries. The facilities provided within the College incorporate well-prepared and the most recent up-to-date labs in the different hotel branches, for example, House Keeping, Front Office, F and B Service, and F and B Production. Emirates MCC is set up by Munnar Catering College with its International campus situated at Thachankary Hills, Sooryanelli, Munnar, Kerala, India. Munnar is a Hill Station 6500 ft. above ocean level and a standout amongst the most desirable visitor goals on the planet. This campus's facilities incorporate a helipad, swimming pool, jacuzzi, sauna, steam shower, gym, indoor stadium, cricket pitch, amphitheater, contemporary hostels, and so on. History Regal Group of Companies is an accomplished Company with differentiated business agendas in different fields, including Aviation, Shipping, Education, Advertising, Plantation, Consultancy, Hotel, Travel, and Tourism. The Group has its Corporate Office at the heart of Cochin City, "The Queen of Arabian Sea" in the state of Kerala, India. The Group is notable for its flawless administrations, original thought, expanded business exercises, and currently getting a charge out of a fortunate position among comparable organizations in the nation. The notoriety of the Company is based on unwavering quality and proficiency accomplished by rendering excellent services over decades, and Royal Group of Companies puts forth Emirates MCC University. Significance of the Hospitality Industry The hospitality sector is developing faster than anyone ever visualized, and today, it has no limits. So high is the assurance in this industry that the sole limitation is ambition. More than 250 million individuals worldwide are estimated to be working in this division alone. The figures demonstrate that the hospitality sector makes one new job position every 2 ½ seconds. The hotel division itself requires a vast number of prepared labor with great housekeeping expertise, food and refreshment administration, generation, promotion, bookkeeping, building, an open connection, et cetera. The work – the capital proportion is the most elevated in this field. The hospitality business sees rapid and extensive scale development and might keep on doing so in the coming years. This is a labor escalated industry. Being a business that incorporates ventures like Aviation, Cruise lines, Entertainment, Industrial Catering, multiplexes, shopping centers, call focuses and Hotel, Resorts, and Restaurants, the opportunities are pouring in with energizing profession guaranteed work, attractive pay bundles, or more than everything else a worldwide acknowledgment and fantastic job satisfaction. Administration The directing power behind the Royal Group's development and achievement is its Chairman, Mr. Tissan Joseph Thachankary, the originator of the gathering. Professionally an Engineer, he is a born achiever who needed to leave impressions on the sands of time. He is related to numerous social, cultural, and beneficent associations, notwithstanding his obligations as the Chairman and Managing Director of the Group Companies. He is helped by his life accomplice Mrs. Mimi Tissan Thachankary, who is likewise holding the companies' post. A fantastic group of devoted and exceedingly proficient staff with excellent ability is behind them to satisfy the Group's responsibilities amid furious rivalry. Hostel Housing is available for both young ladies and young men independently. Transportation is likewise accessible from all parts of UAE. Eligibility for Admission Integrated Program: For admission into the Integrated program, the candidate must have obtained a 10th-grade certificate/ O Level or Equivalent. The duration of the program is around three years + 1 year on the job training. Diploma In International Hotel Management & Tourism For admission into the Diploma in International Hotel Management & Tourism, the candidate must have obtained a 10th-grade certificate/ O Level or Equivalent. The duration of the program is around one year. Diploma In International Business Management For admission into the Diploma In International Business Management, the candidate must have obtained a Plus 2 certificate / A Level or Equivalent. The duration of the program is around one year. Diploma In Professional Cookery For admission into the Diploma In Professional Cookery, the candidate must have obtained a 10th-grade certificate/ O Level or Equivalent. The duration of the program is around one year. Certificate In Professional Cookery For admission into the Certificate In Professional Cookery, the candidate must have obtained a 10th-grade certificate/ O Level or Equivalent. The duration of the program is around 6 Months. Certificate In International Hotel Management & Tourism For admission into the Certificate In International Hotel Management & Tourism, the candidate must have obtained a 10th-grade certificate/ O Level or Equivalent. The duration of the program is around 6 Months.
The Abu Dhabi School of Management (ADSM), founded by the Abu Dhabi Chamber, is a unique business school in the region, focusing on innovation, entrepreneurship, quality, and leadership. The MBA program is delivered in conjunction with the top-ranked Imperial College Business School from London, combining knowledge from two of the worlds’ most exciting cities. The Master of Science in Quality and Business Excellence is partnered with the Sheikh Khalifa Excellence Awards. He equips today’s professionals with the skills and knowledge required to increase efficiency and competitiveness in a rapidly evolving and complex business world. The Master of Science in Leadership and Organizational Development is designed for professionals aspiring to take on strategic leadership and organizational development roles in public and provide entities. We develop strategic leaders seeking solutions to global issues with local and international expertise. Students are assured of a high-quality international standard of education, earning a postgraduate degree recognized locally and internationally. Our University faculty are locally and internationally recruited academics with extensive teaching, business, and industry experience. They and the Imperial College Business School faculty bring world-class knowledge gained from research and professional experience, giving students a stimulating, practical-based academic environment with a strong emphasis on innovation and entrepreneurship. Classes are small in student numbers, allowing lecturers to cater to your individual learning needs. All ADSM academic programs are accredited by the UAE Ministry of Education – Higher Education Affairs through the Commission for Academic Accreditation (CAA). What is the University’s greatest quality/ strength? ADSM produces highly talented graduates equipped with the latest management techniques that lead to innovating, improving, and enhancing their environments. So, whether they find themselves in a start-up venture, a large corporation, or a government entity, ADSM will develop skill sets and help students reach their goals.
The British University in Dubai (BUiD) offers a one of a kind not-for-profit brand of advanced Education with exclusive expectations for study and research intended to add to the mechanical development and financial improvement of the Arab world and past. The British University in Dubai (BUiD) was set up in 2003 by Ruler's Decree of the Emirate of Dubai as the area's primary, research-based, postgraduate college. BUiD offers a novel not-for-profit brand of advanced Education with elevated expectations for study and research intended to add to the mechanical advancement and financial improvement of the Arab world and past. BUiD was set up to encourage access in the Middle East to British-style world class learning, training, and research. At BUiD's first commemoration festivities, His Excellency, Richard Makepeace, then British Ambassador to the UAE, remarked that BUiD was a standout among the most energizing advancements UAE-UK relations we have seen for a long time. Following ten years, fervor and dedication are maintained! Working in partnership with leading UK colleges, BUiD offers front line training and research in critical study fields. BUiD aspires to the most noteworthy, globally perceived British principles as reflected in its work with the Universities of Edinburgh, Cardiff, Glasgow, and Manchester. All BUiD Master's and Doctorate programs have official recognition from the UAE Ministry of Higher Education and Scientific Research, as approved by its Commission for Academic Accreditation. BUiD is gladly situated in Dubai International Academic City, as a part of Dubai's Education Free Zone group. BUiD's Founders and Contributors BUiD was set up as a 'not for profit' institute. The Founders of the University are the Al Maktoum Foundation, Dubai Development and Investment Authority, the National Bank of Dubai, the British Business Group, and Rolls-Royce. BUiD has likewise gotten substantial sponsorship from nearby and universal associations who have demonstrated their support for BUiD at a few levels, including subsidizing and grants. These incorporate Atkins, Emirates Foundation, Al Jalila Foundation, the Emirates Group, DUCAB, Dubai Duty-Free, DUGAS, and Hyder Consulting. Our Alliance Partners BUiD has composed around three disciplines, Business, Engineering and IT, and Education - each conveying top of the line postgraduate programs using the most grounded elements of British quality affirmation and subject specification. As a rule, our educational programs have been produced and improved with scholastic and intentional guidance upon our alliance with top-notch British institutes who have a universal name, selected as BUiD's partners for their perfection in research and learning. As of now (2015), the following particular program affiliations work under cover of the more extensive BUiD UK union: College of Manchester College of Edinburgh College of Glasgow Cardiff University
HBMSU prides itself on being named after HH Sheikh Hamdan Bin Mohammed Bin Rashid Al Maktoum, the Crown Prince of Dubai and HBMSU President. HBMSU was established in 2002 as the first institution with an e-learning platform in the UAE, thanks to a strategic initiative to encourage uptake and application of TQM thinking in the Arab World through innovative, affordable, and accessible means. The University has provided learning opportunities to all those aspiring to specialize in quality management and those associated with its implementation and management in various sectors of the economy. What is the University’s greatest quality/ strength? HBMSU is an institution with many opportunities on the horizon. Being one of the first movers in smart learning in the Arab World and having been the first accredited e-learning academic institution by the UAE Ministry of Higher Education & Scientific Research has given the University a competitive advantage. The University’s commitment to transform education in the Arab World remains strong. Its mission focuses on lifelong learning & the technological dimensions of education becoming increasingly important in an increasingly competitive educational market.
