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Established in 2009, CHS has grown with the help of its administration & staff to become one of the leading schools in Lebanon. CHS executes both traditional & modern ways of delivering the courses to its students. We are committed to providing a safe and nurturing learning environment to ensure success for all of our students. The partnerships among staff, students, parents, and the community are all important components of this learning environment. To this date, CHS has graduated more than 200 students all of whom have furthered their education. We believe that students achieve success by being active participants in learning. We encourage students in developing their character by interacting with other students from diverse backgrounds. Academically, our educational institution strives for excellence we understand that each learner excels at their own pace and in different ways. It is our duty to provide the syllabus according to the student's individual needs. We aim to achieve our goals through the collaboration and support of our teachers and parents. We set high expectations for students and fulfill them through the implementation of kinesthetic, visual, and audio methods of teaching. We encourage our students to be empathetic, supportive, and respectful. Our School believes that through cooperation, we can grow together and become distinguished members of the national and international community. CHS staff members are the backbone of the system. A talented community of educators and support staff is dedicated to enriching the lives of all students and helping them achieve success both academically & socially. The CHS employs approximately 75 individuals who build a positive learning environment by supporting our Strategic Directions and Mission Statement. Our standards are high because our students are our number one priority. View full school

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

CIS was founded in 1999 by two of its present directors. Contact was established with the Department of Education of the Canadian province of Prince Edward Island to adopt that province’s curriculum at Canadian International School Tokyo (CIS). At Canadian International School Tokyo our commitment is to empower students to become effective, independent learners: confident in their abilities and principled in their actions.CIS - Tokyo is accredited by the Province of Prince Edward Island (PEI). The K-12 curriculum is presently used by the provincial ministries of public education in each of the 4 Atlantic Provinces and is fully accredited across Canada. Annual onsite inspections by the Department of Education in PEI are held. Please feel free to contact the International Education Coordinator, Mike Leslie, at the PEI Department of Education for further information regarding CIS’ status as an overseas school. CIS is also accredited by the Western Association of Schools and Colleges (WASC) in California and the International Baccalaureate Primary Years Program (K3-Grade 5). All CIS teachers must be certified by the Canadian province of Prince Edward Island (PEI). This certification requires each teacher to provide a statement of professional standing, a certified university transcript, and a current Criminal Record Check. This standard of certification indicates that all CIS teachers have achieved educational standards required for employment in a public or private school in Canada. In addition to classrooms, CIS has technology labs, music and art areas, a science laboratory, a resource center, fully supervised indoor and outdoor activity and play areas. The three-building school campus is a short walk from Osaki station. Students from Japan and many other foreign countries attend CIS. The classes are taught in English and focus on the written learning outcomes from the Department of Education in PEI. Small class sizes make it possible for each homeroom teacher to become an academic mentor and advisor for students as they work through the academic program. Teachers have high academic expectations for CIS students and provide support for students so that they can achieve their best. At CIS students feel safe, not only physically safe but safe enough to express their ideas, to consider, to reflect, to care, to suggest, and to congratulate. In this environment, the personality of every student can develop, and grow resulting in well-adjusted adolescents and adults. We will work together to ensure that this amazing community of learners provides a supportive learning environment for all students. The Primary Years Programme is a curriculum framework from the International Baccalaureate offered to students from ages 3-12. Students who go through the Primary Years Programme, or PYP, become self-motivated inquirers and internationally-minded members of their communities. The Primary Years Programme is a curriculum framework from the International Baccalaureate offered to students from ages 3-12. Students who go through the Primary Years Programme, or PYP, become self-motivated inquirers and internationally-minded members of their communities. In the final year of elementary school, Grade 5, students demonstrate their capabilities as PYP learners during the Exhibition. This is the culminating project of the Primary Years Programme which asks students to use what they have learned throughout their elementary years as they research, explore, and take action on global issues. During high school students complete a planned sequence of core and elective courses which can be selected to reflect a student's interests. Core and elective high school curriculum at CIS include courses in English language arts, mathematics, general science, biology, chemistry, physics, history, computer studies, Japanese, music, physical education, and art. Selection of certain elective subjects makes science/business and arts/business streams available as options for study. At CIS students will earn high school credits resulting in a Canadian academic high school graduation diploma. This academic graduation also provides students with post-secondary entrance requirements for many Canadian and other universities. Significant student personal academic counseling is provided as students make these course selections and begin outlining their post-secondary interests. Other opportunities at CIS include the provision of advanced placement (AP) exams, from the College Board of the United States in some grade 12 subject areas. These exams written in the spring of each academic school year can provide students with post-secondary academic credits and/or placement in many North American universities. As students move through this last phase of their secondary education at CIS there is increased emphasis on the accomplishment of the skills necessary for success at the post-secondary level. Teaching strategies, and student evaluation, provide a message to the students of the importance of organizational skills, emotional intelligence, and work ethic. Academic feedback and success enable students to discover their learning styles and prepare for the challenge of the post-secondary environment. CIS accepts new students in April of each year as well as in September. These students may require extensive language support. During these three months, this will be provided for each student. All new ENGLISH IMMERSION students are "embedded" in their age-appropriate grade-level classes. Students from grades K-6 participate fully in the IB PYP program units of inquiry. And grade 7-112 students attend all regular classes. Language support is provided for students using a variety of models depending on the needs of the student. The role of the Guidance Counsellor is to provide support for the school community, particularly students, their parents, or guardians. Guidance Counsellors are registered teachers and possess appropriate post-graduate qualifications. At CIS Tokyo, we have two libraries. In building A, the library is used by our students from grade K3/4 to grade 5. Students visit the library every week to take out and return books as well as to learn about information literacy. A favorite part of class visits to the library is read-aloud story sessions. Older students begin to develop and enhance their critical reading and research skills in preparation for their PYP exhibition at the end of grade 5. The middle school/high school library is located in building C and is used by students from grades 6 to 12. The library is open twice a week after school for students to borrow and return books. Both libraries offer a range of age-appropriate materials! View full school

Founded in 1913, Canadian Academy is a private, co-educational day and boarding international school that provides an inspirational learning experience. We are an IBO World School offering all three of the Primary Years, Middle Years, and Diploma programs. Canadian Academy blends the local Japanese culture with elements from around the world - our students come from over 40 different countries. Canadian Academy's dormitory students range from 9th to 12th grade and come from North America, Europe, and Asia. Our campus is located in Kobe, Japan on Rokko Island. Canadian Academy is approved by the Japanese Ministry of Education, accredited by the US-based Western Association of Schools and Colleges (WASC) and the Council of International Schools (CIS), and certified to award both the US high school and International Baccalaureate diplomas. Canadian Academy offers an advanced college preparatory education based on International Baccalaureate programs taught in English. In high school, students can take either the full Diploma Programme or certificates in individual Diploma courses. CA is authorized for both the Middle Years Programme (MYP), taught from grades 6 to 10, and the Primary Years Programme (PYP), taught from age three to grade 5. CA and the IB provide the transferable education that international students require. Canadian Academy's nine-acre campus is a purpose-built facility, opened in 1990 on Rokko Island in Kobe. CA's facilities include not only fully-equipped classrooms, science laboratories, multi-purpose rooms, a fitness center, and specialty teaching areas designed with the modern educational needs of the students in mind, but also two gymnasiums, and two theaters. CA is the center of students' daily lives. The school itself is ideally located in the residential area of Rokko Island, a modern urban center, which also boasts a hospital, parks, shops, restaurants, and other schools. The Early Learning and Activities Center (ELAC), opened in January 2008 enabling CA to more fully meet the growing academic and extracurricular needs of its international and multiage student body. ELAC contains specially designed classrooms on the first floor for our two- through five-year-old programs, as well as the P&G Black Box theater and a second gymnasium on the second floor. These facilities provide flexibility for the scheduling of a multitude of athletic and artistic events. The Herbert Norman Library and Media Center circles the school's central atrium and is a spacious facility located in the center of the school. Offering ample room and resources for research, independent study, and personal reading to students in grades 1-12, it is a hub of activity at the Canadian Academy. It houses more than 42,000 volumes in its collections, containing print, digital and audiovisual materials, accessible remotely through a fully automated catalog system. The library subscribes to numerous magazines, professional journals, daily newspapers, and several online databases. The early childhood library in the ELAC building services students in the Building Blocks program and kindergarten classes. It has a comfortable space for storytime and numerous picture books to check out. Technology is represented by a school-wide network of iPads & computers located in Technology Centers, mobile mini-labs, the library, and in every classroom. Canadian Academy also operates a one-to-one laptop program for all students from Grades 3 to 12. Specialist staff assists teachers to integrate computers into the curriculum. Our athletic facilities include two full-size gymnasiums, a fitness center with an aerobic zone, soccer fields (one artificially turfed), two tennis courts, and elementary school playgrounds. Canadian Academy boasts two beautiful theaters, the main building Theater and the P&G Black Box theater in ELAC. The P&G Black Box theater can be configured in any number of ways to accommodate smaller productions as well as unique types of events. Both theaters are equipped with professional-level sound and lighting control booths. The main theater seats almost 400 people and can serve as an exam site for 100 students. It is used for student performances in music (band, choir, and orchestra) and theater. It is also used for student assemblies and our High School graduation ceremonies. Visiting professional groups use either of these venues for community performances. Our modern cafeteria, with seating for 300 students, serves lunch to our school community. Breakfast and dinner are also available in the cafeteria for residents of the Gloucester House dormitory. Gloucester House, one of only a few international dormitories in Asia, consists of two separate living units (houses) and a recreation center. It provides a living option for students from outside the Kobe area. Each unit contains a kitchen, lounge, six student bedrooms, and three bathrooms. Besides modern accommodations for the students, each 12-student unit includes a dorm parent apartment so that a family relationship can grow among students and their resident advisors, who are also teachers at CA. Although self-reliance is expected, students share in communal tasks and follow rules that are designed to promote respect for each person's welfare and property. Canadian Academy is pleased to offer bus services for our families. This service supplements services offered by several housing communities as well as public transportation. Routes have been designed with attention to where families reside with consideration to bus maneuverability and traffic congestion. Service is available on a first-come, first-served service basis to students in KA through Grade 12! View full school

Canadian College Italy is a university-preparatory, co-educational boarding high school located in the central Italian town of Lanciano, in the province of Abruzzo. The School offers a culturally rich and academically challenging curriculum for students in Grades 10, 11, and 12. It has been operating in Italy since 1995. CCI debuted among Europe's private schools as the first Canadian school in Italy to offer an independent high school program. Operating under the supervision of the Ontario Ministry of Education, CCI prepares students for entrance into universities in the U.S.A., U.K., Canada, and Europe. Since its founding, our boarding school in Europe has grown to be a unique source of English-language private school education for both Canadian and International students. Our Philosophy & Objectives: To translate the name of the school into a curricular and social reality. To offer a special living environment: communal, foreign, and culturally rich. To provide an extraordinary learning environment: small classes, an experienced and caring faculty, and quality resources. To trigger a renewal in student learning through faculty accessibility, challenging academic demands, and focused study. To consciously promote humanistic values. To bring students to an acceptance of social responsibility as a basic right. To inculcate in our students an acceptance of ownership for their learning. To effect a change in student outlook through contact with the local Italian community and with the cultural and artistic aspects of Italy. To develop the curriculum so that each course taught has a cultural component. To involve students in the structure of their living and learning. It takes courage for parents to send a child abroad, as it does for students to choose to move away from home. Yet, like most things that are difficult initially, the hardest part is to take that first step. As stated, our mission is: To provide a unique environment in which students experience a renaissance: academically, socially, and culturally. Much of this is achieved by being immersed in Italian culture. Our students quickly learn that there is a profound difference between visiting a country, and living within it a town that once seemed foreign, and perhaps overwhelming becomes a second home. Our school motto Perge et Valeas was chosen because it reflects the spirit of this quote. It translates from Latin into “If you proceed you shall succeed”. View full school

CDNIS is a private, independent school with an enrollment of over 1,800 students representing 41 nationalities. Recognized as an IB World School, CDNIS is just one of five IB continuum schools in Hong Kong to offer three IB programs from Pre Reception to Grade 12. At the core of our success is our never-ending pursuit to inspire excellence, cultivate character, and empower engagement locally and globally. We are proud to be an IB World School and one of only five in Hong Kong to offer three IB programs – the Primary Years Programme, the Middle Years Programme, and the Diploma Programme. IB students aspire to the Learner Profile attributes: knowledgeable, balanced, reflective, principled, open-minded, and caring. They are thinkers, communicators, risk-takers, and inquirers. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success. CDNIS students are encouraged to be curious, creative, critically aware, and to develop their talents to the fullest. We expect a lot from our students, but at the same time, we promote reflection and encourage our students to be lifelong learners. Our international outlook promotes understanding and open-mindedness and prepares our students for leadership and success in an increasingly dynamic and complex world. What also sets us apart from other schools is our Upper School's dual-diploma program in which our students graduate with not just one, but two diplomas. Post-secondary institutions worldwide recognize the IB Diploma and Ontario Secondary School Diploma (OSSD) for their rigorous assessment and CDNIS students graduate with both. Students in Grades 9 to 12 earn credits towards the OSSD, while in Grade 12, concurrently completing all credits for the IBDP. Graduating with two distinct diplomas sets our students apart from other candidates, particularly when applying to their first-choice universities around the world. Our faculty and staff come to us from all over the world and are united in their commitment to inspire excellence, cultivate character, and empower engagement locally and globally. They utilize innovative teaching strategies coupled with fundamental beliefs about how students learn best to ensure each student is challenged to reach their full potential. As an IB World School, the inquiry is at the core of the CDNIS curriculum, and authentic learning experiences are related to the real world in a way that students find meaningful. CDNIS also places a high degree of importance on the development of the whole child which is supported by an exceptional extra-curricular program. As a parent of three grown children and an avid outdoorsman, I understand the importance of finding a school that provides the right balance for your child – one which emphasizes personal development as well as academic rigor. In addition to our outstanding academic program, our students enjoy a wealth of other extra-curricular activities and clubs, while community service and philanthropy are a fundamental part of students' experience. The opportunities for students to participate in various activities – from sport, music, and drama to art and community service projects – are extensive, providing CDNIS students the opportunity to develop other skills. CDNIS is a school united by the joy of learning, excellence in achievement, and development of character. We will inspire academic and personal growth in our students by encouraging inquiry, stimulating creativity and innovation, embracing cross-cultural and global perspectives, and fostering meaningful participation and service. Established in 1991, the Canadian International School of Hong Kong is a non-profit, private, independent, coeducational day school located on the south side of Hong Kong Island in Aberdeen. CDNIS was founded upon the recommendation of the Hong Kong government, which wished to expand the number of international schools offering a North American curriculum. The School first opened its doors to just 81 students in small rented facilities in Causeway Bay. Over the years, CDNIS grew and changed. Within a few years of opening, the School had achieved its “through-train” objective in 1999, providing education to students from Pre Reception through to Grade 12 graduation. The School also celebrated its first graduating class the same year, with the members of the Class of 1999 going on to pursue tertiary studies at prestigious universities around the world. The challenges of operating a through-train school in several locations, along with the population growth, brought the need for the School to look for a permanent location. A stunning space along a hillside that overlooked the spectacular backdrop of Aberdeen Harbour, Lamma Channel, and outlying islands, was awarded to CDNIS and the task of developing an award-winning, 14-level campus that was uniquely Canadian began with the new campus opening in 1999. As the student population continued to expand, additional education facilities were completed including the Primary Tower (2002), Leo Lee Arts Centre (2005), Chinese Cultural Centre (2015), and Green Roof Garden (2015). CDNIS is a fully authorized IB World School where all of our students from Pre Reception to Grade 12 benefit from the IB curriculum. CDNIS is one of only five through-train IB World Schools in Hong Kong and 250 worldwide. Complementing the IB curriculum, our Upper School curriculum conforms to the requirements of the Ontario Ministry of Education as CDNIS graduates receive both the IB Diploma (IB DP) and the Ontario Secondary School Diploma (OSSD). View full school

The Canadian International School of Egypt is dedicated to working in partnership with parents and students to provide a world-class teaching and learning environment to develop students as inquiring, knowledgeable, creative, and caring citizens of a global society. The Model United Nations trip was both informative and entertaining. On the first day in Geneva, Switzerland the team explored the old district, walked by the lake, and enjoyed a delicious Italian lunch together. All whilst there was a two-man band playing music right behind us. CISE uses the Ontario Student Record (OSR) to record a student’s ongoing educational progress. The OSR is confidential and is privileged for the information and use of the principal and teachers of the school for the improvement of instruction for the student. Parents have access to all the information contained in their child’s record a staff representative must be present during that time to answer any questions he/she might have about the documents in the OSR folder. The OSR folder contains information such as biographical data, schools attended, names of parents(s), special health information, photographs, additional information as deemed appropriate, report cards, the Ontario Student Transcript (for Secondary School Students), and a documentation file which may contain documents such as a custody order educational, psychological, and health assessments doctor’s notes suspension letters interview documentation and other information as deemed appropriate. CISE offers a wide range of facilities to help students maximize their athletic capabilities during school and after. CISE offers a fully functional gymnasium that houses indoor sports such as, dodge ball, basketball, volleyball, and various indoor activities. In addition, the school offers two full soccer fields that are the center stage for spirited matches during soccer tournaments and class activities. CISE provides students with fully functional outdoor volleyball, basketball as well as tennis courts. The school also offers a growing weight room containing free weights, strength bands, a bench press, and multipurpose gym equipment for students looking to improve their fitness levels in the class. This year has started on a positive note for athletics here at CISE. The elementary swim team kicked off the season at Cairo English School this past October. The wolves, although low in numbers, swam hard to capture four top-three finishes in backstroke, freestyle, and breaststroke. Coaches Ms. Cara and Mr. Nduwayo worked hard with the athletes, refining skills and techniques to prepare athletes for competition. We look forward to seeing more from our athletes in the year to come. The athletic department offers a wide range of sports for students looking for the competitive edge or simply to be a part of a club. Sports offered during the fall semester include boys and girls soccer, and elementary/secondary swimming for ages under 18 to under 12. Sports to look forward to in the winter include, basketball, volleyball, tennis, badminton, rugby, and track and field. We look forward to seeing all our wolves in action showing school pride and determination as they work towards their athletic goals. CISE is fully equipped with over 50 Digital Interactive White Boards. The Interactive White Boards allow our staff to deliver learning activities in an interactive method allowing students to physically interact with board lessons. This revolutionary technology allows staff to provide a larger array of potential learning activities to students. Our High School is also fully equipped with 50″ LCD Plasma screens. Both our Interactive White Boards and LCD screens are fully compatible with both PC and Macintosh systems. CISE supports 3 fully functioning Computer Labs. 2 of our labs, one located in the Elementary and one in the Secondary building, are server-based laboratories allowing seamless lesson activities. Students participate in online learning activities, learn essential computer principles and interact digitally with their peers and teacher. Our third laboratory is located in the Secondary building. The main computer lab is a fully functioning design studio allowing students to perform larger tasks including high-level graphic design, video, and audio editing, and AUTO-CAD design. View full school

BCCIS opened its doors to 27 students and their families in September 2005. Since then, we are proud to say that we have multiplied to a community of over 800 students and more than 100 staff members, ranging from Early Child Education (ECE) to Kindergarten through grade 12. BCCIS implements the BC curriculum from KG2, to grade 12. The BC curriculum has been ranked as one of the top education systems internationally. We not only strive to help our students become critical thinkers, but to also help support them in their social-emotional growth, and to become the best versions of themselves. BCCIS works hard to employ staff members that are dedicated and well-rounded in multiple disciples. Our staff members make it their personal mission to provide individual support that caters to different students’ needs, as well as provide support inside and outside that classroom. BCCIS considers itself a small community faculty member who creates a close relationship with students and helps create an environment where both academic and personal achievements can be met. We implement an ‘open door policy, which provides opportunities for students to approach faculty members at all times for extra support. At BCCIS we encourage the pursuit of excellence in all endeavors and the acceptance of responsibility for the enrichment of society. Striving for excellence today preparing students to succeed in a challenging world tomorrow. Building a safe, inclusive, and engaging school community has always been one of BCCIS’s main goals. Although academic achievement is important, providing extracurricular activities to engage students has been proven time and time again to have a positive impact on their development. Over the years, BCCIS has taken initiative in developing activities and after-school clubs that will help mold students into successful adults in their post-secondary studies. Our clubs focus on encouraging diversity, developing interpersonal skills, and building empathy while lending a hand to the greater community in Cairo. The most important goal of our early childhood is to help children become enthusiastic learners. this means encouraging children to be active and creative explorers who are not afraid to try out their ideas and to think their own thoughts. Our goal is to help children become independent, self-confident, inquisitive learners. we are teaching them how to learn in an environment that is developmentally appropriate. we are allowing them to learn at their own pace and in the ways that are best for their developmental level. We also recognize that there are occasionally behavioral issues outside of the appropriate developmental and age continuum for socially acceptable behavior. For example, behavior that results in ongoing classroom management problems such as disruptive or aggressive acting out that causes concern for the well-being of the student and/or other students, will be addressed individually. At such times we will share our observations and concerns with parents to determine if the problem is something we can work on together or if we need to seek advice and counseling from an outside professional agency. View full school

ECRS is an independent, parent organized and run, K-12 school with approximately 250 students, 15 full-time teaching staff, and several part-time teaching staff. The school has an active and comprehensive Learning Assistance and Special Education department. All teachers are certified under the Teacher Regulation Branch of British Columbia. The school is a Group 1 school, as defined by the Independent School Act. Parents run the school via a seven-person Board of Directors drawn from and elected by the school society's membership. In the 2018-2019 school year, tuition rates per family were $554 per month. Also, as a Group 1 school, we receive funding from tax dollars. This funding is 50% of the per-student cost incurred by the local public school district, School District 54. Capital costs are not funded via tax dollars, so they must be raised by donations or increased fees. Membership in the Canadian Reformed School Association of Smithers is open to members in good standing of the Canadian Reformed Church of Smithers, Canadian Reformed Church of Houston, Faith United Reformed Church in Telkwa, and Bethel United Reformed Church in Smithers. Children of parents who do not belong to any of those four churches may be admitted on a case-by-case basis by the school board. To be eligible, the parents must desire a Biblical education according to the Reformed faith. That faith is summarized in the Three Forms of Unity. If they are admitted, the parents will be non-voting members. If you are interested in more information, please contact the school office. All staff must be members in good standing of one of the four local Canadian or United Reformed churches mentioned above. Parents formed the school association back in the 1960s because they believed that nothing in life is neutral. Every aspect of life is affected by one's worldview/faith. Therefore the educational environment also had to be as consistent as possible with the truth of Scripture as understood by the parents. God grants children to parents and parents in turn, promise at the child's baptism that they will raise these children, God's covenant children, to know and fear Him. With this covenantal responsibility in mind, ECRS is a covenantal school committed to matching instruction as closely as possible to parents' faith. The school vision statement captures the intent of the school society. The idea of functioning as prophet priest and kings is taken from the Heidelberg Catechism, Lord's Day 12. Basically parents believe that life is an integrated whole and that it is to be lived to God's glory. We do not claim perfection in that but we do strive to take seriously the call to live for God's glory in love. This commitment to do things in a spirit of love and obedience to God is based on what Jesus identified in Matthew 22:37:40, as the two greatest commandments. This means that we endeavour to make the school culture and climate be one in which all students, staff, parents and visitors feels safe, accepted and respected. In all our classes, we try to integrate God's word in a responsible way in what we teach and how we teach it. Every decision and action is ideally tied back to the vision statement to ensure that we remain focussed on achieving that goal. On May 12, 1965, members of the Smithers Canadian Reformed Church founded the Canadian Reformed School Society of Smithers. They began by organizing a Friday night school that started in November of the same year. Planning and fundraising also began, with the purpose of establishing a full-time school. Plans got a large boost when a family from the church donated a piece of land for the school. On September 27, 1969 the Ebenezer Canadian Reformed School officially opened its doors with 58 students and two teachers and has operated ever since. In 1971 the school grew to include children from parents who were members of the Houston Canadian Reformed church. By 1974 an addition was being planned and there were 102 students, five full-time teachers and one part-time teacher. In 1987 a Learning Assistance program was started. In 2002 in response to developments in unity discussions between the Canadian and United Reformed churches the school society membership approved a change to the constitution to allow members of the United Reformed Church to be members of the school society. As of 2018-2019 just over 15% of the students are members of the URC. Over the years there have been several additions the most recent being in 2009, 2011 and 2015. As of the 2018-2019 school year there are 248 students. View full school

At Ahram Canadian University, we are committed to preparing young individuals from Egypt and abroad to be leaders and intellects and instill in them the critical thinking underpinning responsible citizenship and social and ethical responsiveness in the global knowledge society. ACU aspires to become one of Egypt's top tier universities providing quality education and state-of-the-art research. and contributes significantly to community development ACU is a leading modern educational institution of high international standards. It employs innovative methods of education, as applied in Canadian universities, without being primarily driven by profit considerations but by academic excellence. Its responsiveness to the demand for high-quality university education that qualifies students to meet the changing labor market requirements or pursue post-graduate studies in higher academic and vocational Institutes locally and abroad is to be a model In Egypt and the Middle East. It also plays an essential role In the comprehensive sustainable human development of Egypt and in fostering the scientific and technological literacy critical to Egypt. We prepare well educated and motivated graduates who can serve their community and contribute to the enhancement of society. We accomplish this by: Offering innovative niche programs that meet the needs of students and employers. Providing a supportive learning environment that fosters integrity, creativity, and self-development. Recruiting and retaining outstanding faculty and staff that reflect our expectations of excellence. Ensuring that our practices, policies, and procedures encourage sustainable development. Conducting original research in collaboration with regional and international organizations. Meeting the needs of organizations by developing customized education. Al-Ahram selected the best Canadian universities to cooperate within establishing an Egyptian Canadian University, to be located in the Arab Republic of Egypt. This selection was made for many reasons, primarily, the distinguished status of Canadian universities and Canadian education by large, which places them in a first international level. Furthermore, Canadian universities are famous, more than others, for their focus on the applied and practical studies and theoretical foundations. This would act following Ahram Canadian University's mission to qualify students to meet the challenging labor market requirements and to play an essential role in society. The Association of Universities and Colleges of Canada (AUCC), which represents the Canadian universities, will cooperate with ACU to secure the best implementation possible. The AUCC is a reputable Canadian academic institution involved in the management of private projects. It has a long record of experience and profound knowledge of all aspects of modern university affairs. AUCC has sufficient skills and resources to transfer modern university expertise characteristic of the Canadian higher educational institutions all over the world. It also has a significant record of experience inefficient management of large-scale multi-specialized educational projects in Canada and other parts of the world. AUCC is primarily concerned with the quality of the educational process and its programs' modernity and diversity. View full university

Burman University is accredited by the Adventist Accrediting Association (AAA), offering Campus Alberta Quality Council (CAQC) approved bachelor degree programs. We offer over 35 major or track choices in bachelor degree programs in our Division of Arts, Division of Science, School of Business, and School of Education. We are one of 15 Adventist universities in North America, but we are the only Seventh-day Adventist University in Canada. We are sponsored by the Seventh-day Adventist Church in Canada (SDACC). Western Canada experienced unprecedented growth during the first decade of the 20th century. Immigrants from Europe, the eastern provinces, and the United States followed the railroads westward. The growing population made it necessary to organize the territory into provinces. Alberta gained its provincial status in 1905, and two years later, a group of Seventh-day Adventist laypersons and church leaders established a school for their youth near Leduc, Alberta. Burman University traces its roots to this first Alberta Seventh-day Adventist secondary school. Overlooking miles of the surrounding countryside and consisting of campus and over 1,200 acres of farmland, the present location of the University on a hilltop in Lacombe, Alberta, was chosen as the permanent site for the secondary school in 1909. This high school has continued to operate until the present and now has the name Parkview Adventist Academy. Burman University will be the school of choice for those students who desire a quality education in a Christian setting that values individual achievement and the spirit of community renewal. Burman University will educate students to think with discernment, believe with insight and commitment, and act with confidence, compassion, and competence. Burman University is committed to the ideals and vision found in the teachings of Jesus Christ and therefore holds and models the following values: Burman University will be committed to excellence. It will prepare its graduates for success in the workplace, graduate studies, and professional schools. Its faculty and administration will value the exploration of new possibilities and potentials. Campus planning will focus on ensuring that facilities and resources provide an environment of excellence. High-quality student life and spiritual programs will encourage strong personal and spiritual growth. Burman University will be known for its students' high level of service and all other constituents and stakeholders. It will model relationships that are caring and compassionate. Its academic programs and extra-curricular activities will enable employees and students to actively involve themselves in service and mission while at the University and in their future careers. Burman University will nurture students’ spirituality by engaging them in an unwavering search for a deeper relationship with God. It will be faithful in supporting the mission and beliefs of the Seventh-day Adventist Church. The University will invite employees and students to find balance in their lives and show their faithfulness to God through personal choices and commitments. It will be a community of worship that will promote healthful living, respect for the environment and a love of God and the Scriptures. Burman University, its employees, and students will act with integrity. They will be known as transparent and honest in all their dealings and will show intellectual integrity when dealing with complex and challenging issues. Burman University will provide an environment of academic freedom employees, and students will exercise that freedom with responsibility by remaining loyal to the core values of the University. Burman University will be a community where every person counts. Students will be mentored and supported in their academic, spiritual, social, and physical pursuits on a welcoming, inclusive and safe campus. Faculty and staff will experience a community that encourages personal development and places high regard on teamwork and servant leadership. Students, as well as employees, will have a voice in bringing positive change to the community. View full university

CMU is an innovative Christian university, rooted in the Anabaptist Mennonite tradition, moved and transformed by the life and teachings of Jesus Christ. Through teaching, research, and service, CMU inspires and equips women and men for lives of service, leadership, and reconciliation in church and society. CMU'sLike that of any organization, CMU's mission statement is like a densely packed coil with the potential and the obligation to spring to life in a vibrant array of programs and projects, conversations, and commitments. CMU's mission statement is upfront and out there in its particularity. Faithfulness to the story of God's creating and transforming work through Jesus Christ is the heartbeat, the mindfulness, and the motivating impulse for the service, leadership, and reconciliation through which CMU participates in church and society. CMU's mission statement takes shape through a vibrant array of programs and projects, conversations, and commitments. The statement names the story of God's creating and transforming work through Jesus Christ as the heartbeat of the service, leadership, and reconciliation through which CMU students, faculty, graduates, and surrounding community participate in church and society. At CMU's service, leadership and reconciliation' are personal and communal learning outcomes encountered within academic, personal, and interpersonal, theological, artistic, physical, and environmental contexts. Education involves "building understandings" in ways that are about knowledge as much as relationships, enabling us to see, engage, and share in a world that is as wondrous as strained, and that ever calls for our best care and innovative capacities. Convictions regarding integrity in life and faith alongside the integration of knowledge, action, and community wisdom lie at the heart of CMU's educational vision. CMU's self-understanding as a church-related university is grounded in relationships of trust and commitments to ongoing, open dialogue and inquiry. By God's grace, we seek to live and proclaim the good news of reconciliation in Jesus Christ. As part of the one body of Christ at all times and places, we hold the following to be central to our belief and practice: God is known to us as Father, Son, and Holy Spirit, the Creator who seeks to restore fallen humanity by calling people faithful in fellowship, worship, service, and witness. Jesus is the Son of God. Through his life and teachings, his cross and resurrection, he showed us how to be faithful disciples, redeemed the world, and offers eternal life. As a church, we are a community of those whom God's Spirit calls to turn from sin, acknowledge Jesus Christ as Lord, receive baptism upon confession of faith, and follow Christ in life. As a faith community, we accept the Bible as our authority for faith and life, interpreting it together under Holy Spirit guidance, in the light of Jesus Christ to discern God's will for our obedience. The Spirit of Jesus empowers us to trust God in all areas of life, so we become peacemakers who renounce violence, love our enemies, seek justice, and share our possessions with those in need. We gather regularly to worship, celebrate the Lord's Supper, and hear God's Word in a spirit of mutual accountability. As a world-wide community of faith and life, we transcend boundaries of nationality, race, class, gender, and language. We seek to live in the world without conforming to the powers of evil, witnessing to God's grace by serving others, caring for creation, and inviting all people to know Jesus Christ as Saviour and Lord. In these convictions, we draw inspiration from Anabaptist forebears of the 16th century, who modeled radical discipleship to Jesus Christ. We seek to walk in his name by the power of the Holy Spirit, as we confidently await Christ's return and the final fulfillment of God's kingdom. View full university

Indo Canadian International School was established in the year 2018. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1631289 and has a General affiliation which is valid up to 31/3/2023. It lies in the Ludhiana district of Punjab and is currently being managed by the Ibs Welfare Society, Punjab. It is presently under the principal -administration of MRS. SAMRATPAL KAUR. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent View full school

ECAC is the invention and creation of His Highness Sheik Saud bin Rashid Al Mu'alla, the Ruler of Umm Al Quwain, who has an unmistakable vision of adding to the social, instructive, and financial advancement of the area. We, in this manner, use the best of the Arab and Canadian models of advanced education. Your enthusiasm for ECUC is most welcome and particularly valued. As the lone University in Umm Al Quwain, we offer courses in Business, Mass Communication, English Language, and Translation. We are an organization focused on perfection in educating and regularly expanding to innovative work. Our main goal completely expresses that ECUC is an academic foundation with an unmistakable identity to give reasonable and impartial learning chances for capable and meriting students in the United Arab Emirates and neighboring nations. Vision, The vision of Emirates Canadian University College is to turn into noticeably one of the most excellent advanced education organizations in the UAE and be renowned around the Middle East. Purpose Statement Emirates Canadian University College is a private academic establishment with an unmistakable character, the essential role of which is to give reasonable and fair learning opportunities for capable and meriting students in the United Arab Emirates and neighboring nations. The establishment is committed and resolved to arrange and offer challenging learning programs applying all the conceivable advanced training methods. Besides, the Institution will apply its capital. It will attempt to contribute generously to human knowledge and sound research to make ready for advanced education in the UAE and meet the general public's necessities. The University College is committed to employ and retain internationally qualified faculty with varied experience to offer professional baccalaureate and master's primarily career-oriented degree programs, yet integrated with the liberal arts and sciences. Mission, The mission of Emirates Canadian University College (ECUC) is to instruct students to meet the UAE society's challenging educational and social needs through education, scholarship, and open administration. The University College tries to give both students and the community the educational and social apparatuses they have to flourish in a composite world. ECAC embraces the Canadian academic point of view yet with a target of adding to UAE's community and keeping the Emirates differing societies and values in amicability with it. Philosophy ECUC recognizes that a high expectation in advanced education is conceivable only by keeping up scholarly and professional greatness in the workforce, staff, and students. Only the quest for greatness by the foundation ensures respect and believability both from the local and the global communities. The University College is sure of the noticeable part it will play in cultivating educational and innovative headway in the United Arab Emirates and the district. Administration, The University College is administered by the Board of Trustees, comprising of individuals drawn from different enterprise fields; the President of the University College is likewise an ex-officio individual from the Board. Accreditation The Emirates Canadian University College, situated in the Emirates of Umm Al Quwain, is formally authorized since 8 March 2008 by the Ministry of Higher Education and Scientific Research of the United Arab Emirates to honor degrees/credentials in advanced education. Universal Affiliations ECUC appreciates and is prepared to execute Programs adapting technically superior practices to accomplish the anticipated objectives set high on the Canadian System of Education, maintaining the conventional and social estimations of the UAE's general population. While fitting the framework to mix incongruity with UAE's political and financial atmosphere and suit the prerequisites of its kin, ECAC stands promised to keep up the progressed and extraordinary norms of the Canadian System of Education, which we perceive as more liberal and adaptable. With such outstanding attributes and a high level of versatility, The Canadian System will be perfect for the Middle East's societal and economic conditions to teach its students and form its future. ECAC has made the divergent North American learning society it is model to serve the general population of UAE and the area. ECAC is sharp about keeping congruity between the granting of education and the social standards of the district. ECAC will enlist qualified Faculty with Canadian experience and academicians, and institutional research, which will be upheld by modern education apparatuses and services. ECAC had signed a Memorandum of Understanding (MOU) with Vancouver Island University, BC, Canada to guarantee the execution of the Canadian attributes and the consistency with the UAE Ministry of Higher Education and Scientific Research principles. The MOU's goal is to cultivate coordinated effort and association between both establishments and to energize coordinated contact and participation between their employees, departments, institutes, and other research centers depending on the arrangements of the MOU to enhance the nature of education in both associate foundations. To satisfy the goal, the parties consent to teaming up on educational modules advancement activities, exchanging academic credits encouraging students' enrollment and trade of workforce of every foundation and joint scholastic programs. View full university