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Our long-established and robust identity is founded on a combination of elements. Through its structure and its name, the Ecole Centrale de Marseille is linked to France’s other Engineering Schools, the Écoles Centrales. Its students are recruited through the same application process, and its teaching program and international relationships reflect those of the Écoles Centrales of Lille, Lyon, Nantes, and Paris. It develops and promotes the same idea of what makes an engineer. However, our École Centrale should also be seen retrospectively in terms of its deep-rooted history. Its present situation is the source of many significant characteristics. Finally, it should be measured against its future. By giving priority to issues such as sustainable development and digital technologies, Centrale Marseille’s development is based on strong values and a clear vision of its objectives, which result in a deliberate and ambitious strategy for all its activities. Most of Centrale Marseille’s buildings are located at the Château-Gombert Technopole, a buzzing campus of several higher education institutions, a research center, and many businesses at the foot of the Massif de l'Étoile. Easily accessible from the center of Marseilles by public transport (metro & bus) and Marseilles’ Saint-Charles Railway Station, Centrale Marseille sits at the heart of a dynamic and ever-changing environment. With buildings and facilities custom-built for university teaching and research, Centrale Marseille strongly encourages its students to become involved in extracurricular activities in the community and hosts many public events each year. Student accommodation is available in several residential halls close to the École Centrale Marseille buildings. While most of its campus is located at the Château-Gombert Technopole at the foot of the Massif de l'Étoile, Centrale Marseille has other buildings on the University campus at Saint Jérôme. The Centrale Marseille campus currently covers 5.7 hectares, but plans will add another 4 hectares. The new facilities planned for the coming years are a new amphitheater, a gymnasium, student residences, plaza area, and renovation of existing buildings. Centrale Marseille benefits from an exceptional research environment in its areas of competence: chemistry, physics, mechanics, and modelization. Its laboratories, which are linked to CNRS, are known for their high-quality scientific research in France and abroad. The Master program proposes around eleven fields and forty specializations, reflecting its significant lines of research and the changing needs of its academic and industrial partners. In collaboration with CNRS and Aix-Marseille Université, Centrale Marseille has established seven research groups in which most of its lecturers focus their research. Centrale Marseille’s laboratories contribute to Aix-Marseille Université’s scientific profile and its valorization in business and industry. Ecole Centrale de Marseille is a graduate engineering school, member of the Ecoles Centrales Group (CentraleSupélec, Centrale Lyon, Centrale Lille, Centrale Nantes). The school develops close ties with many companies, several leading research laboratories and regional competitive clusters (aeronautics and risks management, energy, photonics), and has established many international partnerships. Its original purpose is to train generalist engineers who are versatile and ethical. The school also offers Master and Doctorate programs. The school fosters internationalization, entrepreneurship, innovation, and social openness.

Central Philippine Adventist College is a private educational Christian college in Alegria, Murcia, Negros Occidental, Philippines. It is a part of the Seventh-day Adventist education system, the world's second-largest Christian school system. The college is fully accredited by the Association of Christian Schools, Colleges and Universities-Accrediting Agency, Inc. (ACSCU-AAI), the Adventist Accrediting Agency (AAA) of General Conference of the Seventh-day Adventist Church, and by the Department of Education of Southern Asia Pacific Division. Our vision is, "Central Philippine Adventist College trains students to be productive, service-oriented, and win-some witnesses of the Lord Jesus Christ." Our mission is "To be a Christian institution of academic excellence, continuously upgrading its faculty and facilities, and establishing healthy linkages with other institutions, whose students and graduates perform creditably and honorably in their chosen profession, and respond to the holistic needs of local and global communities." Shortly after the Central Philippine Union Mission was organized in 1964, its leaders dreamt of a college in Central Philippines. Following the dream, CPUM spent years of "sightseeing" activities over all of the Visayas searching for a favorable location. Finally, the search ended in Alegria, Murcia, 23 kilometers from Bacolod City, with the purchase of 71 hectares for P 600,000. A donation of $ 64,000 by Mrs. May Chung enlarged the property by 35 hectares. Events moved more rapidly after 1979. In 1981, the second quarter's 13th Sabbath School Overflow Offering set aside by the General Conference for the Central Philippine Union Mission College project gave it a much-needed funding boost. On August 12, 1981, seventeen years after the dream was born, the college's groundbreaking ceremonies took place. Keynote speaker was Dr. C. D. Hirsch, General Conference Director of Education, and the guest speaker was Negros Occidental governor, the Honorable Alfredo Montelibano, Jr. The actual construction began on October 2, 1981, with architect-contractor Raymundo R Victoriano donating his services as supervising engineer. On June 14, 1982, registered with the Department of Education, Culture, and Sports (DECS) as Central Philippine Adventist School, the college opened its door. There were 100 students and 17 faculty members. Pastor David Recalde was the president. As a Junior or vocational college, Rural Health Nursing, Building Construction, Agriculture, and Biblical Studies were the first courses. The Central Philippine Adventist College campus is located on a 115- hectare hilly slope of Brgy. Alegria, Murcia, Negros Occidental. Nestled at the foot of Mt. Mara para, the campus is 23 kilometers east of Bacolod City. It can be reached after about a 30-minute ride by jeepney or private vehicles. If you come by public conveyance, you can proceed to the Murcia or Mambucal, Murcia terminals near Libertad market, and take a jeepney bound for Murcia's municipality, dropping at the market area. Then ask for directions for Alegria/CPAC bound tricycles. The welcome marker near the barangay road signals you are only half a kilometer away from the campus known for its refreshingly rural and scenic environment. * Personnel from Negros Occidental Conference and Bacolod Adventist Medical Center (both located in Barangay Taculing, Bacolod City) can give directions to the CPAC campus.

The Central Luzon State University (CLSU), one of the renowned and prestigious state-institutions of higher learning in the country, is the lead agency of the Muñoz Science Community and the Central Luzon Agriculture, Aquatic and Resources Research and Development Consortium (CLAARRDEC). It started as a farm school, the Central Luzon Agricultural School (CLAS), on April 12, 1907, wherein the students learned the rudiments of better farming methods, agricultural mechanics, and homemaking arts. These activities soon evolved into a model vocational-agricultural teaching and learning program, which became its legacy to the country so far as the CLAS experience concerned. As a result, CLAS became a byword for productive farming methods.CLAS was converted into the Central Luzon Agricultural College (CLAC) on December 31, 1950, the first state institution in the country to offer a four-year curriculum for vocational agriculture training and eventually became known as "the mother of vocational agricultural schools" in the country. CLAC became the Central Luzon State University on June 18, 1964, by Republic Act No. 4067. As embodied in its enabling act, the "University shall primarily give professional and technical training in agriculture and mechanic arts besides providing advanced instruction and promoting research in literature, philosophy, the sciences, technology, and art." To date, CLSU remains one of the premier institutions of agriculture in Southeast Asia known for its breakthrough researches in aquatic culture (a pioneer in the sex reversal of tilapia), ruminant, crops, orchard, and water management, living through its vision of becoming "a world-class National Research University for science and technology in agriculture and allied fields." Additionally, it is also the first comprehensive state university to undergo institutional accreditation. It is declared the Cultural Property of the Philippines with the code of PH-03-0027 due to its high historical, cultural, academic, and agricultural importance to the nation. The Academic Year at Central Luzon State University is divided into two semesters and a summer session. The First semester starts in June every year and ends in October. Usually, after a two-week vacation, the Second semester starts in late October and ends in April of every year. This semester is interrupted by a two-week Christmas vacation that usually starts in mid-December and ends on New Year's Day. The Summer sessions start from mid-April to May. The medium for instruction at the University is English. Most of the lectures, textbooks, instructional materials, and examinations are written in this language. For individuals who wish to pursue a degree program or a training course at the University whose primary language is not English, proficiency in this language is expected and required. Admission to the University for the baccalaureate degree programs requires completing the secondary education program (high school) and passing the University Admission Test. The University observes an annual quota of 1200 first-year students. Application for placements starts in December of every year, and the admission examination is given on campus in the third week of January of the following year. Except on this schedule, no special admission examination is given. Students from other nations interested in applying for admission should send their application earlier to offset mails' delays. Documents required for submission include the official transcript of records and an application letter. After completing the first-year curriculum common to all baccalaureate degree programs, students then apply for admission to the respective Colleges in the University. Each College observes local admission requirements. For details, please see the menu of specific programs. For local individuals who have attended other universities or institutions in the Philippines and wishes to transfer to the University, a certificate of honorable dismissal from the institution where the units were taken, an official copy of the transcript of records, and a certificate of good moral character issued by the Dean or Director of Student Services (or equivalent) of the transferee's last school attended are required. For international students, presentation and submission of an authenticated copy of passport and visa, alien certificate of registration and study permit issued by the (Philippines) Department of Foreign Affairs, certificate of eligibility for admission issued by the (Philippines) Department of Education, Culture and Sports among others are required for submission. The instruction program, the University's principal function, is implemented by the Office of the Vice President for Academic Affairs. It encompasses all curricular, co- and extra-curricular, including research, extension, and production activities of the students and faculty members. These activities are conducted in pursuit of disciplinary enrichment and instructional development. The goal of the Academic Affairs Program is to provide quality education which highlights, among others, the following features: robust in science and technology proactive of future needs relevant to the region's agro-industrial needs, impact on the empowerment of the rural people it serves, and contributes towards sustainable development and global competitiveness. The Research Program primarily started in 1976 to help graduate students in their agricultural researches. Having momentum and acknowledging the importance of research in an academic community, its thrust expanded to cover several technical research on selected agricultural commodities. In 1978, the Research and Extension Programs were merged, giving birth to the Research and Development Center (R & DC). The R & DC adopted the pipeline approach to spur the countryside group for information and technology dissemination and contribute to realizing the University's development goals. It relives the maxim "development is research utilized." Therefore, the research was envisioned to establish a foundation that would accomplish one of the trilogies of functions of the University.Moving on with this commitment, the R & DC became the Research, Extension, and Training (RET) in 1987, where prioritized research programs are essential features and are geared towards improving the quality of life of the people it serves. The RET shall provide products and services in agriculture and allied fields using appropriate approaches for sustainable agro-industrial development to improve the quality of life of the peoples it serves.

The Hon founded republic Academy. Rafael L. Lazatin, with the support of his spouse, Loreto Paras Feliciano. Hon. Rafael L. Lazatin, a prominent agriculturist and industrialist, was a two-term. Mayor of Angeles City and provincial board member, two-term governor, and Batasang Pambansa Assemblyman is representing the Province of Pampanga. The Founder was aptly guided by his great faith in the Lord and inspired by his unquenchable desire to serve the public. He was also driven by the public clamor for quality education to answer the pressing need at the time – a school servicing many adolescents who could not be accommodated at the Pampanga High School, then the only public high school in the province. A year after the high school department's opening, in 1947, the elementary department was also opened. In the same year, upon the parent's and students' requests, college courses were also offered so that high school graduates may continue theirs. Education without having to go to Manila. Thus was born the "Republic Junior College." Standard and Education courses were also offered. In 1949, the education-conscious masses and the many employees in nearby Clark Air Base requested other courses; thus, the College of Commerce and Liberal Arts was opened. The "Republic Junior College" was given the name "Republic Central Colleges" with government recognition granted to all its courses. Heeding the country's need for Citizen Army Training, the Reserve Officers Training Corps (ROTC) was permitted to be organized and function by the Philippines' Armed Forces on June 8, 1957. This was the first ROTC unit organized in Pampanga.

Section 2 of Republic Act No. 4498 mandates that Central Mindanao University "shall provide programs of instruction at all levels in the arts, sciences, technical, professional, educational, and philosophical fields, and shall concern itself with "pure" and "applied" research in all branches of knowledge for the intellectual and professional growth of faculty members, for the advance instruction of students, and increasing knowledge and understanding." Our vision is "A leading ASEAN university actively committed to the total development of people for a globally sustainable environment and a humane society." Our mission is "To advance the frontier of knowledge through internationalization of education and equitable access to quality instruction, research, extension and production for economic prosperity, moral integrity, social and cultural sensitivity, and environmental consciousness." Working towards total customer satisfaction for nation-building and global competitiveness, Central Mindanao University commits providing quality services in instruction, research, extension, and production through continual improvement of quality management system processes. For more than 100 years already, Central Mindanao University has not stopped flying its wings. It has lived up to its commitment to provide quality education to the needy but deserving students in Mindanao. With the new challenges of technology and knowledge revolution, CMU has remained steadfast and has been producing highly competent and globally competitive graduates in various fields of specialization. Part of sustaining and advancing excellence in instruction is the university's offering of 29 undergraduate professional degree programs through its nine colleges: Agriculture, Arts and Sciences, Commerce and Accountancy, Education, Engineering, Forestry, and Environmental Science, Home Economics, Nursing and Veterinary Medicine and 41 highly specialized Graduate Programs through the Graduate School. CMU has been providing its patrons the best through relevant and market-driven non-degree programs. It also offers three special short-term courses: Dairy Production and Management, Swine Production and Management, and Associate in Sugarcane Production and Management (ASPM) as new additional non-degree courses in 2012 and 3 TESDA competency courses: Food and Beverage NC II, Commercial Cooking NC II and Food Processing NC II. As an institution of higher learning, Central Mindanao University (CMU) has strived for research excellence. CMU is committed to undertaking and promoting collaborative, participatory, and interdisciplinary research to generate knowledge and technologies to improve life quality. It has responded to the demands for national development. Thus its research activities are directed towards contributing to our goals for development. The University Research Unit is one of the significant pillars of CMU. Research is one of the university's four main functions, together with instruction, extension, and production. As stated in Section 2 of Republic Act No. 4498 issued on June 19, 1965, CMU shall "provide programs of instruction at all levels in the arts, sciences, technical, professional, educational, and philosophical fields, and shall concern itself with pure and applied research in all branches of knowledge for the intellectual and professional growth of faculty members, for the advance instruction of students, particularly graduate students, and for increasing knowledge and understanding." The University Extension is responsible for bringing about desirable changes among people in its service area. The office has continued implementing various programs and projects as tangible evidence of its continued support to its goals, providing technical expertise to the clienteles. The office has established Agrarian Reform Communities (ARCs), implemented relevant extension projects, promoted agricultural technologies, conducted various training based on the participants' needs, served many farmers and homemakers, and developed and produced various Information, Education and Communication (IEC) materials. Central Mindanao University utilizes and sustains its resources through proper management to augment its university operation budget. Hence, organizational reforms in the Business Management and Resources Development Office (BMRDO) for optimum resource utilization and efficient and effective delivery of services were done. On June 16, 2012, the Board of Regents (BOR) approved the Operations Manual, whereby BMRDO was renamed into the University Income Generation Program (UIGP). The UIGP envisions a sustainable income generation for the development of CMU. It shall pursue practices in the development, utilization, and commercialization of the natural resources and other economic assets in support of the university's instruction, research, and extension. The formulation and review of policies relevant to the efficiency, effectiveness, and productivity of the income generation function was vested in the University Income Generation Council (UIGC) composed of 11 members: University President as Chairperson Vice President for UIGP as Vice-Chairperson Vice President for Administration Dean, College of Agriculture Dean, College of Home Economics University Finance Management Officer Director of General Services Director of Instruction Director of Research, and the Director of Extension. All applicants for admission are required to take the CMUCAT except for first-year students entering the non-degree programs. Eligible to take the CMUCAT are: High school seniors who expect to graduate by the end of the school year High school graduates who have not taken the CMU Transferees Non-degree course graduates intending to get a degree The CMU covers the areas of English, Science, and Mathematics, and Non-Verbal.

Manila Central University, located at the heart of Metro Manila, is a pillar in health science and professional programs in the Philippines. MCU began as a private review class for pharmacy board examination aspirants in 1904 and has since contributed to individuals' overall development. MCU is committed to doing its share in improving the lives of people. It always raises its standards and improves its facilities to enable its graduates to meet the Philippines' challenges and opportunities and around the world. We train students to develop the means to build the future they dream of. The knowledge and ideals that Mideast in our students will provide them the skills and confidence they need to achieve. The MCU graduates' track record of success and excellence is a testament to the mission that we in MCU have bestowed upon ourselves. Sustain the leadership of MCU in health science professional programs through holistic education, technology-based instruction, and research that is responsive to the country's needs, region, and growing global village. Develop students to be well-rounded individuals who are more human, more humane, equipped with adequate knowledge and skills, and imbued with desirable personality traits, love of country, and sense of public service and enable them to participate intelligently and actively in the community and national development efforts through competent instruction, immersion, research and quality assurance initiatives. Over ten years ago, Manila Central University set its sights on quality initiatives and focused on curriculum review, high ranking, and firm board performance for its colleges, research and development, faculty development, and enrollment. In keeping with the times and to set the direction for its stakeholders, the MCU vision, mission, institutional philosophy, and core values were amended in 2017. The right focus and direction have since born fruit as MCU displayed banner developments in the past previous years. The library is located on the 2nd, third and 4th floor of the LRC Building. With its spacious area and centralized cooling system, it is conducive to learning. The collection includes catalogs and updated books for each college. It has foreign and local periodicals that have updated subscriptions. It also provides instructional and informative materials covering various interests. The Dewey Decimal Classification System (DDC) is implemented. Students are given the freedom to read different reference materials and circulation books through the Open Shelf System. It is operated by professional librarians who assist and supervise students during their research activities. The College of Business and Technology has an active learning environment that develops our students' professional competence. We broaden the skills and values essential for responsible citizenship and leadership in the business community and society. The Accountancy program prepares students for careers in accounting. It equips them with the knowledge, skills, attitudes, and values to deal effectively with problems related to professional accountants and responsible citizens. It forms young graduates with the knowledge, proficiency, and intellectual abilities to provide services that the public needs from professional accountants. It prepares the students to take and pass the Certified Public Accountant board exams and obtain employment as professional accountants. The Business Program is committed to the pursuit of excellence in undergraduate business education. The program aims to provide the necessary skills in management. It enables closer integration between formal classroom education and current business practices, provides the exposure necessary in meeting the business world's demands through its apprenticeship program, and trains students to be generalists in their major field of study. The Bachelor of Science in Computer Science studies concepts and theories, algorithmic foundations, implementation, and application of information and computing solutions. The BSCS program develops students to be researchers and computing professionals proficient in designing and developing computing solutions. The Bachelor of Science in Information Technology is studying the utilization of computers and computer software to plan, install, customize, operate, manage, administer, and maintain an information technology infrastructure. The BSIT program prepares students to be IT professionals and be well-versed in application installation, operation, development, maintenance, administration, and familiarity with hardware installation, operation, and maintenance. Dr. Aristotle T. Malabanan's appointment as the fourth president of MCU in 2009 coincides with its 105th anniversary. His academic and management prowess and firm resolve to further develop MCU benefited all its stakeholders, especially the students, faculty members, and employees. In 2015, a review of the MCU Vision, Mission, Institutional Philosophy, and Values was conducted. On February 15, 2017, the MCU Board of Trustees led by its Chairperson, Mrs. Luningning T. Estanislao, approved the revisions as recommended by MCU President, Dr. Aristotle T. Malaban.On January 30, 2018, the MCU Board of Trustees elected Mrs. Luningning T. Estanislao as President of MCU. Mrs. Estanislao will hold President and Chief Operating Officer of MCU concurrent with her position as Chairman of the Board and Chief Executive Officer. In the same meeting, the MCU Board also elected Dr. Crisostomo T. Malabanan as a Member of the Board of Trustees of MCU effective January 30, 2018.

On January 18, 1954, firmly adhering to the vision of contributing to the nation's progress and development through producing competent engineers and architects trained in the most modern and advanced methods and techniques, the Polytechnic Colleges of the Philippines was established. Founded by a group of respected educators that included Messrs. Manuel I. Felizardo, Vicente Y. Orosa, Ciriaco Y. Coronel, and Emilio M. Javier, the School's first President was co-founder Gonzalo T. Vales, who had earned his Civil Engineering degree from the University of Southern California. He was until then, the Dean of the Mapua Institute of Technology. With only one building and enrolment of about three hundred students in 1954, PCP initially offered a limited number of disciplines, namely: Bachelor of Science Degrees in Civil, Mechanical, Electrical, and Chemical Engineering, and a separate course in Surveying. Two years later, the High School Department was established with Mr. Miguel Pacquing as its first principal. The College of Arts and Sciences and the College of Business Administration was opened in the school year 1960 - 61.

Our vision is 'A University committed to Exemplary Christian Education for Life (EXCEL) and responsive to the needs of the total person and the world." The mission of Central Philippine University is to carry out a program of spiritual, intellectual, moral, scientific, technological, and cultural training, and allied studies under influences that strengthen Christian faith, build up character and promote scholarship, research, and community service. Our quality policy is to fulfill the mission and realize the vision of Central Philippine University; we commit to consistently provide superior services by integrating Christian values, academic excellence, the highest level of professionalism, and quality consideration in every aspect of our operations. We maintain a quality management system that complies with international standards. We continually improve to achieve global excellence that satisfies the university community's expectations, partner institutions, and the general public. The Central Philippine University (CPU) Libraries are composed of Henry Luce III Library (Main Library) and the following Department Libraries: College of Law at the second floor of the New Valentine Building, the High School Library at the second floor of the New High School Complex and the Elementary Library at the ground floor of the Elementary School Building. The Theology Library and the Graduate Studies Library are housed at the Main Library. The Main Library can seat 1,300 persons High School Library, 150 Elementary Library, 125 College of Law, 30, and the Graduate Studies Satellite Library, 30. The total seating capacity of the University Libraries is 1,650. The Library follows the Dewey Decimal Classification system. The Sears List of Subject Headings and the Library of Congress Subject Headings are the subject authority list's primary sources. The CPU Libraries have linkages with academic institutions, development agencies, government agencies, non-government organizations, and others to share print and non-print materials. CENTRAL PHILIPPINE UNIVERSITY is a non-stock, non-profit Christian Institution of higher learning. A well-rounded program of education is offered under influences that strengthen faith and build up character. It was founded in 1905 as the Jaro Industrial School by missionaries of the American Baptist Foreign Mission Society. It started as an Elementary Vocational School for poor boys who worked for their board and tuition. Perhaps it was the first school in the Philippines to teach that labor is an honor. The school also had the distinction of having organized the first student government in the country - the Jaro Industrial School Republic, and one of the oldest student's newspapers - the Central Echo. Dr. William 0. Valentine, the first principal, worked hard to have the school incorporated and recognized by the government. His objectives were reached in 1913, the year when the school began to admit female students also. In 1915, the first two years of high school were opened. In 1920, the third and fourth-year classes were added, and the following year, the first batch of high school graduates were turned out. To satisfy the growing desire of young people for education, a junior college was opened in 1923, and the name of the school was changed to Central Philippine College. The senior college was established in 1936, and by 1940 five degrees were offered: Bachelor of Arts, Bachelor of Science, Bachelor of Education, Bachelor of Theology, and Bachelor of Religious Education. The war broke out, and with it came destruction and death. The college buildings were destroyed. The enemy massacred eleven American missionaries. Central students, faculty, staff members, and alumni joined the guerrilla movement or the Civil Resistance Government. Many of them laid down their lives for democracy and freedom. The "Central Spirit," however, did not die in the night that was World War II. As soon as the war ended, the college was reopened by loyal faculty members and returning missionaries caught by the war in America. Destroyed buildings were reconstructed, and new ones were built with funds from friends at home and abroad. Postwar reconstruction resulted in a well-laid, attractive campus. CPU has grown much in physical plant and educational programs, but it has remained true to its mission as a Christian institution whose motto is Scientia et Fides (Knowledge and Faith). It is affiliated with the Convention of Philippine Baptist Churches. It maintains fraternal ties with the International Ministries of the American Baptist Churches (known before as the American Foreign Mission Society) and the United Board for Christian Higher Education in Asia. The university is also a member of the Association of Christian Schools, Colleges and Universities (ACCU) and the Association of Christian Universities and Colleges in Asia (ACUCA).

Welcome to the University of Central Punjab (UCP), a University which is known for its academic excellence. UCP has nine faculties which include Business Studies, Accounting and Finance, Information Technology, Engineering, Arts & Social Sciences, Pharmacy, Media & Mass Communication, Faculty of Sciences, and Faculty of Life Sciences. To make your learning experience productive and enjoyable, we have provided the best of the facilities at our state-of-the-art campus. You can enjoy the services of a high-tech library, modern labs and classrooms, a state-of-the-art auditorium, swimming pool, gymnasium, and several facilities for indoor sports. We have taken several initiatives to enhance students' skill set to improve their acceptability in the market and industry. Besides academic excellence, co-curricular activities are given due importance. Several clubs and societies are available to develop students' leadership qualities through debates, dramas, sports, and community services. UCP has a very effective system of governance that facilitates the accomplishment of its mission and vision. Through its organizational plan and governing policies, the university creates an environment that stimulates teaching, learning, research, character-building, and creativity. Every support is provided for the proper functioning of various organizational constituents which lends UCP to a very congenial, delightful, bright, and cheery atmosphere. When the University operations started in October 1999, it offered courses in Management Studies, Information Technology, Commerce and Law through its principal constituents i.e. Punjab College of Business Administration (PCBA), Punjab Institute of Computer Sciences (PICS) & Punjab College of Information Technology (PCIT), Punjab College of Commerce (PCC) and Punjab Law College (PLC) respectively, all situated in Lahore. UCP offers everything students need to develop and succeed in their academic and professional lives. To make the learning experience enjoyable and fulfilling, students are provided with cutting-edge facilities and infrastructure, multiple labs with the latest and highly sophisticated equipment. Airconditioned classrooms equipped with multimedia projectors facilitate the teaching process by enhancing learning and understanding. Besides multiple computer labs various Instrumentation and Measurement, Telecommunication Engineering, Computer Engineering, Data Communication, and Networking labs are set up to provide engineering students an opportunity for hands-on experience. With a Wi-Fi facility available around the clock on the campus, students have uninterrupted access to the internet that allows them to search for information and conduct research anywhere on the campus. Free use of the computer labs is also available along with technical assistance. UCP has an on-campus bookstore, ladies lounge, cafeteria, and food street for the convenience of students. The University of Central Punjab seeks students of high intellectual ability and energy, students who are capable of contributing to the strength and excellence of its academic community. The curriculum gives students an opportunity the pursuance of their future goals. Each Faculty offers a range of programs and a variety of platforms to the students for exploring their abilities and talents. The exhilarated life at UCP provides its students with innumerable opportunities to collaborate and interact with other students, from different backgrounds, while preparing them for their practical lives after university years. By studying issues from a range of disciplinary perspectives, students learn deeper lessons about reality and the implications of alternative ways of conceptualizing problems. The Volunteers in Service (VIS) program helps our students gain awareness of social responsibility and lifelong obligations to civic engagement. To become an internationally acclaimed University in teaching and research. To provide quality education to the youth of our nation in a stimulating and conducive learning environment by equipping them with the intellectual and technological tools necessary to meet the challenges of the future.

At South Central Interior Distance Education School – SCIDES – we offer Kindergarten to Grade 12 (K-12) courses and courses for adult learners. We are a fully funded, public, and accredited BC school located in School District 58. Our programs and courses are free for BC residents. Tuition fees only apply to international students and may apply for some courses for adults who have already graduated. SCIDES is a distributed learning (DL) school, meaning most of our students are primarily at a distance from our teachers, whether they are studying online at home, within another educational facility, or anywhere else with an internet connection. Distributed learning students completing their studies with SCIDES will receive their British Columbia Dogwood graduation diplomas (we celebrate over 50 graduates of all ages each year!). Among all the educational opportunities schools in BC have to offer, distributed learning is one we feel very excited and passionate about. We believe it is an excellent way to get a quality education that's personalized and fits into your life. At SCIDES, we offer elementary and secondary students the opportunity to personalize their learning and fully control their educational paths. Adult learners have the chance to upgrade, graduate or take additional courses without ever stepping inside a BC face-to-face high school. A comprehensive list of over 130 online courses (browse them all here!) allows you to choose and design a program that is both flexible in delivery and supportive of your unique learning style. We provide the materials, resources, planning, reports, and personal support required – you choose the program that best fits your life, whether full-time or cross-enrollment with a face-to-face school. Our staff at SCIDES is always available for our students and works hard to build relationships with educators at cross-enrolled schools to ensure the best experience. Our students come from a wide range of experiences, and our mission is to create a personalized learning environment for anyone, anywhere, in any situation! We support elite athletes, gifted learners, adult learners looking to upgrade, families abroad for both work and travel, and students with learning disabilities, injuries, or with an illness that prevents them from attending regular classes – and most importantly: students and their families, who want to take charge of their educational path. The Elementary Program at SCIDES follows the BC Ministry of Education curriculum. Of course, it also includes a variety of resources for all levels of support. Grades K-7 Programs are free of charge to BC residents because SCIDES is an accredited BC public school. Today's families lead a busy lifestyle, and flexible quality education is just one of many reasons parents choose an education with SCIDES for their elementary-age children. Other reasons are the individual and educational needs of students, as well as their learning styles. Remote location or other circumstances may also make it difficult for students to attend the nearest school. No two families are alike, but SCIDES truly has an excellent solution for every family's educational needs - our passionate advisers and teachers will make sure the needs of all students are met, with various program options. Let's plan a program that will ensure your child's learning success together! Your teacher will work with you to review and understand each curricular subject area's learning standards for the school year. Then together, you will choose one of the three program options best suited for you. At SCIDES, you have the option of enrolling with us full-time, or you can attend part-time while you complete the majority of your courses at another school. Would you like the flexibility of learning from home? Complete all ministry requirements needed for the high school grades via distributed learning with SCIDES and find your passion along the way. You will have the full support of BC certified teachers and a vast variety of e-learning courses, enhanced by individual learning plans and pacing options. Distributed learning will adjust to your lifestyle, giving you the tools to obtain a BC Dogwood Certificate successfully. Our program encourages students to become creative, critical, and reflective thinkers. Grade 8 and 9 courses emphasize students were making connections between their studies in traditional subjects and the real world. They foster the development of communication skills, intercultural understanding, and global engagement, all qualities that are essential for life in the 21st century. The BC curriculum for these grades covers English, Maths, Science, Social Studies, Physical and Health Education, Applied Skills, Design, Technology Electives, Fine Arts Electives, Languages (French, Spanish, etc.), and Career Education. Students will participate in online courses where they independently complete the learning outcomes in the core subject areas. Flexibility is available for students to pursue areas of interest and passion in the elective subjects. Students and parent facilitators will collaborate with teachers to meet learning outcomes in creative ways. Throughout their course(s), students will have the opportunity to interact with their teacher(s) using online tools, e-mail, and telephone and schedule face-to-face teacher instruction. Successful online students are self-motivated, comfortable with technology, and thrive in a self-paced environment. If this describes you, then enroll with us! See below for the Responsibilities Agreement applicable to all SCIDES students. As a student in grades 10 - 12, you have part-time cross-enrollment options, or you can attend SCIDES full time, both leading to graduation with the BC Dogwood Certificate. Would you like to stay in your high school, but it cannot fit in all your interests? Add flexibility to your school calendar by enrolling with SCIDES for select courses that otherwise would not fit into your schedule. Attend high school and personalize your education through e-learning with us! SCIDES teachers work with high school counselors across BC to offer students a wide variety of distributed learning courses. With cross enrollment, you can have the best of both worlds.

The CMS vision has been followed since the first campus opened in 1995. The successful approach has allowed expansion to five campuses conveniently located near central North York and Thornhill's significant intersections in north Toronto. Montessori Education promotes a child's total development. Montessori helps all children achieve their potential without pressure or competition. Children are free to challenge themselves at their own pace, allowing them to build confidence and independence. Montessori education recognizes the individual capabilities of every child and guides each child to discover that potential. Each Central Montessori School classroom operates on the principle of freedom within limits and is based on core Montessori beliefs of respect for each other and the environment. The child is free to work at their own pace with the materials they have chosen. The directress relies on her empirical observations to determine when the child is ready for more challenging learning activities. The aim is to encourage active, optimistic, and self-directed learning. The younger children are inspired and motivated by asking for explanations, while older children share what they have learned while simultaneously reinforcing their learning and leadership skills. This encourages an atmosphere of inspiration and co-operation. To establish and maintain a school that strives for excellence by providing accessible quality Montessori education. In particular, Central Montessori Schools aims to prepare children to reach their full potential, play a responsible role in protecting the global environment, and foster peace and harmony. Central Montessori Schools strives to provide quality education in a safe, diverse, nurturing, and creative environment that fosters the child's development. Our goal is to foster an environment that produces academically motivated, artistically creative, physically active, and emotionally supported students. We accomplish this by: Creating a happy and nurturing environment in which children feel comfortable to discover and achieve their full potential Helping children develop self-confidence and self-esteem Giving the required attention to each child in order to encourage learning and allow each child to progress at their own pace Stimulating growth by using materials and activities that encourage each child to explore, learn and solve problems Encouraging and developing essential social skills through critical thinking, independence, and co-operation Nurturing each child's individual needs by providing a safe, secure and caring environment Enhancing concentration skills and establishing good work habits Allowing children to discover the joy of learning Thornhill: 72 Steeles Ave. West, Thornhill, ON L4J 1A1 (near Yonge & Steeles) +19058890012Willowdale: 157 Willowdale Ave., North York M2N 4Y3 (near Bayview & Sheppard) +14162501022Sheppard: 200 Sheppard Ave. East, North York, ON M2N 3A9 (near Yonge & Sheppard) +14162225940Maplehurst: 181 Maplehurst Avenue, North York, ON, M2N 3C1 (Sheppard and Dudley) +14162229207

If you are a Christian family looking for a school that shares your beliefs and values seeks to build a safe environment and high standards, Central Queensland Christian College is the right place for you. High academic standards are based on an acceptance of Jesus Christ as Lord and the Bible as the revealed Word of God. This stimulates students to: Explore and use their God-given talents effectively. Develop sound Christian values and attitudes in all they do. Think through their relationship with God, their families, other people, and the environment. Grow in maturity, discernment, and Christian spirituality. CQCC was founded in 1993 by Peace Christian Church under the leadership of John Alley. The College was established to be a ministry of and to the whole Body of Christ in the Central Queensland community. CQCC maintains a strong affiliation to and cooperation with Associated Christian Schools and Independent Schools Queensland. Our Vision and mission are to, As defined in the school’s constitution, to provide an education of high academic standards that is based on an acceptance of the Lordship of Christ and an acceptance of the Bible as the revealed word of God as these are defined in the Confession of Faith of the School to provide an education that also: fosters self-discipline in the learner while teaching them to accept the discipline of the Church, which is the Body of Christ to be obedient to their parents and to obey the laws of the Government caters for the individuality of the learner and stresses the function of the learner as a member of the Body of Christ and the community trains the learner in the moral and ethical standards of the Bible as interpreted in the teaching of the New Testament and assists them in acquiring a biblical world and life view and to appreciate the rights of others to hold different views develops the learner’s creative and critical abilities stresses cooperation rather than competition and fosters the development of the gifts, skills, and abilities of the learner for the service of Jesus Christ in the Body of Christ and the community.

From humble beginnings, the Central Coast Rudolf Steiner School began its journey in 1995. A mudbrick cottage housed a kindergarten of eight children and Patricia Dodman, a dedicated Steiner teacher with a dream to bring Rudolf Steiner education to the NSW Central Coast. A challenging journey has seen the school move from that house in Holgate to the Ourimbah campus of Newcastle University and then onto a vacant block at North Gosford. Finally, in 2006, we moved with 163 students into our permanent home– seven acres of rural land with a brick house and a big green shed in Fountaindale. The years since have seen significant changes to that open pasture we settled into. The building of Steiner early childhood rooms, a high school visual arts classroom and science lab conversion of the house into high school classrooms, the shed into offices and a music room and the garage into a woodwork room building of a new library, toilet block and impressive performance and sports facilities. Gardens flourish, and a nature-based playground is added every year. We now have over 270 students. Behind the physical changes are years of tireless effort from an evolving community of dedicated staff members and committed parents, always working to build on that original vision of bringing Rudolf Steiner education to the NSW Central Coast. Our vision is a school that provides a contemporary education, empowering students to meet their future with clarity, courage, compassion, and creativity. 'Our highest endeavor must be to develop free human beings who are able of themselves to impart purpose and direction to their lives.'- Steiner. Our mission is to provide an educational pathway, which inspires an intrinsic love of learning and a capacity for imagination. In protecting the beauty of childhood, we provide a healthy foundation for the unfolding of individual potential. We cultivate resilience, confidence, and creative thinking in our students. We aim to develop robust, articulate, and empathetic individuals capable of changing the world for the better. Reverence for the human being underpins all that we do at Central Coast Rudolf Steiner School. We show respectful kindness to others and take pride in both the quality and purpose of our work. We believe that a learning environment imbued with care, beauty, and goodness helps students to flourish. In enrolling a child at Central Coast Rudolf Steiner School, parents and guardians enter into a partnership with the school based on mutual respect and responsibility. Parents and guardians at the Central Coast Rudolf Steiner School are expected to commit to upholding our ethos. The Central Coast Steiner Early Kindergarten offers a three-day program that gently introduces the child to a calm, unhurried learning approach. Our beautiful, home-like environment is a place where each individual is lovingly nurtured. At this stage, what the child learns is mainly imparted through example, and the day is about doing everyday tasks together- such as baking the bread for morning tea. Artistic activities, such as painting, drawing, craft, puppetry, and storytelling, foster the child's imagination. A deep love of Mother Nature is awakened as the changing seasons are observed and celebrated. The program gives ample opportunities for free imaginative play. Play is not only a child's real work in life. It is the foundation of creativity yet to come. We also work very strongly with rhythm and repetition to help the children feel safe and at home in their new environment. Gradually this daily and weekly rhythm strengthens a feeling of security and belonging. All is well with the world. The Central Coast Steiner Kindergarten offers a play-based curriculum that fosters the child's physical, social, emotional, and cognitive development. The kindergarten is orderly, beautiful, and calm, inviting the child to learn in a secure, creative, and inspiring environment. Our play materials are natural and open-ended- allowing the child's imagination to come alive. Through active investigation of the natural environment in our beautiful gardens and beyond, the child's innate sense of wonder is kept alive. A reverence for the rhythm of the seasons and our world's beauty lays the basis for future environmental stewardship. Building strong foundations for literacy, we develop a genuine love of language through verse, song, rhythms, rhymes, and stories. The child experiences a wide variety of oral language activities. These are accompanied by movement so that the child's fine and gross motor skills are developed. Foundations for numeracy are laid by understanding numbers, developing through play, verses, stories, craft, and daily activities. Our arts and craft activities- such as beeswax modeling, finger knitting, weaving, sewing, and painting- develop dexterity and an appreciation of beauty and craftsmanship. Healthy social relationships are nurtured through a balance of free play and structured activities. Children in the Central Coast Rudolf Steiner Kindergarten learn to share, take turns, and listen to one another in a caring way. They engage in practical activities such as cooking and gardening. The child's desire to learn by doing is fulfilled. A sense of clear, unpressured achievement strengthens the child's will and self-esteem. It is not only the "what" that is important, but the "how." We actively develop good learning habits and a sense of gratitude. We want to establish an environment that is considerate and respectful to become a unique, valued place. Our kindergarten year is attuned to the developmental needs of the child. It is a time when healthy foundations for formal academic learning are laid.

The Pre Kindergarten program runs five days a week and a minimum of two days attendance per week is required. Students are involved in a variety of play-based learning opportunities targeted at developing their individual interests along with foundational literacy and numeracy skills and knowledge. The program runs during school hours on school days. Our Pre Kindergarten teacher is supported by a teacher’s assistant, and specialist teachers take the students for music, sport, information technology and library classes. Teachers assess students regularly. A variety of different methods are used (including tests, assignments, oral work, examinations, practical and excursion activities). Each secondary student is given an overview of the term’s activities for each subject at the beginning of the term. The overview includes an individual subject assessment plan. Primary School reports are compiled at the completion of Terms 2 and 4. In between time a student folio of works is presented to the home throughout the term to maintain ongoing parental involvement and communication with school. Secondary School reports are compiled at the completion of Terms 2 and 4. At the end of Term 1 and an interim report is sent home noting the child’s current position. Examinations are conducted for secondary school grades at the end of Terms 2 and 4. Parent nights are held regularly throughout the year to allow for extended home and school discussion of individual student’s progress. Apart from these times parents should feel free to contact the school for private interviews to discuss their student’s progress at a mutually convenient time.

Our learning community is united in its ethos and expectation that every student will achieve their academic potential and experience a balanced education in an industrious and supportive environment. Established in 1985, Central Coast Grammar School is a non-selective, independent day school for girls and boys from Kindergarten to Year 12, at the heart of our community at Erina Heights on the Central Coast. We're governed by a Board of nine expert volunteers and guided by our strategic plan, Next Generation Teaching and Learning 2015-2020. We've been educating tomorrow's thought leaders, creators and community achievers since 1985, now under the leadership of our third Headmaster Bill Low since 2008. This is our aspiration for our graduates: ‘Our graduates will be mature and articulate global citizens. They will have maximised their potential and have been exposed to a wide variety of cocurricular activities. They will have developed into confident, caring and well-balanced young adults. Our graduates will be able to thrive in a rapidly changing world through their collaborative skills, technological competence, enterprising spirit and capacity for innovation.’ We’re a truly independent, not for profit institution, offering a values rich education within a Christian ethos. So what does our school believe in? This is a community of respect: self-respect, respect for others and respect for the school. The most essential standard of behaviour is that all members of the community will treat one another with kindness, honour and respect in all situations and this is reflected in our core values: The care of others Generosity and selflessness Personal integrity Love and loyalty Respect and forgiveness Responsibility and self-discipline Compassion and friendship Courage and perseverance Truthfulness and honesty Mission Central Coast Grammar School’s Founding Charter was ‘to be a place of honest endeavour, striving to meet the individual needs of its pupils, and drawing out from them their best efforts in the varied fields in which their talents lie’. Today we’ve earned our reputation as the flagship educational institution within the Central Coast region. Our mission remains the same: ‘Striving for excellence in all endeavours in a happy, caring and supportive environment. We attract and develop expert teachers. We work hard on the professional relationships between students, teachers and parents so that every student can find their place and enjoy learning in a dynamic, orderly and safe environment. Our learning community is united in our goal for every student to reach their personal and academic potential. An energising Junior curriculum delivered by specialist teachers inspires curiosity at every step. A wide choice of electives and HSC courses motivates Seniors to explore and extend. Support and extension is on hand from our well-resourced K-12 Learning Support team so every student can achieve their personal best. We empower students by focusing on the process of learning rather than merely the acquisition of knowledge, through our learning platform Teaching for Understanding, developed by Project Zero (Harvard Graduate School of Education.)