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Since its foundation in 1897, Kyoto University has cultivated academic freedom under a spirit of self-reliance and self-respect and opened up new horizons in the creative scholarly endeavor. The university has also sought to contribute to peaceful coexistence across the global community. Our world is currently experiencing several rapid changes that would have been unimaginable in the 20th century. The global conflict structure, which was expected to be resolved with the end of the Cold War, is growing in both complexity and intensity due to ethnic and religious tensions. Simultaneously, the pace of global environmental degradation accelerates, unprecedented major disasters and deadly infectious diseases wreak havoc across the world, and financial crises shake both national economies and individual lives to the very core. Universities need to think seriously about what they stand for in these turbulent times. The three core missions of a university are education, research, and social contribution. Two of these, research and social contribution, are apt to change in response to global trends. Education, however, has an essential nature that I believe to be unchangeable. In line with its commitment to independent learning, Kyoto University must maintain its position as a bastion of academic freedom, slightly detached from general society and unconstrained by convention. To do so, the university must be a place where academic endeavors can proceed undisturbed while also providing windows into the world and society. These windows can be opened by faculty members equipped with cutting-edge knowledge of the world and society that lies beyond. However, the most crucial role in our university is played by students who venture outside the windows. We must work carefully with industry and government partners to provide windows that allow students to make the best practical use of abilities they have developed at the university. Many changes are currently underway in universities' financial affairs, including a decline in general operating subsidies and a growing emphasis on competitive funding. It has become essential for us to secure our funds to undertake improvements to the educational environment. We must make a case to broader society regarding the need for these improvements, in the hope of receiving generous support from the businesses that expect so much of Kyoto University and from our alumni. I also look forward to building stronger partnerships with the local community, maximizing the benefits of our location in Kyoto—the world-renowned capital of Japanese culture—and working with other universities to develop the city itself into a rich and varied academic campus. Furthermore, suppose we are to attract outstanding faculty and students from universities across the world. In that case, we need to develop original curricula and joint research projects that capitalize on Kyoto's attractions and make them known internationally. I am confident that these efforts will contribute significantly to our region's development and the future of Japan and the world as a whole. As a comprehensive, research-oriented institution, Kyoto University must integrate its liberal arts and foundation education, specialized undergraduate education, and graduate education programs in ways that equip students with creativity and practical capability. To do so requires the development of educational pathways offering a hierarchical arrangement of diverse disciplinary knowledge and facilitating a wide variety of learning choices. It takes time for students to realize their abilities to the fullest extent. I hope that we can provide a supportive learning environment in which students are not rushed into making decisions regarding their future and instead can follow a positive trial and error process that will enable them to be more confident in the futures that they eventually choose. To cultivate students with abundant inventive capabilities, all faculty and administrative staff members must be committed to pursuing research and social contribution initiatives that attract international attention. Kyoto University has ten faculties, 18 graduate schools, 14 research institutes (more than any other university in Japan), and much other education and research facilities. I will be doing my utmost to ensure that our goals are advanced across all these different branches of the university community. Kyoto is a city of rich cultural heritage with over 1,200 years of history. Many in Japan regard it as the country's spiritual wellspring and cultural heartland. Its numerous historic locations, including the approximately 2,000 shrines and temples, are classified as UNESCO World Heritage Sites. This ancient cultural legacy coexists side by side with technological innovation and entrepreneurship Kyoto is home to several major technology companies, including Nintendo, Kyocera, and Omron, and a broad range of modern cultural facilities, such as the Kyoto International Manga Museum.

The University of Tokyo was established in 1877 as the first national University in Japan. As a leading research university, UTokyo offers courses in virtually all academic disciplines at both undergraduate and graduate levels and researches the full spectrum of academic activity. The University aims to provide its students with a rich and varied academic environment that ensures opportunities for intellectual development and the acquisition of professional knowledge and skills. The University of Tokyo aims to be a world-class platform for research and education, contributing to human knowledge in partnership with other leading global universities. The University of Tokyo aims to nurture global leaders with a strong sense of public responsibility and a pioneering spirit, possessing deep specialism and broad knowledge. The University of Tokyo aims to expand the boundaries of human knowledge in partnership with society. Details about how the University is carrying out this mission can be found in the University of Tokyo Charter and the Action Plans. The merging of Tokyo Kaisei School and Tokyo Medical School created the four Faculties of Law, Science, Letters, and Medicine, which came together with a university preparatory school (Jobim on the First Higher School of Japan's predecessor) to form the University of Tokyo. At first, the three Faculties of Law, Science, and Letters were located in the Kanda area, while the Faculty of Medicine was established in the Hongo area. From these beginnings, the University of Tokyo continued to merge with many different schools specializing in various fields, such as the Imperial College of Engineering and Tokyo School of Agriculture and Forestry, thereby growing into a comprehensive research university. The University also has experienced several name changes over the years. Due to the incorporation of all national universities in 2004, the University's full name is now National University Corporation, the University of Tokyo. Currently, the University of Tokyo comprises 10 Faculties, 15 Graduate Schools, 11 affiliated research institutes (including the Research Center for Advanced Science and Technology), 13 University-wide centers, three affiliated libraries, and two institutes for advanced study. Furthermore, the Faculties, Graduate Schools, and research institutes have facilities associated with them. For instance, the University of Tokyo Hospital is one such facility. The University of Tokyo features numerous top-class facilities. Cultural facilities include the library system, museums, and botanical gardens. The University also offers swimming pools, gyms, sports fields, and more at its athletic facilities. Also, two major hospitals are located on the University's grounds. Ito International Research Center, a conference hall available for public use, is also situated on the Hongo Campus. The University Hospitals have contributed to medicine's progress through clinical research and the education of medical students. They have provided people from all over the country with advanced medical care. Until 2000, there were three hospitals at The University of Tokyo. In 2001, the University Branch Hospital was merged with the University (Main) Hospital to innovate the New University Hospital. The University of Tokyo Library System consists of the General Library on the Hongo Campus, the Komaba Library on the Komaba Campus, the Kashiwa Library on the Kashiwa Campus, and 32 departmental libraries at the University's Graduate Schools, Faculties, and Institutes. The entire collection includes more than 9 million books, subscriptions to nearly 30,000 journals, and various digital resources, such as databases, e-journals, and e-books. The University of Tokyo has a conference hall (Ito International Research Center) available for public use. For information on events being held at the Center, as well as pricing for renting conference rooms within the Center. The University of Tokyo operates two botanical gardens that are open to the public: Nikko Botanical Garden in Nikko, Tochigi Prefecture, and Koishikawa Botanical Garden in Bunkyo, Tokyo. For more information on these two gardens, including directions and operating hours.

The Salalah College of Technology is one of the premier providers of technological education in the Sultanate of Oman. It is located in Salalah, the Garden City of Oman. Salalah is also known as the "Perfume capital of Arabia". The city is located in the southern part of Oman, about 1000 kilometers from Muscat, the capital. The residents are amiable, generous, and hospitable. Even as it undergoes modernization, the community has preserved its cherished culture and values. The College started as Vocational Training Center in 1979 with only 89 students. Fourteen years later, in 1993, it was converted to Technical Industrial College and doubled its population to 185. The College officially opened in 2001. During A.Y. 2008-2009, it increased its number of students to 2,638 and employed 199 staff. The College currently offers programs in Business Studies, Engineering, and Information Technology with 163 academic staff and 36 administrative staff. The Business Studies Department offers programs specialized in Human Resources Management, Accounting and Finance, Marketing and Office Management. The Engineering Department is divided into four different sections: First Year Diploma, Mechanical, Electrical and Civil, and Architecture. These sections offer various programs specializing in Architecture Engineering, Engineering Quantity Surveying, Electrical and Power Engineering, Civil Engineering, Mechanical Engineering, and Chemical Engineering. The Information Technology Department offers programs in Networking Technology, Database Technology, Internet, and E-Security and IT-Business. We will be a leading technological institution, providing high-quality teaching and learning to prepare and empower the Omani professionals of the future to contribute to national socio-economic development. To deliver high-quality student-centered education that produces competitive graduates who enter the labor market with confidence, strong technological and personal skills, prepared for a life of contribution and success. Professionalism: Hard work, commitment, accountability, and transparency. Integrity: Honesty and fairness. Flexibility: A willingness to learn, develop new skills, and take new responsibilities Teamwork & Tolerance: Transparency, diversity, acceptance, openness to constructive criticism, and ethical behavior. Creativity & innovation: Imagination and originality. Communication: Commitment to the effective exchange of information. Salalah College of Technology once again hosted a National Symposium in collaboration with Oman National Computer Emergency Readiness Team (OCERT) with a theme focusing on the future of the internet and its implication to social media networking, security, and privacy. Under the Patronage of His Excellency Saif Bin Ahmed Al Ghraib, Wali of Rakhyut, and graced by the College Dean, Dr. Maryam Al Awadi, the symposium was held on May 25, 2015, at Rotana Resort, Salalah. Around 290 participants from the different public and private sectors and educational institutions attended the assembly, which was the highest turn-out in SCT-OCERT events. Seven (7) selected speakers from around the Country covered the technical, social, and legal implications of the internet's future. For the past three (3) consecutive years, Salalah College of Technology has been hosting Oman Computer Emergency Readiness Team's (OCERT) campaigns at the Dhofar Region in promoting cybersecurity and information security awareness. Studying at Salalah College of Technology is a significant opportunity for every student who wants to learn and improve their skills and abilities. At SCT, you don't get quality education just with the best faculty members and laboratory technicians, but with first-class facilities. You have well organized and all air-conditioned classrooms, modern laboratories, newly constructed buildings of Engineering, English Language Center and Petrochemical Buildings, a large football field, a newly-built Multipurpose Hall, a spacious cafeteria for staff and students, and among others. The College prepares its students very well. Be it in any field: business and economics, accounting, information technology, engineering, or the sciences. Through all its resources, both physical and human, the College hopes to become a resource of Country by providing the Omani youth with the kind of education they rightly deserve, one who nurtures and develops both professional skills and values such as honesty, industry, critical thinking, and social awareness among its students. We will be a leading technological institution, providing high-quality teaching and learning to prepare and empower future Omani professionals to contribute to national socio-economic development. In pursuing its mission, the College's goals are: We will provide excellent governance and administration with transparency and adherence to ethical principles. We will offer quality programs that promote entrepreneurial skills and respond to the changing market needs and technology developments. We will encourage applied research and consultancy. We will foster mutually beneficial constructive partnerships with various public and private sector organizations, local, professional bodies, and international communities that benefit the community. We will provide facilities and learning resources effectively utilized and well managed to ensure efficient student and staff services.

Middle East College (MEC) is one of the leading higher education institutions in the Sultanate of Oman, with over 5100 students. MEC is located in the Knowledge Oasis Muscat and is affiliated with Coventry University, UK, NHTV Breda University of Applied Sciences, Netherlands, and Wolverhampton University, UK. MEC's vibrant campus experience also motivates its students to make a positive difference to the community, the state, and the world. The college is dedicated to educating students and equipping them with the values, knowledge, and life skills needed to enrich their lives and enable them to contribute to society's progress meaningfully. MEC is dedicated to educating students and equipping them with the values, knowledge, and life skills needed to enrich their lives and enable them to contribute to society's progress meaningfully. It provides a creative, nurturing campus environment where they can positively differentiate the community, the state, and the world. Middle East College offers undergraduate and postgraduate programs in different areas of Engineering, Business, and Technology. Middle East College's mission rests upon a foundation of values that guide the College community's decisions and actions. Quality: We challenge ourselves continuously in our quest for excellence. DIVERSITY: We appreciate the diversity of individuals, ideas, and cultures. TRANSPARENCY: We demonstrate integrity and openness in our conduct. RESPECT: We discharge our responsibilities with respect for all. COMMITMENT: We commit ourselves to the nation and its culture, intellectual inquiry, and the environment. We challenge ourselves continuously in our quest for excellence in all realms of our activities through effective planning, optimum utilization of resources, and periodic review of all core activities to enhance stakeholder experience.

Rotterdam University of Applied Sciences was founded on 1 January 1988 by merging nineteen educational institutes in Rotterdam, Delft, and Dordrecht. This was the start of a school for higher education in Rotterdam and the surrounding area. Rotterdam University of Applied Sciences has more than 36,000 students and more than 3,500 employees. There are various programs to choose from across all educational sectors, except in the agrarian sector. Our education is closely connected to developments in the metropolitan region of Rotterdam. Rotterdam University of Applied Sciences has more than 36,000 students and more than 3,500 employees. There are various programs to choose from across all educational sectors, except in the agrarian sector. Our education is closely connected to developments in the metropolitan region of Rotterdam. The merger resulted in an organization that was divided into four faculties. The Faculty of Educational Programmes included the former pabo schools (secondary teacher training) in Rotterdam and Dordrecht, the Teacher Training school in Delft, de Nutsacademie, and part-time teacher training programs in Rotterdam and the province of Zeeland. The Faculty of Visual Arts and Architecture included those two academies. The Polytechnics Faculty included the higher technical school of Dordrecht and two programs for laboratory training in Rotterdam and Delft, the Academy for Nautical Training, and higher education for Maritime Mechanical Engineering. The Faculty of Health, Labour Relations, and Health Care consisted of the Social Academy, the higher education school of Youth Welfare, and Nursing, the Academy of Physical Therapy, and schooling for Speech Therapy. Rotterdam University of Applied Sciences stands for inclusive, high-quality education. We organize our education to be context-rich. Students, lecturers, researchers, and professionals are working together in a work-study environment. In the education vision of Rotterdam University of Applied Sciences, we identify characteristics and basic principles of our education. The content and application of that vision are in the hands of the lecturer teams. They realize and organize education that fits their students, the professions they are educating for, and their specific study program's identity. Rotterdam University of Applied Sciences has chosen to commit to the expanding city of Rotterdam. Society has not stopped developing, and neither has the city. More and more potential students find their way to Rotterdam University of Applied Sciences. Often these are kids of immigrant parents, the first generation of families in this country to enroll at a school of higher education. This asked for a different approach because this new generation of students was less prepared for the independent study. Therefore, Rotterdam University of Applied Sciences presented a new and finely tuned policy. Using the motto 'Exceed Expectations,' the school wanted to challenge all youth to achieve the maximum result during their studies, including the disadvantaged group. The project 'Study Success for Everyone' and stimulating education using the Rotterdam Education Model needed to make this ambition possible. The school's role as an institute of higher education for this region was given more emphasis. The clusters were divided into eleven institutes better to connect education, research, and contract education. Although the institutes were given some freedom to develop, the school ensured that school policies' unity would be kept intact. In September 2012, Ron Bormans was appointed Chairman of the Executive Board of Rotterdam University of Applied Sciences. His role in the organization and his observations led to a thorough analysis of the school's state and current situation. The most important conclusions were presented in his Focus program. The shortest summary is that the school was doing well but was still not doing everything well. The connection with Rotterdam was the right choice. Thus, education and research were better connected to the city, and a hefty investment was made in reaching the youth of Rotterdam and keeping them in school. Investment in the quality of lecturers was also on the rise. But the school still did not achieve enough. The school continued to focus on the broad and diverse student population, as is Rotterdam, but the quality of education needed to improve. For that reason, the Focus program turned the school's complete attention to the quality of our Bachelor education. The intrinsic bond between students and lecturers needed to be more vital to increase Study Success, and education needed to profit more from applied research. The Focus program started another way of working and thinking within the school. Guidelines are placing more responsibility with lecturer teams and supporting management, services, and staff.

Saxion University of Applied Sciences is one of the largest higher education institutions in the Netherlands, with close to 27,000 students (and still growing!). Saxion University has a rich history – its roots can be traced back to 1875. A merger of two educational institutions, the Hogeschool Enschede and Hogeschool IJselland, in 1998 paved the way for Saxion University in its present form. This merger enabled Saxion to build further on its strong position in Dutch higher education. Since then, Saxion University has come to be recognized as an essential center of expertise at regional, national, and international levels. We are very proud of our diverse student body. Our international student population tops 3,500 students with a total of 89 different nationalities. Many of Saxion's full-time educational courses are already conducted in English, with more added each year. Our 'international classrooms' are made up of a mix of students from all over the world. In this way, we provide you with a truly multi-cultural experience to compare experiences with and learn from fellow students of different backgrounds and nationalities. Education at Saxion is very student-focused, and we offer you support not only from a theoretical point of view but also in terms of your personal development. While studying at Saxion University, you will have the opportunity to gain both the knowledge and the skills you require to continue your chosen career path. The Ministry of Education, Culture regulates saxion University of Applied Sciences and Science, which is the is the Dutch national system of legislation and quality control for educational institutions. Besides, several of Saxion's Master's programs are accredited by educational institutions abroad, including the University of Greenwich. Thanks to this legal framework, you can rest assured that the level of education offered at our universities meets high-quality standards, both nationally and internationally. We're working together with the Dutch organization for international cooperation in higher education (Nuffic). Visit us at a higher education fair near you – you will find our representatives and us in the Nuffic' Study in Holland' pavilion! Saxion aims to distinguish itself by establishing a reputation in the field of Living Technology. This involves looking at the interaction between technology and society. Living Technology is about developing innovative products and techniques and research into the impact of innovative technology on humanity and society (and vice versa). Our spearheads are innovative technology, demand-driven social relevance, co-creation, and collaboration between disciplines. The alumni of Saxion University of Applied Sciences are an essential part of the Saxion community. After graduation, most of our international students go back to their home countries. Even though geographical distances can be very long, we would like to develop close relationships with our alumni. At the moment, we are developing more new features for you to keep in contact with both fellow alumni and Saxion staff. We often travel around the world to visit our partners or international educations fairs. While we are in your region, we would love to meet. Keep an eye on our schedule, and maybe we will visit your country! You, Saxion alumni, are of great value to us. You are our ambassadors in your countries. Your support to the Saxion community is highly appreciated. You can assist us at the educational fairs and tell our future students about your experiences at Saxion and in the Netherlands. Saxion University of Applied Sciences has been participating in the Erasmus program for many years now. In 2014 Saxion has been awarded the Erasmus+ charter 2014-2020 to participate in the activities of Erasmus+. Erasmus+ (2014-2020) is a European funding program and offers a range of opportunities for Dutch organizations to access education, training, youth, and sports activities.

Daily, about 27.000 people travel across our campus: students, scientists, visitors, and employees of the University and the companies on campus. Stretching over 161 hectares, the campus is more enormous than downtown Delft and one of the world's largest university campuses. The campus has been equipped with an extensive bicycle and pedestrian road network. The TU Delft campus has a green, parky character. Therefore, large parts of the campus are only accessible on foot, by bike, or public transport. For motorists, there is the campus ring road, which circles the entire campus. Clear signage on the campus ring guides you quickly to the central parking lots. From there, every destination is reachable on foot. At the beginning of 2018, the TU Delft presented a new strategic framework for the coming years: the Strategic Framework 2018-2024. This Strategic Framework serves as a high-level compass for TU Delft. It provides guidelines for the myriad decisions, both big and small, taken in every part and university level. An important note is that this strategic framework has a relatively high level of abstraction. The reason for this is that TU Delft is active in many areas and engages in so many different activities that a framework that sought to address each of them separately would quickly collapse under the weight of too many detailed sub-strategies. Therefore, those sub-strategies are developed in separate, more specific strategy documents, like the recent 'TU Delft Vision on Education' and the 'Campus Vision.' On-campus there are plenty of places to eat and drink on any budget. An espresso with a delicious muffin, a fresh hot meal, or a crusty sandwich? You will always find something you fancy. Most faculties have staffed coffee corners offering a variety of coffees and (sweet) snacks. In the Library, you can take a break in Coffee-Star, and in the Aula Building, you can head to Café 015. Several self-service espresso bars dotted around the campus, such as DE Coffee Kitchen and Starbucks. If you are starving, you can grab a meal at one of the self-service restaurants or the Food Market. The restaurants offer a wide range of salads, hot meals, fresh sandwiches, soup, and fruit. The Food Market in the Fellowship has a wide range of different cuisines on offer, including Asian, Mediterranean, and Dutch - There is something for every taste. Throughout the year, various campus locations are home to a wide range of food trucks, which are open between 11.00 and 15.00 for lunch. The food on offer changes through the year and includes Greek, Vietnamese, and Mexican cuisine. TU Delft is one of the world's top universities. It is renowned for its ground-breaking research, excellent education, and innovative cooperation with external partners. This requires facilities and buildings that support this in a challenging, inspirational environment. This is why we are renewing the campus to focus on sustainability and the improved utilization of the existing spaces. The investments target the quality of spaces for new forms of education and research. Furthermore, TU Delft will divest itself of (some of) the buildings and reduce the total number of square meters required. This will help reduce costs leaving more money for research and education. TU Delft's campus will become green, landscaped environment that provides a pleasant studying, working, or recreational environment.

The Islamic University of Lebanon is a private Lebanese institution of higher education, licensed under decree n° 8600 of the 12th of June 1996. The Vanished Imam Sayed Moussa Sadr brought this idea forth and laid the groundwork for establishing this institution. The departed Imam Sheikh Mohammad Mahdi Shamseddine (May Allah sanctify his soul) made his best endeavors and utmost efforts to build this institution. Today, Imam Sheikh Abdul Amir Qabalan, the vice president of the Supreme Shiite Council and the chairman of its Board of Trustees, continues to develop and improve the University. Dr. Hassan Chalabi has been the President of this institution since it was founded. This University seeks to contribute to the Supreme Shiite Council's solution in Lebanon, which deals with the national coalition and consolidation of the different sects and religions in the Lebanese civil community, where one political framework encompasses an equitable state for all its citizens. Therefore, this institution is committed to providing faith and knowledge as an inspirational source for the nation, the citizen, the state, and the Lebanese society. The Islamic University is a national project for the future, arising from Lebanon's vision as a pioneer in all the different domains of modern knowledge. This institution aims to popularize and deepen higher education while considering the historical and contemporary conditions that are indispensable to a balanced perspective so that learning becomes the bedrock for the development of the nation. The University recognizes the 21st century's scientific and economic developments, which present exciting new prospects for Lebanon, the Arabic world, and the Islamic world. Furthermore, it contributes to the scientific advancement that keeps pace with all the different societies that preceded us in modern science. Therefore, the University has moved to implement new specializations, improving the quality of the curriculum, and meeting job market demands in the domain of business and services in Lebanon and the Arab and Islamic world. This institution has been working to improve the academic level and to strengthen cooperation and coordination of educational and cultural ties with other universities and institutions inside and outside Lebanon. University officials are fully aware that any single institution will never achieve these high ambitions no matter how qualified or efficient. They hope that the Lebanese, Arabic, and Islamic civil communities will also play such a vital role in accomplishing this excellent task. Society can provide different kinds of moral and physical support from individuals, institutions, and associations. The Islamic University of Lebanon is a nonprofit institution. It aims to provide both Lebanese and non-Lebanese students with higher education without discrimination based on race, nationality, religion, or sect, in the spirit of openness towards all the different world cultures. The Islamic University of Lebanon aims at: Providing a means of higher academic education in different pieces of literature, sciences, and specialized knowledge domains, Training a highly qualified academic staff, Paying particular attention to scientific research and developing it, Paying close attention to Arabic and Islamic studies, Showing interest in our cultural heritage, spreading it, and contributing to saving the values of righteousness and virtue of the humanitarian civilization, Enhancing scientific and cultural ties with various universities and their Lebanese, Arabic, and foreign scientific staff. The Islamic University of Lebanon is a grand edifice of science and learning. This place is precious and resides in the heart, as a national college for Lebanese citizens. Every year, hundreds of students graduate from this University, educated with science and knowledge to shape the bright future we want for our youth, the country's pioneers. Founding this University meets an essential need in a world where no one should dominate, and everyone is a shining beacon of knowledge to counter the threat posed by violence. We must insist on the value of science and knowledge in delivering the image of the true Islam, as a civilized universal message that lies at the heart of the past and expands into the future all over the world. Our University is a national institution that welcomes knowledge seekers, no matter which religion or region they belong to. We particularly want to encourage the Lebanese people to be armed with the sciences. Science is like an ornament: it is knowledge itself, and a discipline, and an education. Keep away from violence and perversion. Be pious scholars and charitable. Cooperate to seek pure knowledge in conformity with Allah's Messenger saying, "Seek knowledge even as far away as China."

Rafik Hariri University, located in the beautiful Mechref village of Damour city, is a leading university in Lebanon. Since its establishment in September 1999, RHU has preserved the legacy of the man behind the institution in providing quality higher education that pushes boundaries beyond what seems possible. Rafik Hariri University, whose aim is to provide affordable, high-quality education and to supply knowledgeable and competent graduates to meet Lebanese and regional job market demands, became a reality and opened its doors for the first time on September 15, 1999, with the College of Business Administration, according to Presidential Decree 1947. It opened with a student population of 75. After its Colleges of Engineering and Science and Information Systems were established, RHU was granted university status on June 19, 2006, by Decree Number 17192. RHU comprises four colleges that offer courses and award academic degrees, both graduate and undergraduate. Rafik Hariri University envisions becoming a beacon of knowledge, a brand for academic distinction, and a force of meaningful transformation by fostering a culture of quality, instituting authentic learning conditions, and supporting purposeful research to advance knowledge and nurture leaders capable of driving development and contributing to the enrichment of the community - immediate and beyond. Rafik Hariri University (RHU) espouses to advance knowledge, promote innovation, build human capital, develop scientific solutions to pressing complex problems, and contribute to Lebanon and the Arab World's social and economic development by encouraging and supporting impactful research activities. Recognizing the importance of scientific and applied research, RHU is committed to foster a research culture conducive to the pursuance of solutions to promising ideas. In keeping with this commitment, RHU shall provide initial research funds to faculty members who have the potential for advancing RHU's research agenda. Toward that end, RHU offers initial funds on a competitive basis to faculty members pursuing promising research ideas. It is hoped that the results of the research effort shall lead to publishing research papers, solving a community-related problem, and paving the way to receiving support from external funding sources to advance the research to higher levels.

The American University of Technology was established in 1998 and received the first presidential decree number 2143 on July 14, 2000, then decree number 846 on January 18, 2008. The Finder campus, located on the Byblos highway and built on 23000 square meters, is undergoing a significant expansion. It is convenient for students coming from North Metn, Kesrwan, Byblos, and the North. Work to add four buildings started in April 2001. AUT has been ranked 5th among the 44 private universities in Lebanon by www.webometrics.info. AUT employs over 90 staff members and 110 faculty members. A medical doctor, a psychologist, and a spiritual counselor are on campus to assist students and staff. Students and staff enjoy using a cafeteria, a sports court, a reading room, a lounge, and access to e-library and postal services. Traditional methods are revised, and paradigms shifted to meet the challenges of 21st Century global markets. Individuals need to consider many factors before making decisions of socioeconomic, geopolitical, technological, ecological, and cultural importance. Here a question poses itself. Is our Higher Education System paving the way for such an evolutionary shift? The answer lies with us. AUT has already taken the mantle to prepare coming generations for the new era. Its primary focus is on promoting interpersonal and intrapersonal relations, leadership, and independent maturity. A hands-on application of knowledge complements a solid theoretical background. The eclectic nature of learning is emphasized in the classroom, on the web, in on-the-job training, and at the workplace. What makes AUT different: AUT follows the Active Learning Method, which is more compatible with the modern workplace than traditional methods AUT has integrated technology in the learning/teaching process. Students make use of computers, the internet, and other technological innovations in their studies and can function effectively in the new millennium business environment AUT offers a sea of activities, both social and physical, to its students. Graduates will be well-rounded, critical, creative, problem-solving, team players, be ready for the new business environment of the 21st century AUT developed tripartite partnerships with highly reputed universities on the one hand and with industry and the public sector on the other hand, so students benefit from a model of learning that is best suited for professional success AUT maintains a low student/teacher ratio allowing for a better learning environment AUT offers constant support for students, with a dedicated Center for Student Success to help with their every need (first in Lebanon) AUT placement office assists students with finding internships and jobs in Lebanon and abroad AUT keeps a close watch over employment trends in Lebanon and the world, and its programs are often modified in order to adapt to the ever-evolving requirements of the workplace The mission of AUT is to provide an innovative, technology-rich, entrepreneurial, experiential university research and learning environment that produces civically active and market-ready graduates. AUT launched the Blue Caravan initiative for diabetes screening and awareness in 2013 and examined 5,000 patients throughout 40 different locations. Its action collaborates with the Ministry of Health, the International Diabetes Federation, and the Lebanese Diabetes Society. AUT has pioneered human rights by introducing this topic as a required course for all students in 2005, a step that was later on followed by other Lebanese and Arab universities. AUT is a partner of the United Nations for the Arab Regional Camp for human rights. It is a member of the American Association of College Registrars and Admission Officers and presided the annual meeting of Arab ACRAO, of which it is an active member. All students at AUT are required to take a course in Human Rights Issues. AUT has established a financial aid office that processes students' applications and takes decisions on whether applicants should benefit from financial assistance. The assistance consists mainly of unfunded discounts on tuition fees with some students participating in a work/study program. While it does represent an excellent humanitarian service to the local youth, providing unfunded discounts is not a sustainable one. Therefore financial aid funding is one of the focus areas for fundraising going forward. Since traditional education methods are no longer compatible with today's requirements for success in professional life, AUT has adopted the student-centered active learning method of education, including cooperative, team-based, problem-based, and other innovative techniques learning.

The Holy Spirit University of Kaslik (USEK) is a private Catholic higher education institution founded by the Lebanese Maronite Order (LMO) in 1938. From that moment, these monks, who had been entrusted with a teaching mission for more than three centuries, have undertaken the management of USEK. Their remit was to provide university teaching in conformity with the labor market requirements and close association with scientific research. Being a national institution, USEK has brought its teachings and curricula into line with the Lebanese state's official requirements, which acknowledges the diplomas it delivers. Furthermore, USEK remains careful in achieving a synthesis of tradition and modernism in the educational options it offers while remaining true to a Christian humanism, which is imprinted on the general education it provides. Due to the pressure to democratize higher education, the University is deploying necessary efforts to fight exclusion and abide by a non-elitist policy, albeit without making any concessions concerning education quality. The establishment of decentralized regional centers (in Zahle, Chekka, and Rmeich) thus springs out of the wish to implement the right to higher education. USEK has adapted well in light of soaring socioeconomic development and has created new vocational specializations to diversify its education and meet the needs of the labor market. Nowadays, USEK welcomes more than 8,000 students across its twelve faculties and three institutes, i.e., fifteen academic units, which offer a broad array of diversified high-level education. Studies in USEK are based on the modular system of units, which are accounted for on a half-year basis, or "credits." Also, the adoption of such a structure enables students to enjoy flexibility on all levels for the prospective degree courses' academic and financial management. It also enables the Promotion of students' mobility in Lebanon and abroad: Credits can be accumulated and transferred from one University to another. Personalization of the students' training: Each student's academic course is adapted to his(her) personal and vocational project. Flexible Organisation of the semester: Students are allowed the freedom to choose the number of credits (while abiding by the minimum and maximum numbers set by the University) and the courses taken during the semester (out of a group of courses that are required for a given curriculum), thus enabling them to ameliorate how they set their schedule. Development of close pedagogical support: The teachers' follow-up and support are reinforced by the fact that thanks to this system, education is centered on the students. The offer of diversified courses to students promotes a multidisciplinary approach and exchanges within and among disciplines. Facilitation reorientation: Thanks to the establishment of links among the various education courses proposed, students can easily change their curriculum without losing all their achievements. USEK cultivates a strong feeling of belonging among its students, thanks to its welcoming student life and the multiple services. Hence, outside the framework of courses, student life in USEK takes several shapes and offers new occasions to develop new competencies and knowledge and build an extensive network of contacts: a student magazine, social associations, and clubs, pastoral work, cultural trips, student parties, etc. Since the University is keen on emphasizing the culture of the body and that of the mind, it also offers students a broad choice of sports activities. The program includes basketball, volleyball, football, tennis, table tennis, oriental dance, yoga, ski, etc. Also, USEK has several sports teams, which take part regularly in competitions among universities and national and international championships. USEK has always been interested in research activities, as proven by the international magazines published by the University (Melto, Parole de l'Orient), the annals and proceedings of high-level conferences and seminars held at USEK, in addition to the numerous publications, which are the result of individual or collaborative research works and which – by and large – pertain to a broad theme of diversification, namely that of the Lebanese and Near-Eastern heritage (musical, theological, liturgical, literary, legal, historical, architectural, technical, scientific, etc.). In this context, exchanges within and among disciplines are promoted, thus establishing links among USEK's faculties and institutes to achieve better collaboration. Moreover, the University has access to much resource equipment earmarked for research activities and put at the disposal of teachers/researchers and students. As higher education became widespread and the socioeconomic crisis in the country grew harsher, USEK has set the following objectives for itself: Make higher education accessible to all equally, without discrimination and, most importantly, without excluding economically deprived students Preserve the quality of its students' education and training to better live in society and their vocational sphere. Since its founding, USEK seeks, and by Article 92 of the Constitutions of the OLM (ed. 2012) and the Catholic Church's social teaching on universities, to contribute to all its students' development through quality educational programs and research in various fields of study. By providing a high-quality American-style education to its students, USEK intends to prepare future leaders for innovation, professional growth, and life-long learning, in Lebanon, within the Middle East, and throughout the world. USEK is committed to a faith-based educational development of its students rooted in the Catholic tradition, whereby spiritual values and ethics and respect for cultural and religious pluralism are promoted.

The Lebanese University was established in 1951 to serve the diverse social groups that make up Lebanese society and provide a high-level institution where students can acquire university degrees. It was launched amid a growth in the number of students in grades 10 to 12. The first departments were The High House of Teachers and The Statistics Center. On 3 December 1951, the first class of 68 students entered the University, under the efforts of many professors and educated personalities and the support of the Lebanese President Bechara El Khoury. On 26 February 1953, official decree No. 25 founded a financial and administrative center at the University, called The Institution of Finance and Administration. The High House of Teachers was renamed The High Teachers Institution. The next significant change was 1959's regulating decree No. 2883, which, along with many others between 1960 and 1972, added more material into the University's structure and legalized all of its activities, requiring students to participate, administrators, the different faculties. The Faculty of Public Health aims to educate specialists in health, social and environmental fields, and cooperate and coordinate with public and private institutions, alongside civil organizations in the health, social, and preventive domains. It is also keen on providing theoretical and applied education while ensuring that moral standards and professional ethics are well-adopted. The Faculty of Pharmacy seeks to provide qualified professionals with pharmacies, pharmaceutical industries, and hospitals. It also endeavors to meet the increasing needs for competent pharmaceutical professionals by keeping up with the advancement of pharmaceutical sciences worldwide. The Faculty of Pedagogy is the foundation of the Lebanese University, and was known as the High Teachers Institution when it was established in 1951, before being renamed the Faculty of Pedagogy in 1967. Its current number of students stands at 2327. The Faculty includes two branches other than the Deanery. Its mission is to educate elementary and high school teachers, in addition to other pedagogic frameworks. Faculty of Tourism and Hospitality Management has been distinguished for its applied orientations, where learning and training are primarily geared towards practical and professional purposes. It teaches students according to the latest scientific and international basics, qualifying them to work in tourism, travel, tourist guidance, and hotel management, whether in Lebanon or other Arab countries. Faculty of Medical Science at the Lebanese University was established in 1983; distinguished students from different social classes in Lebanon had the opportunity to turn their dreams into reality and study medicine. The branches of the Faculty of Medical Sciences were merged in 1996, forming a unit tasked with graduating the best physicians, who would be recognized at the local and global levels, and known for their top-notch scientific competencies, complete training, and professional ethics. The Faculty of Medical Sciences is aware that such a high medical practice level cannot be achieved without focusing on medical research, workshops, and conferences. The Faculty now comprises 1,263 students. The Institute of Fine Arts was established in 1965 and has evolved into four branches and two departments, the Urbanism Department and the Restoration Department. It currently has around 2,930 students. The goals of the Institute of Fine Arts are closely linked to all civilized human phenomena. Indeed, its majors reflect the real civilized face of any society, whether for present or future generations. The artistic works have historically measured the greatness of all civilizations contributed to humanity and human legacy. The Faculty of Economics and Business Administration was established in 1967 as the Faculty of Commerce and was renamed in 1970. The number of students enrolled in this Faculty stands at 7,640 today, divided across six branches, in addition to the Deanery. This Faculty aims at developing highly skilled and specialized professionals in a field that has become the very backbone of modern life, as economies are now intertwined due to globalization. It is keen on establishing partnerships with enterprises from the public and private sectors, either for cooperation and staff training or for student internships. The Doctoral School of Literature, Humanities, and Social Sciences was established in 2007. It is one of the three doctoral schools created at the Lebanese University to provide the proper environment to foster and develop academic research. The number of students currently enrolled is around 951. The Doctoral School trains researchers and prepares them to manage academic research projects and supervise theses. Also, it organizes academic workshops and Ph.D. Students' Days and academic seminars and conferences to provide the necessary conditions to further the doctoral students' knowledge in academic research requirements. For these ends, it has created 14 research teams covering all the specializations of the Doctoral School. The Doctoral School has become a point of interest that attracts students throughout the Arab world. It is keen on expanding its regional and international horizons by signing agreements with other universities and international and regional institutes dedicated to supporting academic research and setting up the proper processes to carry them out.

Notre Dame University-Louaize (NDU) is a private, Lebanese non-profit Catholic institution of higher education, which adopts the American education system. The university's religious affiliation does not impose any sectarian obligations on faculty members, staff, or students. The cultural and spiritual heritage of the Maronite Order of the Blessed Virgin Mary highlights a belief in a unified Lebanon, a belief in education as a means of protection against fanaticism and corruption, and a dedication to freedom of thought and expression. The university adopts such values and beliefs irrespective of color, creed, race, or gender. It seeks to enhance these values through the liberal education it offers and the career preparation that caters to Lebanon and the region's real needs. As a Catholic institution inspired by the cultural and spiritual heritage of the Maronite Order of the Blessed Virgin Mary, Notre Dame University-Louaize (NDU) seeks to provide a comprehensive quality education that fosters excellence in scholarship, lifelong learning, enlightened citizenship, human solidarity, moral integrity, and belief in God. In designing its curricula, NDU is committed to the American model of liberal arts education's philosophy and standards. Conceiving itself as an authentic academic community, NDU promotes diversity, respect for human dignity and rights, and concern for the common good. Its profound aspiration is to prepare its students to be future leaders who can exercise reason upon knowledge and shape a world of truth, justice, love, and freedom. NDU's vision is to: Become the venue of choice as Lebanon's Catholic university, offering students access to the finest faculty and a comprehensive curriculum taught in the Maronite tradition Provide a highly personalized academic experience to graduate and undergraduate students Integrate a strong, interdisciplinary, liberal arts core with degree-granting programs that offer preparation for professional careers and graduate studies Excel in selected highly specialized areas, including signature programs that enhance the university's reputation and serve as regional models for the delivery of educational development in Lebanon and the region Foresee the changing needs with time and develop programs and utilize technologies consistent with those needs. Create and sustain a community in which all aspects of University life is a reflection of its values. In the tradition of a Catholic liberal arts education, NDU commits itself to lifelong learning, encourages personal responsibility, develops spiritual values, and affirms a philosophy of life that actively supports global economic equity, social justice, and human rights. Empathy, tolerance, and respect for all people are essential to any university community. NDU encourages students to understand and appreciate the diversity of cultures, which exist locally, nationally, and internationally. It also seeks to promote diversity appreciation by understanding the impact human beings have on their environment. As a Catholic university, NDU highlights a strong belief in spiritual motivation and education as a vehicle for a better and more just society. NDU commits itself to engage and enhance intellectual inquiry in the pursuit of truth by teaching students how to learn, think critically, conduct responsible research, and access and integrate information in preparation for career development and personal growth.

The University of Balamand is a non-profit and independent institution of higher education. It was founded in 1988 by Patriarch Ignatius IV, Patriarch of the Antiochian Orthodox Christian Church. Recognizing the noble values of tolerance, co-existence, and mutual respect, Balamand welcomes students and faculty from all over the world.We prepare our students to think creatively and to interact constructively to be able to lead by example. Our commitment to Lebanon and the Region is to provide Service Education: Education through Doing (SEED). This program teaches students the importance of teamwork, the necessity of having practical communication skills, various conflict resolution techniques, and the principle of citizenship. The SEED program serves the University's mission by preparing local and regional communities to meet tomorrow's challenges. The University of Balamand is a private non-profit independent Lebanese institution of Higher Education licensed by the State of Lebanon. It was founded in 1988 by His Beatitude Patriarch Ignatius IV in the name of the Patriarchate of Antioch and All the East for the Greek Orthodox. The University admits students from Lebanon and the Region without discrimination based on religion, gender, or physical handicap. Inspired by the Antiochian Christian Orthodox Church's Tradition in promoting humanity's welfare and its highest values, the University is committed to principles of tolerance, compassion, and openness, and Christian-Muslim understanding. The University is dedicated to graduating well-rounded professionals, critical thinkers, life-long learners, and active citizens in their respective societies. The University also seeks to limit dogmatism and fundamentalism in intellectual, social, political, religious, and cultural fields. The University believes in responsible freedom, the role of reason in uncovering the truth, and the deepening of human existence under God. Through quality education, rigorous research, concern for the public good, and engagement with the community, the University seeks to contribute to nation-building, ethical standards, intercultural dialogue, environmental responsibility, and human development.

The Australian College of Kuwait (ACK) was established to provide internationally recognized and accredited experiential education and training to the Business, Engineering, Aviation, and Maritime sectors. It was licensed by the Ministry of Education and Higher Education under Amiri Decree 141/2003 and commenced operation in October 2004. Since then, ACK has grown to become one of the leading educational institutions in Kuwait, actively contributing to the employment sector and continuing to produce knowledgeable, skilled, and professional candidates for Kuwait's growing economy. ACK respects the importance not only of academic qualifications but also industry recognition. The college is therefore proud that the School of Engineering has received unconditional accredited status from the professional body, Engineers Australia, which provides both academic and professional accreditation services. Currently, the School of Business is progressing with accreditation candidature through the Accreditation Council for Business Schools and Programs (ACBSP). The School of Business at ACK offers a unique and innovative curriculum to prepare students for modern business practice. We implement PBL, Project Based Learning, which qualifies our graduates with practical experience that makes them ready to work. It encourages students to carry on a life-long learning process, integrate business applications within a team environment, and adopt foster interdisciplinary thinking. ACK's Business programs provide students with solid entrepreneurial education and vast career opportunities. Our students have access to fully equipped computer labs, open-area, private meeting/study facilities, and to the full-service Library. We are passionate about the culture of care. Our programs cover business management, marketing, and communications, human resources, leadership, and entrepreneurship. The School of Engineering at ACK offers a unique and innovative curriculum to prepare students for modern engineering practice. Project-Based Learning encourages students to carry on a life-long learning process, to integrate engineering applications within a team environment, and to adopt foster interdisciplinary thinking. ACK's Engineering programs provide students with a solid engineering education and vast career opportunities. The School of Engineering is currently undergoing progressive change, growth, and development to improve our engineering students' education and experiences. Our laboratory and classroom facilities are being updated and enhanced. Our student population is increasing. Our units are continuously evaluated and revised to ensure the most appropriate content and instructional methods. All of the changes, however, are directed toward our most fundamental tried-and-true goal: to apply a personal touch to the development of excellent engineering students. It is truly an exciting time to be part of the ACK engineering family, and even better times are yet to come. At the School of Engineering, you'll learn to think logically, deal with uncertainty and change in the discipline, work with technology in a socially and environmentally responsible manner, communicate effectively and collaborate with other students, all within a supportive community. The ACK Library promotes the mission of the college by serving the curricular information needs of ACK students, faculty, and staff, and where possible, their broader needs for knowledge and information. The Library anticipates and strives to utilize innovations in education and technology, and responds to the evolving curriculum. The efforts of every member of the Library staff are committed to the ultimate objective of providing the highest possible quality of service. To these ends, the Library selects, acquires, processes organizes and maintains library materials appropriate to the academic and cultural interests in the ACK community. The Library facilitates access to information and materials through the provision of a wide variety of services. The Library provides an environment conducive and Technology Enhanced Learning (TEL) by providing electronic resources, computers, printers, scanners, and the needed software to every patron which makes it a perfect Electronic Learning Center (ELC) in addition to studying and reading facilities. The Library teaches students to find information independently so they may perform as well-informed members of society. ACK is proud to bring the most exceptional international higher learning standards to Kuwait. The Australian Experiential Education System has become a world leader in the delivery of quality applied education. This system specializes in enabling students to acquire practical skills and knowledge while helping them develop attitudes that will assist them in the workplace. Graduates from ACK are equipped with the knowledge, skills, and attitude required for developing, maintaining, and excelling in their careers.