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Dominican College Fortwilliam is an all-girls grammar school situated in the north of the city. The school was founded by the Dominican Sisters in 1930 and is committed to promoting Christian values which are reflected in the everyday life of the school. Providing a curriculum that reflects the needs and aspirations of our pupils is a key priority to maintain the very high standards achieved by pupils in the past few years. Sport, music, and drama play an important role, and pupils are encouraged to become involved in a wide range of extra-curricular activities. In addition, through the programs of the St Vincent de Paul Society, the Pope John Paul II Award, Saphara, Trocaire, the Kosova Support Group, and our links with the Northern Ireland Hospice pupils are made aware of the ripple effects our actions have on local and global communities. As a Catholic school, the Christian ethos of Dominican College permeates the life and work of the school and is reflected in its aims: We appreciate the fundamental dignity of each person and aim to promote respect for self, for others, the school, the wider community, and the environment. We aim to create a safe, stable, and harmonious atmosphere within which the values of truth, freedom, trust, and responsibility are honored. Within the context of a purposeful learning community, and recognizing the uniqueness of each individual, we aim to offer a curriculum that enables every student to reach her full potential: spiritually, academically, morally, socially, and aesthetically. We aim to promote the School’s traditional appreciation of culture and the arts. We endeavor to equip all our pupils with the self-confidence and skills, which will enable them to make informed and responsible choices in life and appreciate the value of the contribution they can make to society. We encourage parental support in promoting the ethos and aims of the school and in building up the life of the school community. The Board of Governors believes that these general aims provide a framework that indicates what the school believes in, what it aims to do for our pupils, and the values we hope they will espouse. The whole curriculum taught in the classroom and beyond, is designed to achieve these ends. View full school

Since its foundation in 2012 as a natural extension of one of the world’s finest co-educational independent schools, Marlborough College Malaysia has offered its children a passport to a global future. We enjoy a safe and spacious 90-acre estate, reminiscent of the generous grounds and playing fields of Marlborough College in the UK, Guided by our principles of compassion, companionship, and conversation, Marlborough College Malaysia gives its boys and girls the space, inspiration, and courage to explore their potential, the wonders of our world and their responsibilities to it and each other. With our shared DNA and close links with Marlborough UK, we value and instill breadth of experience, intellectual rigor, creative joy, and sporting excellence. Many of our children take the opportunity to develop independence and inter-reliance within the security and care of our outstanding boarding community. A truly international school, we offer a genuinely global outlook. In the senior school our children have an impressive record of success in International GCSEs and then the International Baccalaureate Diploma Programme which opens the doors to many of the world’s finest universities. Our motto is Deus Dat Incrementum – “God gives the increase” – a reminder that we achieve with pride, but humility. At Marlborough College Malaysia our young people learn that theirs is a duty to continue to make the world a better place we give them the skills to lead that mission and the life-long support and friendship of our worldwide Old Marlburian network. View full school

Welcome to Methodist College Kuala Lumpur – a College where tradition and values meet excellence in education! For over 34 years, Methodist College Kuala Lumpur (MCKL) has been providing quality, holistic education in the best of Methodist traditions. Located in the fast-growing Brickfields-KL Sentral area, the 4-acre campus has easy access to public transportation, restaurants, sports, and leisure activities in and around the College. Experienced lecturers working with well-equipped computer and science laboratories and good academic resources are well able to guide you and coach you to excel in your studies and pursuit of your career. In line with our vision ‘Excellence For Life’, we believe in the potential of all Collegians to rise to his or her calling as stewards of God’s creation. Their time at MCKL should foster a joy for learning, an intelligent appreciation of the beauty of nature, and the inalienable worth of every human being. This will lead to a life-long passion for making a significant difference to their families, society, and the nation. How do we achieve this, you may ask? The College provides students with a nurturing environment conducive for learning as well as exploring their strengths and honing their skills through involvement in various activities and events. Community service and character formation are also key elements of the MCKL experience which aims to produce high-achieving individuals of caliber who will become both passionate and compassionate leaders and nation-builders of our country and our world. Year after year, students consistently achieve excellent results and gain entry into prestigious universities around the world, many on scholarship. MCKL alumni continue to secure excellent internships, graduate with honors, obtain opportunities for graduate studies and research, and make us very proud of them. The close-knit community encourages a thriving network of MCKL alumni with a good repertoire and a willingness to contribute back to their alma mater. Inspired from its roots as a mission school, the College places emphasis on the values of honoring God, respecting yourself, respecting others, respecting property, cherishing relationships, cherishing nature, cherishing our nation, celebrating excellence, celebrating diversity, and celebrating volunteerism. These ‘10 Core Values’ form the backbone of our identity and policies as an organization, and ensure discipline and a sense of propriety is inculcated in staff and student alike. These defining factors make MCKL unique as an education provider. Come experience for yourself the difference at MCKL. Browse through our user-friendly website or contact one of our friendly staff for more information! We believe in the potential of all Collegians to rise to his or her calling as stewards of God's creation. Their time at MCKL should foster a joy for learning, and an intelligent appreciation of the beauty of nature, and the inalienable worth of every human being. This will lead to a life-long passion for making a significant difference to their families, society, and the nation. Methodist College Kuala Lumpur (MCKL) was founded as a private educational institution in January 1983 by the Methodist Council of Education. The Founding Principal was Mrs. F R Bhupalan. Secondary classes (Forms 1 to 5), Sixth Form, and A-level classes were conducted and the enrollment increased dramatically with the success achieved by the College. Due to the growing student population, a new campus was established in Sentul in 1994, and Forms 1 to 5 classes were moved in stages to what is now called the Wesley Methodist School, Sentul. This move was completed in 1999 and Methodist College Kuala Lumpur, Brickfields is now focused on providing pre-university studies, diploma and certificate level courses as a private higher education institute (Institut Pengajian Tinggi Swasta – IPTS). In 2000 the Australian Matriculation (AUSMAT) program of the Curriculum Council, Western Australia was added to the GCE A-level, U.K. pre-university studies program. Both the GCE A-level and AUSMAT programs have successfully prepared numerous students for admission to overseas universities in the United Kingdom, Australia, New Zealand, Canada, U.S.A., Singapore, India, and many other countries as well as to local private university colleges. The Diploma in Early Childhood Education and Certificate in Early Childhood Education programs to train professional early childhood educators were started in 2005. In 2006 the Certificate in English program and short courses in Business English were added to the College’s course offerings to meet the needs of working adults and secondary school leavers. Located in the rapidly developing area of Brickfields and KL Sentral, the College is poised for its next stage of growth with the launch of its new building extension and renovation plan. In 2008 Methodist College Kuala Lumpur celebrated its 25th Anniversary as a private college of Excellence for Life. View full school

Epsom College in Malaysia is a boarding and day school on a 50-acre site at Bandar Enstek, south of Kuala Lumpur. Seen as a major development in the field of education in Malaysia, Epsom College is co-educational and follows the English National Curriculum with all teaching in English. The Senior School for pupils aged 11-18 is both a day and boarding school. It opened in September 2014 with a small Prep School on-site for day pupils aged 3 – 11 years old. Based on the home model, Epsom College in Malaysia combines academic excellence with a first-class British boarding experience, with up to 90 percent of the Senior School boarding. The emphasis will be on creating a family environment within a structured school routine, with a traditional British House system fostering a strong feeling of belonging and community. With a long history of educating Malaysians and other international students in England, our sister campus in Bandar Enstek is a natural extension designed to further the College's international reputation and increase the number of pupils who can benefit from an Epsom College education. The project was made possible through the joint funding and support of the College's network of high-profile Old Epsomians living and working in Malaysia. Senior School teaching staff, Housemasters, and Housemistresses, together with tutors and their families, reside on-site. There is also a Prefect system, modeled on the successful structure at Epsom College, within both the school and the individual Houses. In addition to full boarding, weekly boarding, which was pioneered by Epsom College in the UK, is an option. This is proving to be popular with parents who want a British boarding lifestyle for their children without having to travel long distances. Epsom College in Malaysia will ultimately cater to some 900 boys and girls aged 11 to 18 in a predominantly boarding Senior School, with an additional 80 students educated in the Prep School at Bandar Enstek. The impressive Senior School campus, developed on a green-field site, comprises ultra-modern hi-tech, environmentally-friendly buildings, with specialized facilities for music, drama, and sport, the latter including a floodlit astroturf pitch, a cricket pitch with a built-in wicket, sports hall, a swimming pool, and hard courts. There are also dedicated science and art departments. The Prep School at Bandar Enstek is also a small community of children between 3-11 years who share facilities and spaces that are specially designed for their learning and pastoral needs. From a carefully designed playground, with a sandpit, gardens, with climbing and ball games, as well as opportunities to access the Senior School's impressive facilities for art and sports, our Prep School is a very special place for learning. To be a distinctive learning community that synthesizes the best elements of the Epsom boarding and day education with the values, expectations, and traditions of our international setting and in which all members of the community are helped to aspire to high achievement in all they do, to seize opportunities, to develop emotional resilience and to support others in our collective drive to make a difference. At ECM we treat everyone with courtesy and respect. We consciously avoid hurting others, in mind or body. We remember always to treat others as we would like them to treat us. At ECM we always put others before ourselves. We look for ways in which we can help others to grow. We think not what can the College do for us, but what we can do for the College. At ECM we recognize that diligence and effort are the foundations of success. We strive to do everything to the best of our ability and not to give up when the going gets tough. At ECM we care for our environment and we extend this care to the world at large. We avoid waste, we recycle, we develop awareness and we care for animals. At ECM we are modest about our talents and mindful of the talents of others. We celebrate success in all its forms, but remember that we must never err into arrogance. View full school

Cempaka International Ladies' College is the region's premier secondary residential school for girls. The stunningly beautiful campus lies in the tranquil community of Bandar Enstek and runs the UK-based Cambridge International General Certificate of Secondary Education (IGCSE) curriculum, International Baccalaureate (IB) Diploma Programme (DP). and Global Assessment Certificate (GAC). The average class is 10 with a maximum size of 20. CILC aims to create a modern, twenty-first-century learning environment in an Asian setting, where innovation, entrepreneurship, design, global awareness, cultural understanding, communication, media skills, information literacy, critical thinking, art appreciation, and environmental responsibility are interdisciplinary themes woven into a progressive formal curriculum with a nurturing extracurricular learning environment. CILC runs the UK-based Cambridge International Certificate of Secondary Education (IGCSE) curriculum at years 7-11. CILC also offers the International Baccalaureate Diploma Year Program (IB-DP) and GAC-program. The IB Diploma Programme is designed as an academically challenging and balanced program of education with final examinations that prepare students, normally aged 16 to 19, for success at university and life beyond. The program is taught for over two years and has gained recognition and respect from the world's leading universities. The Global Assessment Certificate is a university preparation program that provides students with the academic knowledge, skills, and confidence to enter and complete a bachelor's degree at one of many selected universities. If you want to study overseas, successful completion of the GAC is a pathway into a bachelor's degree at one of many GAC Pathway Universities in the USA, Australia, Canada, UK, and other countries worldwide. The elegant surroundings, state-of-the-art facilities, and focused education of Cempaka International Ladies' College provide a distinctly intimate setting designed to nurture young girls into intelligent, poised, and discerning young ladies, with superlative manners to match. Cempaka International Ladies' College is home to the only ladies' golf academy in Malaysia - the Cempaka Golf Academy. Under its wings are some of the most promising lady golfers of the country who routinely represent the school, the state, and the country in prestigious international golf competitions. View full school

King Henry VIII College will be a new school, but one with a history that stretches back nearly 500 years. Christ College, Brecon was famously founded in 1541 by Henry VIII, whose name will grace this new school in Malaysia, which will be the first overseas school established by Christ College. Like its Welsh sibling, King Henry VIII College will be a co-educational boarding and day school, with pupils from 3 to 18 years of age. Visitors to Christ College in Brecon invariably comment on the special atmosphere there, and the heartfelt warmth of the welcome they receive. This is something that we are determined to re-create in Malaysia: an ethos that is built on the long, proud history of Christ College. Although King Henry VIII College will be a larger institution than its Welsh twin, we will ensure that the same strength of relationships, characterized by confident mutual respect, tolerance, and encouragement is at the core of the school. Each student's interests, skills, and needs will be recognized and catered for, just as they are at Christ College, Brecon. There will many chances for reciprocal visits and exchanges between the two schools, as well as shared learning experiences, to the great benefit of both sets of students. Working closely with families, our expert teachers will collaborate to produce young people who are ready to go out into the world, to be kind, thoughtful members of their communities, ready to contribute and to make a difference - wherever that might be. The school will value individuality, initiative, and leadership, as well as emphasizing the merits of teamwork. Students will be at the heart of a community of supportive parents, loyal staff, and dedicated, approachable teachers a happy, positive community in which our students will develop resilience, tolerance, and emotional balance a community that promotes curiosity, perseverance, and shared success. Academic success is a critical gateway to higher education, and a meaningful, flexible, and satisfying career. We will have high expectations of all our students, recognize excellence, and reward improvement. We will strive for academic achievement for all our students, whatever their level of ability. We fully anticipate that, just as in Brecon, the vast majority of students will go on to university degree courses of their first choice, either in the UK or wherever in the world the most appropriate course for individual students happens to be. View full school

Welcome to the Mesrobian High School. Mesrobian Armenian Catholic High School, along with the technical college, is a Lebanese Armenian and Armenian Catholic Patriarchal school from nursery to Second Baccalaureate class. The school aims at developing the pupils’ personalities holistically and harmoniously allowing them to nurture their potentials for self-realization in an atmosphere of trust and self-confidence. It provides the proper context for acquiring religious, moral, and Lebanese-Armenian cultural values, which will enable the students to become truthful, faithful, and lawful citizens, and active members of the society and the Armenian community. Through its educational program, the Mesrobian School aims to build the personality of children and adolescents in line with the spirit of harmonious cohesion, helping those who develop and implement their autonomy in a cooperative and self-confident atmosphere. Our kindergarten's mission is to provide academic excellence to all students, while the nursery provides child care services to children between the ages of two and three. For this purpose, the teaching curriculum and the informative programs are prepared to provide an experience that stimulates learning in a supportive environment that will satisfy the needs of the children and give individual attention to each of them. The preschool program is prepared to help the children acquire a variety of fundamental knowledge skills and a positive attitude towards learning. Children will also begin to develop their abilities and talents in different domains. The Teachers, the kindergarteners, the community members, and the families work together to provide a constructive and coherent learning experience that increases the child's confidence and encourages him/her to find that learning is both important and wonderful. The preschool program builds a firm intellectual, physical, and social base, vital for the child's future. The religious program that starts in kindergarten uses resources that support the child in all aspects of life. In the Small Section (PS), the child learns to communicate in Armenian and in French through the use of visual media. In addition, Arabic is taught. The curriculum includes the following classes: Christian education, pre-mathematics, rhythm, socialization, handicrafts, and school excursions. In the Middle section (MS), children are comfortable because they are accustomed to the methodology applied in the small section. Children begin to learn the alphabet. They also start to work more independently. They also participate in group work. In addition, the number of Arabic courses has increased. In the large Section (GS), children learn to read and write in three languages (Armenian, French, and Arabic). Their communication skills are improved. Children also master simple numbers and learn how to add. Homework and tests are done regularly to ensure continuous improvement. The primary school is committed to placing each child in the best position to succeed socially, emotionally, and academically. This is accomplished by providing a humane and Christian environment that actively involves parents and the community who support the teachers and concentrate on the students' success. In such a friendly environment, students become competent and independent learners for life. They will grow up to become responsible citizens with positive social skills, good self-esteem, and awareness of their roles in the community. In EB1 class (Grade 1) through activities, group work, and projects, children improve their reading, writing, and oral communication skills in three main languages (Arabic, Armenian and French). It is in the first year that the child starts to attend computer and science courses for the first time. He/she also follows the courses of civic instruction, music, mathematics, and Christian Education. Because of the same applied methodology and because the subjects taught are the same as those of the EB1 class, the children prepare to make a very gradual transition from the class of EB1 to the class of EB2. They learn to work independently and share ideas two by two and in group work. All children participate in school excursions, exhibitions, and activities that push children to learn. The EB3 class is the year where children celebrate their first Holy Communion. Celebrations and various other activities prepare them for this event. Academically, a student of this class must master all the basic concepts in mathematics, learn to think critically in science, and acquire the basic skills in three languages. Like their classmates from the EB1 and EB2 classes, children participate in activities, exhibitions, games, concerts, and school excursions. These activities prepare the child to pass the classes of EB4, EB5, and EB6. In line with the general objectives of the College Mesrobian, the college aims to develop the critical thinking of the students and to facilitate the gradual transition from childhood to adolescence through a balanced school curriculum. At the end of the college years, students are ready to take their first official exam and start thinking about their university studies and future career options. The main objective of the secondary cycle is to help all students become mature young adults in all aspects of their lives: spiritual, physical, emotional, intellectual, and academic. The college tries to ensure the success of the students in the official exams and entrance exams at the university, through a qualified faculty and a very dynamic program. Consistent with the national curriculum, the teaching profession uses cooperative and interactive learning methods. Students apply their knowledge through scientific, empiric, deductive processes such as lab experience sessions and presentations. Students learn about the sciences and the humanities and are guided to choose the path that suits them the most. The choice between the sciences and the humanities depends on the talents, potentials, and learning abilities of the students, as well as the requirements of the higher education field that they want to pursue. Students in this class come to a deeper understanding of knowledge, gained through active participation in the high school learning process. Interactive lessons are supported by experimental observation or detailed research. Therefore, students use a deeper level of learning through analysis, synthesis, and evaluation. Critical thinking is given priority and various evaluation techniques are used to help all students improve their learning abilities. In addition, students are prepared, through self-evaluation and orientation sessions, to choose the most suitable classes for their last year. This is the year where students finish their studies at the college. Students try to make a name for themselves at school through direct participation in decisions related to daily life at Mesrobian High School. Academically, they are implored to prepare to face two important challenges: first, to continue their studies at the college, and secondly to pass the official exam. The baccalaureate holders of the Mesrobian High School are admitted to the universities known in Lebanon and abroad. At the same time, our students' success rate at the official exam has always been remarkable. View full school

Our college targets the nurturing of a moral Lebanese Makassedi who believes in god and follows the eternal Islamic beliefs is proud of being an Arab, communicates with others regardless of their beliefs and cultures, and keeps pace with the continuous development in the fields of technology and science. We seek to build a student who is proficient in the Arabic language and savors its uniqueness and at the same time competent in foreign languages a student who keeps a critical eye on the world issues, excels in personal achievements, and respects others' work as well. Ali Bin Abi Taleb is one of the Makassed schools known for quality teaching, international collaboration, technology integration, updated programs and equipment, and competent and specialized staff. We develop the 21st-century skills of our students and build a character of heart and mind. We keep up with the ongoing progress and innovation prevailing in the different learning fields such as languages, arts, sciences, and technology, in addition to deep concern in the teaching of Islamic education. At Makassed ABAT, we seek to build the child as a whole, nurturing his mind and his character. The following core values reflect our beliefs, how we operate at school and how we relate to each other. Positive Teamwork Accountability Integrity Respect Seeking Excellence We hold a positive attitude trying to find good in everything. We are a team. We take the blame for our deeds. We honor honesty and truthfulness. We respect ourselves, each other, and school property. We try to excel in our work and we honor the spirit of friendly competition. Education begins from the moment the child is born and continues when the child starts to attend playgroups and kindergartens. The learning capabilities of humans continue for the rest of their lives but not at the intensity that is demonstrated in the preschool years. At the A.B.A.T. preschool division, we provide positive early learning experiences to help kid’s intellectual, social, physical, and emotional development and this lays the foundation for later school and life success. A.B.A.T. is a progressive year-round preschool providing families with a child-centered approach to early learning, collaborative family atmosphere, and a safe, inspiring environment that encourages exploration and creativity, where children learn the wonders of the world and teachers prepare the next future generation. Our early childhood program engages children with activities and focuses on the “whole child” through playing and discovering. We also aim to incorporate social and environmental awareness into our curriculum and emphasize earth-friendly practices and healthy choices. We are excited to collaborate with parents during this important stage of their child’s development. We aim to work with them in providing a setting in which their child will find comfort, compassion, and care. Our developmentally appropriate curriculum will help to set your child on the path of future success and social responsibility. We are committed to lead by example and provide the highest quality of education for the children. We at Makassed A.B.A.T. Primary School strive to provide the highest quality of education for all by aiming to Provide a supportive, secure, happy, and stimulating environment where the children can learn most effectively and develop their 21st Century skills, talents and personalities. Raise attainment and achievement of all pupils. Provide a rich experiential curriculum that will enable our children to engage in the highest quality learning activities which will maximize success and develop a culture of ambition and achievement. Create a warm, welcoming, positive ethos in the school based on equality, fairness, and mutual respect where achievements are celebrated and everyone has a sense of identity and positivity in the school and where everyone in the school seeks Excellency. Collaborate in national and international partnerships with pupils, parents, and the wider community. Encourage children to develop a sense of responsibility and care, for people and the environment. Promote highly effective leadership at all levels with a commitment to quality and excellence. Ali Bin Abi Taleb College Secondary Campus Ashrafiyeh-Beydoun street View full school

Welcome to International College, IC is one of the oldest, largest, most prestigious international schools in the world, reflecting the unique blend of both the school’s and the country’s history, a long-standing commitment to academic excellence, and the “IC Spirit”, which becomes part of the character of each student that passes through the classrooms and hallways of the Ras Beirut and Ain Aar Campuses. Reflective of the value and importance IC places on multiculturalism and global diversity, IC offers four distinct diploma programs: the Lebanese Baccalaureate, the French Baccalaureate, the International Baccalaureate, and the US-style College Preparatory Program. Exam results for each of the diploma programs have been exemplary resulting in IC graduates being accepted to highly selective universities around the world. The early childhood program addresses the whole child through an integrated approach and aims to develop a close relationship between educators, parents, and classmates. The learning environment provides a warm, friendly, and joyful atmosphere that advocates itself to learning through inquiry. All content is taught using the target languages of Arabic, English, and French and works within the PYP curricular framework. The preschool staff aims to stimulate the learning of concepts, skills, attitudes knowledge, and action. The staff believes that children learn best through play during which they use concrete, multi-sensory experiences. Classroom play stimulates inquiry and presents challenges and opportunities to learn about the world in which children live. Moreover, it builds concepts and improves problem-solving skills. Teaching and learning are based on ideas, perceptions, beliefs, and matters raised by the students. The Elementary School educates children ages six through eleven. The school provides a safe, welcoming environment that fosters a love of learning through a student-focused, inquiry-based approach to teaching and learning. The philosophy of instruction addresses the whole child. Learning focuses on connecting the various disciplines: language, mathematics, science, social studies, personal and social education, physical education, creative arts including music, drama, and visual arts. To make learning relevant, engaging, meaningful, and challenging, children are encouraged to learn by inquiring, questioning, exploring, and doing. Different approaches are used to reach the widest range of individuals. The teacher acts as a guide/facilitator to help students discover concepts, principles, and generalizations. The ultimate goal of education at the Elementary School is to produce internationally-minded individuals who are compassionate, caring, responsible, and knowledgeable. The aim is to develop risk-takers (courageous), children with life-long learning skills like critical thinking and problem-solving, and character traits such as integrity, commitment, and good citizenship. Self-awareness is promoted through questioning, exploring, reflecting, and self-assessment. Open communication and cooperation among educators, parents, and students are essential elements. As partners, both parents and educators endeavor to help children reach their true potential and to aim for personal excellence. The Middle School of International College is a four-year cycle covering grades 6 to 9 (1st Intermediate to 4th Intermediate). It offers three different programs: The Lebanese program, which prepares students for the official Lebanese Brevet examination the College Preparatory Program, which is an English medium non-Brevet program commonly known as the High School program which prepares the students for the High School diploma or the International Baccalaureate and the French Program, which is a French medium non-Brevet program that eventually prepares students for the official French Baccalaureate examination. The IC Secondary School is a three-year cycle made up of four separate programs: The Lebanese Baccalaureate Program which follows a curriculum set by the Lebanese Ministry of Education The French Baccalaureate Program which follows a curriculum set by the French Ministry of Education the International Baccalaureate (IB) Diploma Program and The American College Preparatory Program (CPP), a non-baccalaureate diploma program. The Lebanese Baccalaureate Program is available to all students in either an English or French track for core subjects including maths and sciences. In the French track, English is taught as a third language and vice versa. In both tracks, Social Studies, History, Geography, Civics, Sociology and Economics, are taught in Arabic with the study of Arabic Literature and language mandatory. In the second year, students chose a focus in humanities or sciences and specialize still more specifically in the third year. The French Baccalaureate Program is designed to meet the needs of foreign and Lebanese students who wish to pursue the French Baccalaureate. All core subjects are taught in French. Upon successful completion of the Lebanese or French Baccalaureate program, students are eligible to enter at the sophomore level in all Lebanese and many European and North American universities. It should be mentioned that some students pursue both the Lebanese and French Baccalaureate simultaneously. The International Baccalaureate Diploma Program is a demanding two-year curriculum with a rigorous assessment component. It meets the needs of highly motivated students and prepares them for university by encouraging them to ask challenging questions, learn how to learn, develop a strong sense of identity and culture, communicate with and understand people from other countries and cultures. The IB diploma is recognized by universities around the world. Students admitted to the IB program hold a second nationality in addition to Lebanese, or they have an exemption from the Lebanese official program allowing them to engage in a non-Lebanese program. Good knowledge of English is a prerequisite as it is the language of instruction. The school that finally became International College was founded in Smyrna, Turkey in 1891 by Alexander MacLachlan, a renowned Canadian educator, as the American Boys’ School. In 1895 ABS graduated its first class of five students and renamed itself the American Collegiate Institute for Boys. In 1936, Dr. Bayard Dodge of the American University of Beirut invited ACI to come to Beirut and affiliate with AUB as its preparatory school. This is why for many years IC was known fondly as “The Prep.” During its first year in Beirut, IC welcomed 901 students from 37 countries representing 16 religious sects. IC was truly an international school welcoming students from all over the Middle East who came as boarders living in Thomson and Sage Halls. View full school

Central College is one of the main pillars of the Lebanese Maronite Order, which has in its historical background three hundred years of educational traditions for the service of the Lebanese citizens. CCJ is an institution that is inspired by the teachings of Jesus Christ and the principles of His Disciples. It has a noble mission: making a difference in Lebanese society and preparing students to face the challenges of a highly interconnected world. Central College of the Lebanese Monks aims at fostering and maintaining a positive, supportive, warm, safe, and effective environment conducive to both teaching and learning, one which promotes human values, tolerance, respect, understanding of the other, and love. Such an environment creates an engaging learning community that helps our students achieve and become efficient members of their society and, hopefully, the world. Central College of the Lebanese Monks is a Christian institution. Through our Christian education, we aim at influencing the lives of our students to become strong “Christian Men and Women” who know how to pray, how to grow in Jesus, how to be enlightened by the Gospel, and how to love God by loving their fellowmen. Charity, humility, and solidarity make up the behavior of our students, who witness the high values of the Christian spiritual teachings. We aim at creating a climate that helps our students develop “coherent values and ethical standards”. When our students develop respect for ethical concepts, they can distinguish between right and wrong and learn the value of sharing, trust, honesty, beneficence, truth, justice, and peace. Through our educational program, we also work towards developing the “Real and Loyal Citizen” who loves his/ her country, appreciates its cultural traditions, shows respect for its history, and is conscious of his/her duties toward his/her country. Acceptance and understanding of one’s culture foster understanding of other cultures (tolerance). Therefore, we aim at developing a true Lebanese citizen who can also be a successful global citizen. Moreover, through our engaging and enriching programs and curriculum, we aim at developing the “Intellectual Men and Women” that our society needs. For this reason, we provide our students with a solid education, scientific know-how, and multi-language skills. The intellectual student knows how to think constructively and how to be creative and innovative. It is of high importance for us to encourage and maintain an adequate social environment that fosters healthy relationships amongst all members of the CCJ family. Through this coherent social climate, we aim at developing our “students’ social skills” so that they would mingle successfully in modern society, understand differences not as a source of conflict but as an occasion for reciprocal gain, and be capable of understanding others in such a way as to serve the common good of society and the nation. One of the major goals of our educational program is to help develop the “Real Men and Women of Action” who can make a difference in their country and are capable of confronting, with confidence, the rapid social, cultural, and technological changes in the modern world. Finally, we aim at promoting appreciation of the gifts and resources of Mother Nature and working towards preserving them (the green and nature-friendly student). Our mission statement can be summarized in the following words: Central College of the Lebanese Monks aims at developing active, positive, productive, cultured, responsible, and intellectual young men and women who can creatively build their future in a highly interconnected world and successfully contribute in making the world a better place to live. Our vision, as a community, is to develop a fully student-centered learning environment that inspires the students of today to become the responsible, creative, and productive leaders of tomorrow. Collaboratively, we aim at helping our students reach their fullest potential, empowering our students’ leadership skills and promoting passion for learning, progress, and achievement to ensure that all our students succeed and excel in a rapidly changing and highly interconnected world, achieve personal success and growth, and contribute to a better global society. Achieving this vision requires commitment from all parties involved in students’ learning: school, parents, and the community. Having established most of its schools in rural areas, the Lebanese Maronite Order felt the need, in the early 60s, to establish schools in urban areas to widen the scope of its educational mission. The opportunity arose when, in 1966, the Marist Brothers presented their prestigious institution in Jounieh, founded in 1903, for sale. CCJ has not stopped renovating its buildings and adding annexes and facilities to create the most suitable workspace and environment-physical, educational, and social for our students to achieve and succeed. In addition to the renovation of the old building, a preschool building, a sports center, a technical school, new buildings with the same architectural structure and arcades of the original one, a music institute, a studio, a radio station, underground parking, a daycare center, laboratories, libraries, exam halls, and a driving school were all added. In 1982, the LMO constructed a spacious house in Hrajel, with a whole floor specified for CCJ students. Spiritual retreats and weekends are organized by the teachers for our students, during which they can spend enjoyable and memorable moments together in the monks’ house and the green land surrounding it. View full school

BIC is committed to preparing every student to deal effectively with personal, interpersonal career, and educational issues. We prepare students to be lifelong learners, citizens, and workers which is the major challenge of public education today. We prepare students to live and work in our ever-changing increasingly global and technological world. They must be able to think critically and creatively, solve problems, retrieve and manage information and communicate effectively. In a context of rapid and constant social cultural economic and geographical and technological changes, we provide physical and intellectual access to the vast amount of information and ideas needed for teaching-learning. Our mission is to raise every student’s high academic excellence, student-centeredness and firm them as future leaders in a diverse world. The BIC pre-school program addresses the whole child through an integrated approach and aims to develop a close relationship between educators, parents, and classmates. All content is taught using the target language of Arabic and English. The learning environment provides learning opportunities that allow every student to achieve excellence. Moreover, it builds a bridge between the students’ prior knowledge and the curriculum. Through the curriculum, students learn about their own culture, traditions, needs, and responsibilities, and gain knowledge of their society. They learn to demonstrate appropriate behaviors associated with norms and values such as friendliness, honesty, caring, respect, and responsibility. Students work towards becoming independent learners. The pre-school staff aims to stimulate the learning of concepts, skills, attitudes, and content, while simultaneously nurturing the development of language skills. We believe that children learn best through play–oriented activities during which they use concrete, multi-sensory experiences in a safe and secure environment. To promote the development of the whole person, all programs (or the whole curriculum) aim to develop personal qualities and skills leading to intellectual curiosity, effective communication, creative expression, community building, good citizenship, and an appreciation for cultural diversity. Through our curricular and extracurricular activities, we aim to achieve educational integration by producing a conscious and awareness to our students of what is happening around, in a systematic and organized way of thinking. The curricular activities aim to provide students with information through group and individual projects, which fix concepts and make them gain many skills that increase their self-confidence. Additionally, they become more responsible so they discover on their own what they have learned in class and that it is related to their daily lives. In addition to academic education, we provide students with artistic, athletic, and healthy activities that enrich their souls and bodies. Moreover, social services for institutions that are concerned with children’s issues, aged people, disabled people, and people with special needs are offered. Such services create within the student’s personality a sense of humanity, sharing, and tolerance. As for trips, it includes all the territories to know our Lebanese heritage and different cultures. Each class’s activity is according to his age group, curriculum level, and lesson themes, in addition to environmentally friendly activities. All this can contribute to building a good citizen that appreciates friendships, cooperation, charity, and good deeds. It contributes as well to build a well-educated, creative, and ambitious generation that is open to the diversity of all cultures in the world – respect and appreciate them. It all started in the mid-80s during a period when Lebanon was passing through an unstable political, social and economical status. As a result of this bad situation, rural areas in Lebanon especially the southern suburb of Beirut became overpopulated in the presence of many factors such as displacement and exodus from towns to cities. Accordingly, most of the people in the southern suburb of Beirut were trying to get a better education and to stay up to date with all the changes and developments that are occurring in the new century. During that period, a great number of schools and educational institutions in the area opened but it wasn’t enough for the big number of students who are applying for schools. This pushed many families to send their children out of the southern suburb to get the best education. So, the idea of establishing the BIC came out from the need of people who were seeking to provide their children with a high level of education. We started preparing to build this institution after we had the territory and the money. In 1993 the first building was established and a group of qualified teachers, administrators, and other staff were recruited. In 1994, the opening of the school took place with the presence of the departed minister Asaad Diab who was the president of the Lebanese university at that time, in addition to the presence of many other public figures. Our plan started by opening the kindergarten department in addition to cycle 1 and cycle 2. With the encouragement of many supportive people and the dedication of the administrative staff and teachers, the Bourj International College grew and the number of classes increased. It also became an outstanding high school for the great results that our students achieved in the official exams and the good reputation at the disciplinary, educational and ethical levels in all grades. View full school

Since its establishment in 1695, the mission of the Maronite Order of the Blessed Virgin Mary (OMM) has been to minister Christ to the Maronite Church, through sacraments and education. For more than three hundred years, the Maronite Mariamite monks (the Aleppines at that time) founded, in various Lebanese regions, schools in which they taught Syriac and Arabic languages, as well as the basics of arithmetic, thus contributing to the alphabetization campaign, and initiating youths to the service of the church and of society. Time after time this mission developed with the development of knowledge and science and as teaching gradually became professional, these incidental schools became establishments with definite rules and regulations, and administration, teachers, and a definite program. Notre Dame de Louaize, a Mariamite establishment founded at the beginning of the ’60s and occupying the eastern quarters of the convent, opened up ways to the boys of the neighborhood, after having limited itself to the formation of seminarists ever since the ’30s. In 1964-1965, the Mariamite monks built on the western side of the convent a two-floor block (demolished in 2003) to receive the students who had been particularly motivated. In 1968, a new building, the French-medium school, was inaugurated to receive all the students. Thus NDL became a school that fulfilled all the requirements of the modern norms and comprised all levels, from Nursery to 3rd Secondary classes. Today, enjoying a history of more than 40 years, NDL is preparing 4227 students to explore new horizons of plenty of promises. The school (area 40.000 sq m) constitutes one of the three sides of the Louaizean triangle: the Convent, the School, and the University. On the northern side of NDL, lies the monastery of the OMM with its rich patrimony: the Lebanese Council of 1736, whose most important recommendation was "compulsory learning for all" the museum, with its rich collection of valuable objects belonging to MMO and the library, comprising thousands of manuscripts and valuable books. On the eastern side, parallel to NDL, lies the university, NDU, which has an important standing among the Lebanese and Arab universities. NDL consists of six blocks (area 10.851 sq m), separated by yards (4.000 sq m), open spaces (about 10.000 sq m), pinewoods, flowerbeds, and vast parking areas (25.000 sq m). NDL has situated 15 km from Beirut city, at 100 m of altitude. It overlooks the Mediterranean on the west side, Nahr El Kalb with its famous historical sites on the south, the city of Geita on the east, and the two cities of Antoura and Zouk Mosbeh on the north. It can be reached from Beirut through the highway leading to Faraya, two kilometers from the tunnel of Nahr El Kalb. 2.020 enterprises (firms, clinics, offices, laboratories, bakeries, pharmacies, restaurants, cafés, hotels, spas, amusement centers, clubs, a museum, a school, a university, workshops, and factories working and producing: wood, aluminum, iron, furniture, food products, medicaments, etc.) This wide range of diversity is a real source of wealth for NDL. It can be the object of research works and cultural activities, which can be achieved in collaboration with the local official authorities. Nevertheless, one cannot forget the damages that such demographic and industrial richness engenders on the environment and public health. An awakening of the students on this issue is required. The history of NDL, its geographic location, and the neighboring regions can contribute to the elaboration of a new educational approach, which has so far confined itself to the school premises, almost totally separated from the outside world. If our objective has always been to make our students succeed in their exams, we are all now convinced that we have to work, according to the terms of the educational project, on the formation of a balanced human being, and the development of the learner’s personality in a perpetually changing world. We have sensed therefore the urgent need of preparing our students for the confrontation of various situations, maintaining at the same time their balance and bloom. View full school

Eastwood College was founded in 1973 with the vision to provide an equitable educational community for all learners. Since its foundation, Eastwood College has kept abreast with best pedagogical practices. A holistic approach to education distinguishes us from other schools our focus is on the social, emotional, and academic nurturing of our learners. Our goal to recruit a highly qualified, diverse teaching workforce supports the effort to maintain internationally recognized standards in curriculum and teaching. Small class sizes ensure that students with distinct educational competencies’ and backgrounds receive the individual attention and care they require. The school’s curriculum is based on the active construction of meaning through rigorous coursework that is intellectually challenging and culturally appropriate. Students explore topics in-depth through a method of inquiry, which allows them to ask and tackle meaningful questions. There is great attention to social interactions within the curriculum, such as conversations, discussions, joint work, and debate. Such interactions provide opportunities for students to learn through observing the performance of others, receiving feedback about their performance, hearing alternative points of view, and engaging in the exchange of ideas. Eastwood College commits to positively impacting the world by teaching students to be driven by a balance of mind, body, and soul, and to couple knowledge with compassion, ambition with integrity, and achievement with service. Eastwood College strives to be a leading educational community in the Middle East for students of all nationalities and religions. The success of our vision depends on the commitment of all members of the school community to take an active part in its effort to provide an instructional system that conforms to the high standards of international education. Eastwood College is committed to a program of continuous improvement and development. High School is designed to provide ample opportunity for students to develop the talents and interests of which they are aware and to discover and develop previously unrecognized ones. Our graduation requirements are designed to ensure that each Eastwood College graduate is well prepared both for college and for a lifetime of service and learning. They reflect our belief that students become creative, reflective, open, disciplined, productive, compassionate, and passionate adults by engaging in a broad range of learning opportunities, both in and out of the classroom. The International Baccalaureate Programme (IB) is a course of study designed to meet the educational requirements of students aged between 16 and 18 years. The IB Diploma Programme (DP) is a well-rounded, rigorous course of study, devised to develop students with skills for the 21st Century, who are informed, global citizens. It aims to help students to develop the knowledge, attitudes, and skills they need to participate actively and responsibly in a changing and increasingly interrelated world. The program reflects the IB commitment to internationalism through second language learning and some literature requirements in English. The program includes learning outside the classroom through the extended essay and the community, and independent learning through research. Eastwood College received its IB Authorization in early 2018 and has started accepting students for the IBDP1 class starting in the 2018-2019 academic year. View full school

The National Protestant College, a firm believer in equality among all people regardless of color, religion, social status, or allegiance, is an institution with an educational, humanitarian, and patriotic mission that aims at nurturing open-minded, conscientious, and compassionate citizens who will respect and understand individual differences. The National Protestant College School Committee oversees the policy and direction of NPC. The committee members are chosen from the National Evangelical Church congregation and adherents. They are prominent members of society who have a passion for education and a recognized record of service to the community. The National Protestant College was founded in 1949 in the Ras Beirut area in the heart of Beirut. The school began as an elementary school for girls that was also known as Mrs. Jraidini’s School after the name of its first principal, Mrs. Rida Jraidini. The NPC implements the Lebanese curriculum as modified to conform to its educational philosophy with an emphasis on character education and foreign languages. English is the language of instruction for all subjects except for Arabic and Social Studies (History, Geography, and Civics). Students also learn French as the second foreign language throughout the school grades beginning in Preschool. NPC language department has embarked on a new teaching process that has adopted drastic changes on various levels, and which has been manifested through the reduction and change in nature of homework assignments, integration of subject courses, focus on students' linguistic performance, and the radical changes in studying habits. To avoid any ambiguity and to reinforce the critical role of parent's involvement in the learning process, the language department has deemed it necessary to present NPC's language teaching vision and stages. Teaching languages completely differs from teaching any other subject, since languages are at the core of these subjects. Consequently, a better command of the language enhances the students' performance in Math, Sciences, Sociology, Economics, and Philosophy, and drives students to continuously incorporate language skills throughout their academic year. It is also crucial to understand that the new approach is a slow and painstaking process whose benefits will be reaped very gradually, but also very steadily. The main underlying objective behind teaching languages is the building of communication skills, which include oral expression, writing, and reading comprehension. Hence, dictation, grammar, and vocabulary serve only as tools that enable students to master the language. The other minor objective, the official exams, is considered less demanding of the enormous efforts invested by both teachers and students and is the unprompted outcome of the first objective. View full school

The deep gratitude to all the educational community for their commitment to assist our students and to provide them with an education of excellence through all the considerable efforts that they all truly invested. The pedagogical life on campus will be also marked this year by the implementation of different actions in alliance with the actualization of the school project. The Canteen at the College is offering to all students from Grade 1 up to the senior classes hot meals healthily prepared for lunch. Those who wish to register their kids for this service are kindly requested to contact the accounting office. On the other hand, the College will continue to offer to its preschool students the usual lunch service. Multimedia projectors are now in use by the teachers for the improvement of the pedagogical service. MIC emphasizes the student-centered approach in its education provided by a multi-disciplinarian faculty and staff, in addition to a large variety of co-educational programs. Students are led all the way to examine their targeted goals, their unrevealed abilities, and their ultimate options towards a promising future. The warm and caring atmosphere at MIC inspires every student to bloom to his full potential. Lebanese and American programs from Nursery to Grade 12 are genuinely designed, applied, and evaluated. In parallel with the academic programs, aesthetic programs related to fine arts and performing arts are applied to target living values and communication skills. A computer lab, a science and technology lab, a library, an art room, multimedia rooms equipped with interactive whiteboards, indoor and outdoor physical education spaces, school transportation service, cafeteria, are established along with the highest standards of security to assure an efficient learning journey in a pleasant and nurturing environment. Away from the city crowd and pollution, 200 meters above the sea level in the heart of Lebanon’s North Metn, on a 25 000 sqm campus, Montana International College was established in 2000. Montana International College, a Lebanese private secular school, welcomes students from different backgrounds and various nationalities from around the world in its French and English sections, where they are comfortably integrated and taught in Peace, Harmony and Tolerance. View full school

The objective of the National Schools of the Armenian Lebanese diocese is to nurture the new generation of Lebanese Armenians with education till they reach university. They also aspire at preparing not only students with official exam diplomas, but also men who are morally steadfast with national and humane education, and who are at the same time conscious, responsible, and devoted Armenians and citizens. Levon and Sophia Hagopian Armenian College, which was founded in 1964 in the heart of Bourj Hammoud, New Marash, has 231 students today. The college follows the curriculum of the Lebanese government. At the same time, it nurtures its students with the educational plan of the Armenian National Schools. The college has students from grade 7 to grade 12 with Life Sciences and Socio-Economics sections. The subjects are taught in Armenian, Arabic, and English Languages. The students are also introduced to the French language once a week. The college also has a technical section, with BT1, BT2, and BT3 classes with accounting as a major. Students who have completed the 9th grade can continue their studies in the technical section. Passing the Brevet exam is not a must to continue in the technical section. The students of BT3 sit for the governmental exams and get their equivalent diplomas. Art has its unique place in the educational curriculum of the college the intermediate students have classes for singing, dancing, and painting. Every month, the homeroom teachers choose the "Ideal Student" of their classes. During Parent-Teacher meetings, the “Ideal Students” get their letters of appreciation. At the end of the school year, the "Ideal" female and male students get their awards. After consulting with the teachers' staff, the administration chooses the "Ideal Student" of the college after eight months of awards. The college has a library of 25,000 books which is also in the service of the local inhabitants (The Public Library of Bourj Hammoud). The college also has the facilities of a laboratory, "Kalousd Gulbengian" computer center, a special section for audiovisual purposes and exhibitions, a formal hall, a basketball field, and the newly constructed modern kitchen. The classrooms of the college, the halls, and the offices are all provided with the facilities of using the internet. View full school

Since its founding eighty-five years ago, OBK has been preparing students with an education for a lifetime, educating them to become remarkable figures in the future, men and women of conscience, competence, and compassion. OBK seeks to prepare a well-balanced citizen who can contribute to the development of his society, is ready to keep up to date with the requirement of modern life in all aspects, and can form strong and enduring relationships with others. It strives to prepare an enlightened Makassedi generation who is faithful to the great values of Islam, who believes in nation-building, who responds positively to every new challenge, and who is loyal to our mother association "Al Makassed". To achieve this goal, OBK implements Makassed curricula that cover the learning objectives set by The Directorate of Educational Affairs at Al-Makassed Philanthropic Islamic Association, harmonized with those set by The Lebanese Ministry of Education. Our programs promote the spiritual, intellectual, physical, and social growth of every student. They enable our learners to explore their passions at very high levels with peers who share the same interests. At OBK, we also aim to cultivate in our students not only important skills like problem-solving, analysis, and creative and critical thinking, but also we want them to live a life of honor, respect, dignity, and kindness. We also offer several extra-curricular activities. We want the OBKs to attain outstanding academic results and personal confidence and self-belief to enable them to be successful individuals at every stage of their lives. All of this is achieved in a healthy stimulating environment where students can grow into motivated and self-assured individuals with the dedication of our professional staff who is readily available and cares deeply about students, and the positive and effective participation of the local community and caring parents who we regard as essential partners in the educational endeavor. Al-Makassed Omar Bin Al-Khattab College (OBKC) is one of the largest Beirut campuses of the Makassed Philanthropic Islamic Association of Beirut. OBKC was founded in 1931 in the heart of Tareek Jadeeda, a highly-populated area in the heart of Beirut. As a private, co-educational Lebanese Anglophone K-12 school, OBKC has dedicated its efforts since its beginning towards the fulfillment of the educational needs of the middle-class community under the supervision of the Directorate of Educational Affairs at Makassed Philanthropic Islamic Association. Every year, OBKC welcomes more than 1400 students of different backgrounds and from various areas of Lebanon in a safe, friendly and educational environment sustained by a professional staff of approximately 120 educators and administrators. Such curricula prepare the students to join the Lebanese Baccalaureate Program offered at OBKC in English only to students who pass Grade 9 official exams. In their first year in this program (Grade 10), students branch out into one of two tracks: General Sciences or Economics and Sociology. In their second year (Grade 11), the students branch out further into one of three Scientific tracks: Life Sciences, General Sciences, or Economics and Sociology. At the end of this program, all students are assessed by comprehensive exams set by the Ministry of Education. The quality of teaching and learning offered to OBKC students ensures that they are accepted at renowned local as well as foreign universities worldwide. Al-Makassed Omar Bin Al-Khattab College strives to provide a balanced and modern quality education based on and committed to moral, spiritual, and humane values and principles. The school helps equip its young learners with basic skills of scientific learning endowed with responsibility, critical thinking, self-monitoring, and readiness to adapt to the adamant changes of the now. Our sole objective is to meet the aspirations of young people and their individualistic, social as well as national needs. Al-Makassed Omar Bin Al-Khattab College aspires to provide balanced quality education within a rich academic environment that empowers learners to acquire scientific and tech-savvy skills while demonstrating their commitment to Islamic, national, as well as humanitarian core principles and values. Our learners are quite conscious of the pressing concerns of today’s world and the Arab culture, in specific, and readily adaptive to the rapid technological growth and advancement in today’s world. Our core values are central beliefs that are clearly understood and shared by every member of the Al-Makassed Omar Bin Al-Khattab College community. They are woven into every academic and extra-curricular activity. Compassion Integrity Respect Citizenship Innovation Responsibility Perseverance Cooperation An OBKC learner understands the circumstances and viewpoints of others, empathizes with others, develops the capacity to forgive others and one’s self celebrates the contributions of others, and promotes a peaceful, caring, and safe community. An OBKC learner stands up for what he or she believes, is honest with him- or herself and others demonstrates fairness in his or her judgments and actions, and fulfills commitments and promises. An OBKC learner honors self and others through words and actions, values all members of the school community, display good manners at all times, displays tolerance of others with different points of view and beliefs, and shows respect for the school buildings, facilities, and surrounding environment. An OBKC learner makes good decisions and choices positively use his or her energy, follows the rules of the family, school, and community, and cooperates with others to improve the environment. OBKC learner values and nurtures curiosity, imagination, creativity, experimentation, and perseverance when faced with challenges, is highly motivated and views collaboration as an opportunity to identify strengths, weaknesses, opportunities, and threats (SWOT). An OBKC learner is reliable and trustworthy, takes ownership of our behavior as individuals, dares to think and act independently, and demonstrates the problem - solving and decision-making skills. An OBKC learner does his or her best and strives for excellence, sticks with an activity until it is finished, attempts to complete assignments even if they are challenging, is willing to make a continuing, patient effort, and becomes self-disciplined. An OBKC learner works together with others in their home life, community, and school, makes good decisions and choices, has positive relationships with family, teachers, and peers, understands that cooperation is a process, not a program, and helps bring out the BEST in all by working together. It is important to note that in our early education facility, our teachers know of the cultural supports for the language and literacy learning of our children and their families. There is nothing active like working with Cycle One children, which is like unwrapping a gift of seeds that are persistent to grow and develop physically, mentally, and emotionally. Cycle One at OBK College grades 1, 2, and 3. As our children grow and transition from one stage to another, we watch, praise, and celebrate their successes and guide their flaws. The days they spend among their friends in preschool and the sounds of their laughter as they blossom are engraved in our memories. Your middle school years are a trans-formative and spirited time of immense intellectual, physical, social, and emotional growth. They are an exciting time as you become increasingly independent with your studies and begin to take more responsibility for your learning. Every day you have new challenges to face, new memories to cherish, and new obstacles to overcome. Cycle Three at OBK College grades 7, 8, and 9. This cycle serves the needs of 223 students. School days are divided into 7 periods separated by 2 recesses of 20 minutes each. The weekly timetable includes activity sessions such as sports and computers. In cycles III, we set high expectations for every student and work hard to meet them every day. The road to success - while worth every step - is long and there are times along the way when you need a “pick-me-up”. For some people, reading an inspirational book is enough motivation to strive for achieving their dreams. Others seek the guidance of a mentor, like a teacher, to spur their drive for success. No matter where your inspiration comes from, remember that seeking encouragement from external sources is a valid and natural part of the success process. Cycle Four at OBK College grades 10, 11, 12. This year we serve the needs of 152 students in this cycle. School days are divided into 7 periods separated by 2 recesses of 20 minutes each. The weekly timetable includes a variety of curricular and co-curricular subjects such as Arabic, English, sciences, math, religion, sports, social studies, and computers. View full school

In 1989, a group of lecturers who had a new vision of design created a school to fulfill the needs of the growing industry and improve the existing educational system. Today, with nearly five thousand graduate students, ESAD is a reference in the field of arts and design, both in Portugal and around the world. Since its foundation, ESAD has bet on teaching quality, arguing that schools, in addition to awarding academic degrees, must be formative institutions in the full sense of the term. And also communicating platforms between civil society, industry, and the market. The school’s program includes graduation degrees in Design and Art, Masters in Design, various Post Graduate courses, an open training program, numerous workshops, and summer laboratories. Scholarships are also awarded annually to applicants of graduate degrees and Masters in Design. ESAD encourages students to understand the role of design and the arts and to intervene in national and international contexts. It seeks to develop skills in creativity, innovation, criticism, and technology. Educating, valuing, and innovating are the three fundamental guidelines to ESAD. Its 30 years of existence have been intense, marked by the wide range of awards and distinctions earned by the school across the years, both by students and lecturers at national and international events. Additionally, hundreds of seminars, conferences, workshops, exhibitions, and meetings have extended the training in an active and critical environment within the domain of design. The school has a strong relationship with the outside world. Establish partnerships with institutions, companies, and local authorities. A focus on innovation, memory, and heritage, targeted research, creative industries, and labor market integration. ESAD IDEA is the research center of ESAD, which came to frame and consolidate this work. The internationalization of the school goes back to its foundation. It passes through the ERASMUS exchange, for the mobility of students, teachers, and technical personnel, for the dissemination of academic projects, and the accomplishment of events and design publications. Currently, ESAD has bilateral partnerships and contracts with about 150 higher education institutions from five continents. The daily life of the school is intense, diverse, and productive. Classrooms, workshops, and studios are open to cross-cutting or specific activities and interdisciplinary or specialized tasks. It is intended that students can experiment, test, and produce in an assisted manner by teachers and technicians. ESAD produces and disseminates knowledge. The most relevant projects, as well as the subjects of reflection and academic research, are continuously published in bibliographic editions, available in the online storefront. Each year, ESAD participates in national and international competitions. In the areas of communication design, interiors, fashion, product or in digital and multimedia arts and jewelry, students have become accustomed to receiving prestigious awards in competitions from companies such as AcrobActic, Art and Fashion Bilbao, Bienal Ibero-Americana de Design, Bloom/Portugal Fashion, Bombay Sapphire, Caixa Geral de Depósitos, Cevisama, Clat5/ Apdes, Clube Português de Artes e Ideias, Electrolux Design, etc. View full university

You have been the backbone of our institution since our school was founded. To reach this level, We went through hard work, dedication, and support from friends to mentors from pupils to parents who chose Sheikh Anta Diop College as their educational institution. Visitors to our school have always asked why we named the school after “such a difficult name to pronounce” while others who know who Sheikh Anta Diop was asked, “ why naming a school after such a scientific Machiavelli”? we always answer with risible words to the first, saying “Saint Paul, Saint Oberholzer, Greenwich College, Mountbatten high school, Montague primary, Bezedenhout combined school, etc.. are difficult names to pronounce than Anta Diop”! Well, as long as such “a difficult name” was not christened and blessed by the western God, it remains always a nightmare for every euro-centered mentality. Had it been sheikh anta drop, though meaningless indeed, none would dare say “it is difficult to pronounce”. To the second, though collective, we distribute to many parents, visitors, and pupils a pamphlet in which we explain why we named our school after the great Africanist scholar Sheikh Anta Diop. To know more about this honorable son of Africa whom we hold as knowledge inspirer for all our pupils, you are welcomed to read an informative detailed article in this regard on this web site. We believe that sheikh Anta Diop remains a patented knowledge guru in the 20th century. Instead of shelving him somewhere and letting his name gather dust in educational oblivion, we decided to bring his existence to the new generations so that he could continue to inspire them as a scientific role model. Parents of our pupils remain our greatest partners, supporters, and, to some extent, customers as we are a private institution. The government, as well, is a hero in the shadow that whispers constructive pieces of advice to us. Without the elements that constitute the above team, our work would not be that great today. To achieve the best educational results, academically, and humanly durable. To offer the lowest School fees for the highest quality and everlasting education. As one of the private institutions in the country, we aim at contributing to the individual both academic and social formation. To help develop a more responsible individual who fits universally. View full school

Selborne College was founded in 1872 by Pastor Heinrich Muller, a German settler, and at that stage was known as the Panmure Public School. In 1880 the first recorded sporting engagement involving the school took place, namely a cricket match against Dale College in King William’s Town. The mission of Selborne College is to offer boys an excellent, well-rounded, holistic educational experience that will equip them to become confident, effective, and caring adults. While our approach has Christianity as its basis, we strive to promote tolerance of other faiths and belief systems. Selborne College has excellent facilities which provide learning opportunities for scholars in the academic, cultural, technological, and sporting areas of the curriculum. The Arts Block is home to the Accounting, Afrikaans, Arts and Culture, and History departments. The Major Lecture Theatre, Whippet, Ken McIntyre Museum, Public Relations Officer, and Neil Emslie Centre are also in this block. The College block is the main entrance to the school and is home to the Headmaster’s office, the Library, Computer Laboratories, Geography, English, Mathematics and Xhosa Departments. The Science block is home to the Engineering, Graphics, and Design department and the Science and Biology Departments. The Engineering, Graphics, and Design department has its computer laboratory which is used solely for this learning area. The Biology laboratory has an internet-connected PC and data projector for the teacher to use during lessons. It was agreed at a recent Board meeting that the Biology Department will be next in line for an upgrade, very much in line with the Mathematics Department. The Science department has a computer with special software on it that runs a variety of measuring devices, for example, the ultrasound unit. The boys can experiment with the physics notions of speed, motion, and acceleration. A variety of chemical and electrical sensors provide computer data which can then be analyzed. The acquisition of a fully equipped Fitness Centre has been the highlight this year (2009). After years of waiting and planning the dream has been realized. All Selborne boys will be assessed and monitored from Grade 8 to Grade 12 each year as to their health and fitness. All the sports will be covered as boys prepare to perform at higher levels of achievement. We look forward to reaping the benefits of this exciting new development. Sports offered at Selborne include athletics, cricket, cross country, hockey, rowing, rugby, squash, swimming, tennis, and water polo. Facilities include three beautifully situated and tree-lined rugby fields, and a grass hockey field which are converted to two cricket fields in summer, cricket nets, a water polo pool, and a hockey Astroturf all with ample viewing areas for spectator participation. On the same weekend the sportsmen of Selborne College were battling it out on the Grey High School sports fields, our Dramatic Society presented Selborne College at the national competition, ATKV Tienertoneel, in Port Elizabeth at the Opera House. After an exceptionally strong performance at the elimination round, “Rondo was selected to perform again at the regional finals and was named the winner in the Eastern Cape region. More than 200 schools entered the ATKV Tienertoneel competition this year, with more than 300 plays nationwide – all in Afrikaans – which is a third and even fourth language to some of our Thespians. The plays are adjudicated at a national standard by acclaimed adjudicators, such as Ira Blanckenberg, Albert Maritz, and the Head of Drama at Pretoria University, Prof. Marie-Heleen Coetzee. To achieve a gold award, a percentage of 85% or higher needs to be achieved. National exams were written for all subjects in grade 12 as well as Mathematics and Physical Sciences in grades 11 & 10. Provincial exams were written for the remaining grade 11 subjects as well as for selected subjects in grades 10 and 9. Although some papers were challenging, boys have risen to the challenge and achieved pleasing results. There is a 99,9% pass rate in the school. Grade 10 and 11 have produced record numbers of Bachelor passes with 91% of grade 10 and 87% of grade 11 achieving at this level. The top of every grade is particularly impressive. Congratulations to the following candidates who achieved distinctions for all their subjects: William Minnaar, Samuel Mountfort, and Brady Choudree in grade 11, Travis Hayward, Keagon Mnyaka and Chris Sajan in grade 10, Daniel Griffith and Keegan Worth in grade 9, and Okuhle Mpeta and Ryan Saayman in grade 8. The table below shows the number of distinctions and the top mark achieved in each subject in each grade as well as the names of candidates who achieved 90% or more for the subject. View full school

A school like Riebeek is a place of dreams. When the girls walk through the school gate, they bring with them hopes and goals. These dreams are nurtured by a passionate staff, dynamic leadership, and a full program. Dream making is evident in the hostel offering week-day accommodation, packages for exam times, and a daycare facility the appointment of sports co-ordinator, Mr. Selwyn Seale, and intern, Miss Olwethu Mxoli, Riebeek Old Girl, and a News24 Mandela of the Future a Staff Development Seminar by Mr. August and Dr. Ally of NMU, along with Riebeek’s consulting psychologist, on Cultural Competence and Sensitivity Empowerment and the Class of 2018’s 100% pass rate: Sinovuyo Madlavu, Kyla Van Deventer and Valentina Longari realized their dreams when they were awarded 6 distinctions each. Riebeek’s mission statement has proved timeless: “To prepare our learners to meet the challenges of a changing world by providing relevant education of a high standard and instilling sound values in a stimulating and happy environment.” Eleanor Roosevelt said, “The future belongs to those who believe in the beauty of their dreams.” The school has beautiful dreams and a wonderful future because, when a million dreams converge on the school each year, Riebeek embraces the opportunities to design the world according to the dreams of the girls who pass through her doors. Since 1877, Riebeek prides itself as being the maker of designer dreams. Tucked away in the Eastern Cape town of Uitenhage is the much-acclaimed educational gem: Riebeek College Girls’ High School. Here, steeped in tradition, the busy bees of Riebeek, for the bee is our emblem, create a hive of activity. Girls ranging in ages from the enthusiastic grade 4s to our elegant matrics find themselves involved and committed. Riebeek is equal to the best. A fee-paying school, with a boarding facility for weekly boarders, and a day-boarding package, Riebeek provides parents with a safe, supervised environment for their treasured daughters. Racial and religious tolerance, compassion, and charity are entrenched. The carefully designed Pocket Code of Conduct is underwritten by principles that are rooted in morality and spiritual fruitfulness. Riebeek nurtures and cares. Riebeek is famed for its award-winning choir. Competing in the advanced category, they win golds at national choir competitions. In 2014, a group of our girls featured Johnny Clegg on Top Billing, having won a national song and dance competition. In 2015, Riebeek featured in the top 25 schools in South Africa in the Fairlady survey. Professor Jansen in the national press praised the school in June 2015 and followed this up later by identifying Riebeek as a top SA school in terms of combining character building and academic excellence. Many of the staff are Old Girls, proving the faith they have in the unique education offered by our Alma Mater. The school continues to offer future generations what is truly best about the past while adapting to changing times. The Riebeek ladies walk in integrity with an attitude of gratitude while displaying a passion for tolerance, mental and physical energy, and knowledge. Our buzzing calendar exudes passion for play, compassion for charity, a craze for cultural activities, and a love of learning. Founded in 1877, this progressive school provides a holistic education in a happy, safe, and stimulating environment to ensure that every learner is equipped to face the challenges of a changing world. The school has convenient, caring boarding and aftercare facilities. As the first public school in South Africa to vote to open its doors to all races, the school appreciates the diversity of the Riebeek family. Matriculants are perfectly prepared to enter tertiary institutions with the skills and work ethic to succeed. As an all-girls school with Grade 4 to 12 occupying the same building, we have the opportunity to mold, over a school career, ladies who can contribute positively to society: “To seek the good in others and always do our best”, as our school song indicates. The Consumer Studies Lab has new stoves and practicals are exciting for the Consumer Studies girls as it is a chance to be the first ones to use the new stoves new lighting system installed at Riebeek includes the replacement of all the on-stage lighting with led lighting and all the power supplies to the lights. Also, the installation of new DMX cables, dimmer packs, and 2 multibank lighting consoles in the lighting box to control everything. Rock the Hage donated some of the equipment with proceeds from the Rock the Hage show held at the school earlier this year. John V karaoke supplied the balance of equipment, with Craig Schady installing the cabling. The new lighting rig will certainly provide a suitable challenge to girls involved in technical aspects of staged events at school. We will certainly be able to enhance the visual aspects of all our stage productions at school tenfold. The Guitar and Singing workshops have proceeded very well this year with our newly equipped music room courtesy of the Kim Clement foundation. View full school

The modern learning environment at Redwood College embraces blended learning where the benefits of eLearning are combined with traditional face-to-face teaching as well as self-paced learning schedules. This forward-thinking approach facilitates academic rigor whilst ensuring that each learner has the opportunity to master content and achieve mastery. The result is motivated young learners who are inspired to learn more. The curriculum at Redwood is CAPS-aligned and Redwood matriculants can prepare for the IEB (NSC) exit qualification, the Cambridge examinations, or the General Education Diploma. In addition, Redwood offers a supplementary curriculum that is designed to enhance knowledge and future readiness. Courses such as Aquatic Science, Environmental Systems, Principles of Business Marketing and Finance, Astronomy, and Principles of Health Science are available. There is a Chef School onsite, where learners will be able to begin studying for a future in hospitality. Subjects such as Robotics and Computer Coding are in the pipeline and will be available shortly. Redwood Schools are positioned to positively impact education through the delivery of innovative education solutions whilst remaining grounded in a solid Christian ethos and culture. The objective is to develop a footprint of branded schools that deliver academic excellence that is relevant in a fast-developing world. The Redwood name is taken from the mighty Redwood Forests that stand tall and weather the test of time. However, the brand borrows more from the Redwood Forests than just a name. The living mechanism and ecosystem of the Redwood Forests provide living insights and principles that are adopted into the Redwood brand. The unique root system whereby the surprisingly shallow roots of individual trees extend radially and intertwine with each other creates a sophisticated anchor that facilitates the entire forest’s growth, even in harsh environmental conditions. The bark of a Redwood Tree is thick, fibrous, and spongy. It retains moisture which protects the tree from external threats such as fire and insect infestation. A Redwood forest is a vibrant ecosystem providing home, shelter, and protection to a plethora of plant and animal life. The forests are a key component of a greater system whereby they serve to clean the atmosphere through the capture of carbon dioxide and the release of oxygen. The modern learning environment at Redwood College embraces blended learning where the benefits of eLearning are combined with traditional face-to-face teaching as well as self-paced learning schedules. This forward-thinking approach facilitates academic rigor whilst ensuring that each learner has the opportunity to master content and achieve mastery. The result is motivated young learners who are inspired to learn more. Each Redwood School will achieve more success as a result of belonging to the family as opposed to operating independently. The brand mantra is BETTER TOGETHER and this is inferred from the idea of belonging to something greater than the sum of the parts. Redwood Schools stand tall as centers of academic excellence with a strong value system and commitment to both community and individuals. The Redwood School ecosystem seeks to provide a vibrant learning environment for all learners – a place of shelter, a place called home, a place where individuals are valued, a place where values are essential, learning is central, and potential is released. View full school

We are a non-denominational Christian School for boys from three to eighteen years old. As you learn more about the five schools that make up our College, we hope you will be inspired by our commitment to independent education for boys. You are welcome to visit us. The Pre-Primary School is a special place designed for boys from three years old to begin their learning adventure. This is the age at which learning should not be rushed as it is essential for boys’ well-being that they play out their imaginations every day. And on hot days, the Pre-Primary School boys have their own 1m deep pool where they can confidently learn to swim. Drama and music fuel unlimited imaginations and creativity, and solid Christian foundations keep character and values in priority. This is an extraordinary place where the boys love their teachers and their school, and parents often struggle to get them to go home at the end of the day. We believe children learn best in context and through active discovery. We provide the opportunity for your son to do this by providing a safe, caring, family-orientated environment that enables him and his peers to grow into self-confident, accomplished young men. The Junior Primary School has highly motivated and qualified teachers who, through their experience and knowledge, understand the unique learning requirements of young boys. Independent education is more than a good idea. From the start boys are taught to respectfully ask questions, to make choices, and to evaluate consequences. Skills like perseverance and intuition are encouraged and developed through tactile learning. This is no learning factory – rather, by equipping the boys to read and establishing solid numeracy through the Singapore mathematics approach, we expect our boys to be the problem solvers and articulate negotiators of the future. The Junior Primary years are colorful, active years of learning by doing. Singing in Chapel, painting in art, playing the violin in music, moving from play to sport, going on excursions, or jumping into the 1m deep pool when it’s hot – the boys live life to the full. Every learning experience fuels the imagination of the boys as they learn to operate in a more formal environment. Learning and development support is offered through private specialists offering remedial lessons, speech therapy, and occupational therapy. If required, boys attend these lessons on campus during the school day. Sport is a wonderful part of belonging to this College and it is important to keep an educational perspective as boys are prepared to enjoy being part of teams and learning to trust and rely on teammates to achieve collective goals. We begin with a multi-skill program of sports activities, fundamental movement skills, and games for children. A progressive pathway into team games allows boys to master skills and to understand space. While a lot of emotion goes into the sport, we know what parents would like is for their son to grow in confidence and skill level so that he can contribute to the team effort. What they need is unconditional support and encouragement. It is remarkable to watch how much the boys progress at this age. A multisport program means that every boy plays every sport and educationally, research indicates this is the best for boys. Boys who complete their Primary School years at St Charles College receive an extraordinary preparation for their Senior School years. They receive a solid grounding in Christian values, and their confidence is developed by our careful attention to the core academic areas. The St Charles College Primary Schools boys participate fully in the sport and extramural activities of the College and they learn commitment and build capacity for life in the process. During the Senior Primary School years, parents are encouraged to continue to work closely with the College to build resilience and independence which are the key focus areas of the next phase of their development in Middle School. Boys can accomplish extraordinary things if expectations are realistic and within a positive learning climate. The Middle School caters to boys in the early years of adolescence with their lively needs: intellectual, spiritual, physical, and cultural. These aspects are under the direction of the Head of Middle School and three Heads of Grade. In this phase, boys are encouraged to develop learning patterns and explore their abilities in every aspect of College Life. Our boys need to learn to work in teams and as individuals. With a directed academic program leading to the IGCSE examinations in Grade 10, the Middle School boys are required to become increasingly focused on integrating their knowledge and to accept responsibility for their progress. We recognize that not all learning happens inside the Classroom and excellent sports and extramural programs are designed for the positive physical development of the boys in Middle School. Boys in this phase of their education are directing their minds seriously towards tertiary studies and integrating leadership roles with busy schedules, including sporting, academic and extra-curricular responsibilities. The cognitive demands of the curriculum coincide with the emergence of reasoning capabilities, and there is a healthy expectation to apply critical thinking skills. The aim of the final two years at the College is to direct a growing independent ethic as our boys prepare to take their places successfully in a global village. The focus of the Upper School is responsibility - to the College, parents, and ultimately to building a stronger South African society and economy. Grade 11 and 12 boys are expected to act as role models and mentors to those in junior grades and to set a positive example at all times. View full school

Working together to nourish and enrich the minds of our students, your children, we wish for you that this year and those that follow will be filled with many joyful events. Bill Gates once said, “The first five years have so much to do with how the next eighty turn out.” Ever mindful of the importance of this precious time in the lives of children, our pre-school aims to ensure that each of our students is individually cared for and prepared in the best possible way for their successful and happy futures. Proudly, we welcome you to book a guided tour of our school and experience with us the special journey we share with our students each day. At the Pre-School, the focus is on the holistic development of the children to prepare them for the start of formal education in Grade 1. The children’s emotional, social, physical, and intellectual development is encouraged in a loving and nurturing environment. In 1989, to meet the need for a Pre-School, together with Mr. Greg McLeod, headmistress Marianne Lichkus took on the task of building from scratch a pre-school institution. This opened in 1990 with an initial intake of 50 children and a teaching staff of three. Today, it has 130 pupils and a staff complement of seven teachers handling classes from grades 000 to grade 0. Founded in 1918, the Preparatory School aims to provide a safe schooling environment that prepares pupils with an educationally challenging and stimulating atmosphere. Our aim: to promote creative thinkers under the banner of a strong Anglican tradition with an emphasis on Christian values, leadership, and self-confidence. The Preparatory School has a fine educational reputation. Excellent results have been achieved in the Mathematics Conquesta and the SACEE Language challenge. The shared assessment has also produced outstanding results. These externally moderated exams serve as a benchmark for educational excellence. The Preparatory School has a computer center along with 18 classrooms that have been fitted with educational smart boards. This, along with our media center and technology program, allows the children to explore and expand their technical skills. Our educational, sporting, and cultural programs, backed by the quality of teaching, care, and a nurturing environment, give our pupils an unfair advantage. Music and drama are integral aspects of the curriculum, with individual music tuition being encouraged. Media and technology allow children to explore and expand their technical skills. St Dunstan’s actively takes part in all the major sporting activities, which include cricket, football, athletics, softball, swimming, tennis, badminton, netball, biathlon, archery, and hockey. The Junior Preparatory School encourages mini-tennis, mini-cricket, and T-ball. Culturally, the children participate in art, pottery, drama, chess, and wildlife. This allows the children to make informed choices as to what extra-curricular activity they would prefer to pursue when they move onto the College. The College prides itself not only on a 100% pass rate since its inception in 1995, but the outstanding results attained at the tertiary level. This is attributed to the school’s philosophy that academic excellence is about much more than merely obtaining excellent grades. It is about preparing students for an academic future that offers each student a plethora of choices wherever in the world their future takes them. St Dunstan’s College is a school dedicated to the Christian values of service, humility, and love in everything we do and at every level of our institution. Our pupils strive for excellence in all aspects of their schooling including academic, cultural, and sport. Sporting excellence is about adding balance in proportion to academia. It is about teaching life lessons, building lifelong relationships, and entering games well prepared with a positive and competitive spirit. The wide range of sports activities offered at St Dunstan’s College includes: Athletics, Badminton, Basketball, Biathle, Cricket, Cross Country, Cycling, Equestrian, Football, Golf, Hockey, Netball, Rowing, Rugby, Squash, Swimming, Tennis and Waterpolo. The school offers a wide range of cultural and musical opportunities that allows our pupils to explore their unique talents. The St Dunstan’s College Educational Support Centre was established in 2007 to respond to a critical need in South African schooling identified in Dr. Steve Whitelaw’s University of Johannesburg doctoral thesis. In this thesis, Steve brought attention to the fact that up to 50% of newly-qualified teachers had left the profession within five years of having graduated. Given the shortage of candidates currently applying to become teachers, this attrition rate is of national concern. One important reason established for the decision of so many young teachers to abandon the profession was a lack of effective school-based induction of new teachers. This failure left many new teachers feeling incompetent in fulfilling the many professional challenges that are only encountered upon the assumption of a full-time teaching position. To respond to this need, the center offers a 12-week program that is focused on offering advice on issues that new teachers commonly find problematic. Teachers attend the course once a week for approximately two hours after school hours. In addition to the benefits of the course content, teachers benefit from meeting their peers and realizing that the difficulties they are experiencing are not unique to themselves, but are generally faced by new teachers! View full school

St George’s College is a co-educational day school with a Christian ethos and is committed to academic excellence and moral integrity. St George’s offers a wide range of activities geared towards developing each of our pupils intellectually, emotionally, physically, and spiritually. We work tirelessly to ensure that we provide an environment where each child is encouraged to do his or her best. At St George’s we are dynamic and outward-looking and believe that our pupils need to engage with the world in a manner that pushes them out of their comfort zones and teaches them to face the challenges of life. Throughout this, we give our pupils the necessary support and guidance in a manner that promotes self-confidence and responsibility. The College sits the Independent Examinations Board examinations in grade 12. This is a rigorous examination that seeks to apply knowledge instead of just testing pupils on what they know. Being a member of the Independent Schools Association, ISASA provides the College with the many opportunities provided by this membership. ISASA is the largest independent schools organization in Southern Africa, and within the organization are the sharpest minds in South African education circles. ISASA also has very strong ties with international educational organizations. This membership places St George’s College as part of a family of successful and innovative schools. We are committed to a proud tradition of family values and provide an exceptional, progressive Christian education in a stimulating, multi-cultural and disciplined environment. To develop world-class, co-educational, independent schooling that prepares young people for life. We aim to equip our pupils to be socially responsible and compassionate in an ever-changing world. St George’s College caters to the needs of pupils in Port Elizabeth and appeals to those who are serious about education, who want a broad and balanced program that nurtures the complete person. Our commitment to excellence is visible in the modest but fine facility provided for the College. View full school