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  1. Bethlehem Community English Medium School was established in the year 2007. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 931264, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It lies in the Palakkad district of Kerala and is currently being managed by the Universal Family Network, Kerala. It is presently under the principal -administration of JOHN C E, with a total of 18 staff members. There are a total of 38 rooms, 3 Labs, and 1 Library present in the school. The nearest railway station is PALKKAD Jn and it is 28 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station PALKKAD Jn Distance in KM 28 Nearest Police Station PALKKAD JnNEMMARA Distance in KM 2 Nearest Nationalised Bank NEMMARA Distance in KM 2 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student V 2 54 VI 1 33 VII 1 30 VIII 0 0 IX 0 0 X 0 0 XI 0 0 XII 0 0 Nursery/KG/LKG 0 0 I 3 103 II 2 80 III 2 80 IV 2 63 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 38 3 1 4 5 34 10137 1810 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 21 21 21 Composite Science Lab 1 42 21 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 0 0 0 Computer Science Lab 1 18 21 Home Science Lab 0 0 0 Library 1 29 21 Other Rooms 3 0 0 Bio-Tech Lab 0 0 0 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 0 0 0 PRTs 15 15 0 TGTs 0 0 0 Librarian 1 1 0 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 10117.141 (in Acres.) 2.5 Built up Area in (in sq. Mtrs.) 1767 Whether the School at one site or two site NO Area of Playground (in sq. Mtrs.) 4452 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 27 No. of Urinals/Lavatories Separately for Girls 27 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 2000 Periodicals 5 Dailies 3 Reference Books 100 Magazine 15 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes
  2. St Marks opened its doors to 180 learners on 26 January 1999. Since then we have grown to full capacity and have built separate facilities for the High School and Primary School. The visionaries, Bruce and Sandy Woolard saw the need for a private Christian education at an affordable cost to the community. Their passion for ministry inspired a call to reach children and their parents/guardians practically. Not only was the vision quality education, but mere importantly offering spiritual and emotional support throughout their school career. A happy child is a successful child. Computer classes form part of the curriculum and are offered during or after school hours. There are between 32 and 36 forty-five-minute sessions per year. The course caters to all levels and fees are included. The program includes a Year-end assessment, moderation, and certification for those who pass the assessment with 70% or more. This is a nationally moderated course and prepares learners thoroughly for the world of computers. These are included in the School Fees but all workbooks, dictionaries, and rule books are at the parent's expense as they will be retained by the learner at the end of each year. Tests are set throughout the year with formal examinations being written only twice a year during the second and fourth terms. The teachers will prepare reports at the end of each term. No formal examinations are written by the Foundation Phase learners (Grade R-3) as their work is evaluated daily. Reports are issued at the end of each term. Promotion requirements are based on the National Curriculum Guidelines. Learners will be assessed on a CASS (Continuous Assessment) mark and their examination mark in both June and November for learning subjects. If a learner is absent for an exam, a valid doctor's certificate must be produced for the learner to be granted permission to write the examination/s on their return to school. Test marks and continuous assessment will be included in their report in March and September. There is so much more to school sport than just the benefit of physical activity. Sport builds character and self-esteem in a child. It teaches patience and perseverance. Sport inculcates discipline and teaches the value of winning and losing with dignity. The awareness of others and learning to work in a team is an invaluable life skill. At St Mark's, these are the lessons we aim to instill whilst teaching our learners the benefits of a well-rounded, healthy, and balanced approach to life. We have competitive team sports and can challenge other schools and hold our own. We are always looking for opportunities to grow our sporting program but have to take into account that a larger spectrum of choices will weaken our teams due to our smaller numbers. If your child excels at a certain sporting discipline, the school will fully support them in joining a team at the club level. Learners participating in outside sports are recognized within the school. We however encourage learners to participate in our school teams with pride.
  3. Wellspring Learning Community aims to establish an inquiry-based learning environment in which students from diverse backgrounds are given every opportunity to realize their social, emotional, and academic capacities and talents. Our students will become confident, resourceful, creative, caring, responsible, and thinking citizens prepared to use their education to contribute in meaningful ways toward improving society, both locally and internationally. In support of the mission, teachers and administrators work collaboratively in an atmosphere of mutual respect and trust to design, plan and provide a positive learning environment that builds on an ongoing process of self-assessment, evidence-based decision making, and continual improvement. At Wellspring we are committed to the following guiding principles: Establishing a safe and collaborative learning community that meets the needs of the students, school personnel, and parents. Maintaining well-kept, clean, and vibrant physical campus environments. Giving attention to the whole child by supporting students’ development in all domains, including the academic, linguistic, social, emotional, ethical, artistic, and physical. Making education relevant to the real world and children’s life experiences. Honoring diversity and individual differences. Promoting the development of strong multilingual abilities. Delivering an equitable education for all students. Holding ourselves accountable for students’ learning and school-based development. Putting in practice an interactive, creative approach to teaching and learning that combines the best elements of a variety of modern classroom instructional strategies to meet different learning abilities. Empowering teachers as professional decision-makers. Wellspring Learning Community is the realization of a dream shared by a team of dedicated educators who believe that all the children of Lebanon and those coming from abroad deserve to study in a high-quality learning environment that opens up a space for developing all their talents and intellectual potential, as well as their capacity for understanding and caring about the world around them. Our dream can only be fully realized through the learning, accomplishments, and future needs of our students as they journey through life. Wellspring literally means the source. Historians tell us that one of the leading theories of how Beirut was named is related to the Arabic word for a well or a source of water. Indeed the land on which the Wellspring Learning Community Mathaf campus now sits, located “jamb il Mathaf” was once rich in agricultural resources, full of olive and pomegranate groves. In naming the school, we had all this in mind, however, our true aim was to capture our belief that children are an infinitely renewable source of ideas, energy, and knowledge. We hope that our school will promote children’s natural predisposition to inquire and make sense of their experience in the world around them. Wellspring Learning Community City Centre Campus Lamma Street, Ain El Roumaneh Area +961 1 283683
  4. Tyre Community School not only motivates its students to pursue academic excellence but also empowers them to be life-long learners, critical thinkers, and productive members of an ever-changing global society. At TCS, we aim to identify the talents, skills, and abilities of each student, to nurture and encourage them to think, express, and exhibit their skills in their daily life. Our educational system helps the student develop his/her personality and equip him/her to face the challenges of life. We wish to develop a passion for learning inside the child's heart and mind so that he/she does not stop growing. TCS motivates its teachers to provide an atmosphere for discovery, where students are encouraged to be creative and curious. We tend to teach our students through observation and experience. In the words of John Dewey, “Education is not preparation for life education is life itself.” At present, TCS strives to develop in students' minds a sense of discipline and moral values. Our educational philosophy is centered on praise, encouragement, enthusiasm, and affection, rather than criticism, fear, and punishment. This is the third year of TCS, and with the help of God and blessings, we will be up to the expectations of the families who entrusted their children to our care. Tyre Community school, its teachers, administrators, and staff are united in their belief that all children: Have the power to learn. Are curious & creative. Can succeed No two students have the same skills or learning style. That’s why we create an individual learning plan for every child. Our plans combine direct instruction, small-group work, and one-on-one tutoring in a way that works for your student. Integrity Service Responsibility Teamwork Honesty Excellence Commitment In TCS kindergarten we work so hard on the child’s personality because that’s what matters. Making our learners dream of coming to school the next day with a smile on their faces is one of our most important goals. In TCS kindergarten we implant morals as well as education. It has become the best place for our learners and we will keep on working hard to go even further. Cycle 1 is an exciting time of discovery for our beloved young students in which they learn, using all their senses, to make connections between the written word with pictures, ideas, and concepts. We also believe that this is the opportunity to help them learn routines which help them to be organized, not only for school but for life. TCS makes learning fun. We do this in many ways both inside and outside the classroom. Activities in class and outside of class connect learning to life and develop a spirit of community. We also choose activities to help remind the children to care both for themselves as well as for others. As they continue to grow, they learn how to order their own lives and how to better order their world. Cycle 2 is a foundational time in the lives of our students. Beginning to cover a more comprehensive range of academic subjects while developing both physically and emotionally, the administrative team at TCS works to further develop this growth through the promotion of: They use modern methods of learning based on activities and technology. Integrating learners into society through participation in several social activities (such as visiting a nursing home, hosting a lunch for children from disadvantaged families, fundraising for cancer centers, and other events both national and international). Giving attention to the individual talents and abilities of our learners through participation in varied sporting, artistic and scientific events. Each student matters to us and our hope is that they will love being at TCS as much as we love having them here. In its intermediate and secondary programs, TCS aims to have a well-rounded program that balances academics with extra-curricular activities. Why? Because learning and life go together. We seek to foster discipline and motivation from within our students to make them mature, eager, independent learners. We also seek to distinguish our school by caring about the whole student. We not only focus on academic achievement, with concern for their minds, but we seek to develop hearts and morals with the hope of furthering them as productive and responsible world citizens. Lebanese Program. This program aims at leading students to fulfill the requirements of the Lebanese Ministry of Education curriculum in preparation for the government examinations. The school implements the curriculum by adopting books that provide healthy and constructive methods that encourage student's involvement in the learning process. Information technology is an integral part of the instructional procedures and students are encouraged to use Information Technology in fulfilling the objective and goals. The objectives of the Lebanese Curriculum set by the ministry of English Language, Science, and Math are fulfilled through American textbooks (Houghton Mifflin Harcourt) books that enrich the learning process. Computer-Based Learning. Learning is interactive. It is more effective when students are engaged in interaction with the teacher, other students, and resources, including technology. In these programs, our classes are equipped with Interactive boards, laptops and students use individual mini-laptops where each learns gradually and interactively lessons. Foreign System Learning. We offer students who have studied abroad and for students with foreign passports a specialized program of study, with most subjects in English (for those whose first language is English) and with consideration for those who need additional support in a second language (English/Arabic). While working within the ability level of each student, the program seeks to develop creative and critical thinking skills, independent learning, and values each student’s contribution.
  5. We believe it is the responsibility of Modern Community School to provide an educational program that will aid the children of this community to grow physically, intellectually, morally, and emotionally, that they may live happily as children and that they may take the correct decisions that lead to the welfare of the community as a whole, realizing the most complete life possible within the limits of their individual needs, interests, and abilities. Complete citizenship embodies the dignity of the individual and his responsibility to the group, both of which could be nurtured best through democratic living in a democratic environment. As a basis for building this program: We believe education is a growth process by which people learn to think and act more effectively. We believe in the individual’s worth and dignity as a person. We believe each student should acquire an understanding of and respect for the traditions, customs, and heritages of his friends irrespective of their race, religion, or sect. We believe that the privileges of the democratic way of life enjoyed by the individual imply a responsibility to help maintain this democracy. We believe that an understanding of and respect for the policies of democracy must be held by all. We believe the individual’s welfare is dependent upon the welfare of others and everybody should have an understanding not only of his rights but of his obligations as well. We believe that we must provide ways and means for the individual to discover and develop his ability and personality in the classroom and through extracurricular activities. We believe the home, the community, and the school must cooperate to assist young people in developing spiritually and morally. All students are expected to Partake in providing a learning environment free from disturbance and disorder for self and others. Conform to the directives of school administration and faculty. Promote an environment of positive and constructive language free from indecency and abuse. Maintain a safe environment prone to minimal risk of accidents, whether deliberate or unintentional, for self and others. Observe school administration as the sole authority responsible for conflict resolution and hence refrain from engaging in any fighting, verbal or physical. Engage in keeping the school environment respectful and reassuring for all, free from bullying or any other form of abuse. Respect school property and handle it responsibly, preserving all materials in use.
  6. Welcome to the American Community School Beirut! Whether you are visiting our website for the first time as a prospective parent, an alumnus looking to reengage with the school, a current parent looking for the latest news, or a friend wanting to learn more about who we are, I hope that you find this site informative and helpful. We were founded way back in 1905 as the Faculty School, to serve families of the American University of Beirut (AUB). Today, we are an accredited and secular, not-for-profit, independent American college preparatory school. We serve a multi-cultural international student body and provide an internationally enriched, standard-based American curriculum. We enroll 1080 students, and our campus is in the heart of Ras Beirut, with the Mediterranean Sea on one side of us, and AUB, the preeminent University in the Middle East on the other. ACS is the one school in this region that is truly both American and international. We teach all our classes in English save our foreign language classes that are conducted in Arabic and French. We are chartered in New York, and our Board of Trustees Chairs and Heads of School have always come from the States. We prepare all our students for the American High School Diploma, but our high school students can also elect to take either the International Baccalaureate or the Lebanese Baccalaureate. Currently, our students hold passports from 64 different countries. While over 50% of our students are of Lebanese origin, we have several faculty children from AUB and LAU, and we have several children whose parents are in Lebanon as aid workers with different NGOs. Our mission reads “ACS empowers students to solve problems with creativity and integrity, to lead well-balanced lives, and to serve Lebanon and the world community with compassion and understanding.” We are focused on helping our students to become critical thinkers, develop their voices, and fulfill their academic potential. We challenge our students to be their best, but also provide them with a great deal of support. Students at ACS find balance through a wealth of opportunities in the arts and athletics, and we have an extensive community service program. Our students from all grade levels have access to the ACS Nature and Outdoor Education Center located in Deir El Qamar - a thoughtfully designed off-campus site that fosters and supports an appreciation for the natural beauty that exists in Lebanon and adds depth to an already excellent academic education. There are numerous opportunities to travel throughout the region with teams, on service trips, and our week without walls. The heart of the ACS education is not, however, our programs or the campus it is the relationship between our faculty and students and the bond they establish as they engage in learning. While our website captures this through vivid imagery and a clear overview of what we do, I encourage you to visit our campus and get in contact with us firsthand. Discover what learning should be like everywhere. Discover the unique excellence that is the American Community School Beirut. ACS empowers students to solve problems with creativity and integrity, to lead well-balanced lives, and to serve Lebanon and the world community with understanding and compassion. Students learn at different rates and in different ways. Setting high expectations for ourselves and our students. Empowering students to be critical thinkers and independent learners. Working collaboratively with all members of our community. Understanding and utilizing innovative teaching and learning. Creating a safe environment for students to take risks and learn from their mistakes. Facilitating students’ intellectual, social, emotional, and physical growth. Engaging students in relevant and reflective learning. Encouraging students to explore different forms of personal expression. Providing opportunities for students to make choices, to lead, and to demonstrate responsibility. Supporting students to be caring, empathetic, respectful, and tolerant Students achieve success by being active participants in their learning. Students develop character through engagement with others from different backgrounds and through interaction within the community. Health services at ACS are provided through two infirmaries. The upper school infirmary is located in the upper school building and the lower school infirmary is in the administration building (BD). Both are fully equipped with over-the-counter medications, beds to rest in, medical equipment, physical screening tools, and first aid supplies. The goal of the school nurse is to promote a healthy environment for the students, prevent and control the occurrence and spread of infectious and/or communicable diseases, and maintain and supervise the provision of food services at school in a healthy nutritious no-junk plan.
  7. The Indian Community School, Senior Branch, is housed in an excellent campus, centrally located in Salmiya. The ICSK, Senior Branch is a co-educational school for students of classes IX-XII. It is a unique institution, with the tradition of setting new records in academic excellence. The result-oriented teaching has been instrumental in the students securing top ranks in the AISS and AISSC examinations in Kuwait and the entire Gulf region also. The school enjoys a prominent position among all other CBSE schools in Kuwait. A team of highly motivated, dedicated teachers is the backbone of the institution. High-tech science laboratories equipped with the latest equipment are among the unparalleled facilities offered by Senior Branch. A well-laid basketball court and a huge auditorium are the pride of the school. Education is supplemented with a rich variety of co-curricular programs, giving an optimum opportunity to the students to develop and display their creative and cultural talents. Learning here is lively and student-oriented. We have adopted the new Continuous and Comprehensive Evaluation program of the CBSE. Rote learning and memorization have been replaced by an emphasis on thinking skills and the continuous growth of students. CCE focuses on the holistic assessment of a learner which includes both scholastic and co-scholastic areas of learner growth with particular reference to attributes such as life skills, attitudes, and values, sports and games as well as co-curricular activities. It means interactive teaching, regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting, and feedback of evidence to teachers and students for their self-evaluation.
  8. The Indian Community School, Khaitan Branch is located in the Khaitan area. Admission is given to both boys and girls for classes KG, Prep, and standards I-X. The school has a huge campus with an outdoor play area for small children. Khaitan Branch was started in September 1996 to accommodate the students of the afternoon shift of the ICSK, Senior Branch. The highly experienced and qualified staff dedicatedly works towards the academic and all-around development of the students. The numerous inter-school and intra-school co-curricular activities provide a platform for students to display their talents. Academics, sports, and cultural activities are given equal importance to bring out a well-balanced individual. Students are encouraged to inculcate an awareness of how to apply knowledge, skills, and concepts in reaching their full educational potential. The Indian Community School Kuwait (ICSK) aims to be an institution of excellence where children can achieve full potential in their academic, creative, personal, moral, and spiritual development. ICSK aims to develop globally competent and socially committed individuals who are emotionally strong, physically fit, morally upright, and intellectually outstanding.
  9. The ICSK Junior School caters to boys and girls through their pre-primary years with children starting their school life at 31/2 years till year 12. Admission is given to both boys and girls for classes KG, Prep, and Standards I to VI. The infrastructure is ideally located in the heart of Salmiya. A school is a place where the "future" takes its birth. A perfect school is the one which facilitates young minds to imbibe not only knowledge but also the courage, and wisdom to face the world with confidence. The present education system is hardly adequate to equip the students to face the challenges of a fast-changing modern world is an undeniable fact. ICSK Junior Branch is convinced that radical changes have to be effected in the teaching methodology and course content so that the system of education is not merely information based but value-oriented, formulated to bring about transformation and maturity in the personality of the students. Education is imparted to children not just through books but through a multi-sensory approach, based on life experiences and the play way methods. Our belief is to make the school an extension of the home. For best outcomes, there must be concordance between the impressions which a child gathers at home and school. The school rejuvenates the existing education system intermittently. The school, recognized by the Ministry of Education, State of Kuwait and affiliated to the Central Board of Secondary Education, Delhi, is one of the premier educational institutions in the Gulf. The school has attained unparalleled status and stability in Kuwait city with its campus. It is gratifying to note that the school stands as a symbol of excellence, fulfilling the dreams of its founding fathers. The school's Faculty Improvement Programs enable teachers to keep themselves abreast of the new developments in educational technology. Children joining the school come with a wealth of knowledge and understanding about the world around them. We aim to develop these skills and promote willingness and enthusiasm to learn more. We believe in offering all our pupils the highest quality education in a safe and secure environment. Our focus is to promote pupils' confidence, self-esteem and self will. We endeavor towards responsible, responsive, and accountable children. Quarterly e-magazine PETALS is a new venture in 2014, honing the creative talents of students and covering annual activities in the branch both in-house and inter-school competitions. We believe in a sound mind and healthy body, hence we stress multifarious productive child-centered activities. We design our course study to help children strive towards the Development of personality through public speaking. Promote a sense of belonging and collectiveness. The belief that every child is born to learn. Cater to a free and fearless learning environment for all. Involving children in making classroom rules and consequences that are easy to comprehend for all. The staff is endowed with the winning combination of experience and youth. The primary focus of the branch is to lay a strong, steady foundation in their formative years ready to face challenges in life with maturity. Other activities like orientation program for newly inducted students, art and craft exhibitions, special days, Parents' day, Annual Athletic Meet, Graduation day for Kindergarten section, Field trips, annual picnics, morning assemblies on special occasions, and National festivals are a few to mention. To instill spiritual values in students, teachers specially trained in Quran and Islamic studies hold classes for Muslim boys and girls throughout the year. Thus the ICSK Junior branch is versatile, with its homely ambiance, and a combination of students and staff both teaching and non-teaching from different states of India. In junior school, the curriculum is based on the fundamentals - Mathematics, Science, and Languages - the basics of all learning. Evaluations appropriate to the level of learner are held for LKG and PREP. However, there is an assessment system based on weekly class assignments and projects.
  10. Inaugurated in December 2000, this school is located in Salmiya. The school offers quality education to boys and girls from K.G to X. The highly experienced teachers are filled with unflinching devotion to their great profession and are eager to see their students notching up top honors in examinations. The school is housed in a centrally air-conditioned building with excellent amenities. The colorful classrooms of the pre-primary sections create a pleasant, congenial atmosphere for the young learners. The literary, cultural, and co-curricular activities of the school enrich the academic program of the school and provide ample opportunity to develop the multifaceted personality of the student. Indoor courts and playroom are equipped with facilities for students to practice and perfect games like basketball, billiards, chess, table tennis, and carom. Students take part in a large number of inter-school competitions, winning laurels. The prestigious exams conducted by the New South Wales University, the U.N, and SAT have our students topping them with confidence. They are our pride. The pride of the entire Indian Community. The School is affiliated with the Central Board of Secondary Education and is recognized by the Ministry of Education, State of Kuwait. The medium of instruction is English and the second language for all classes up to VIII is Hindi. Arabic is the third language up to class VIII. Students can opt for French or Hindi in classes IX and X. In classes XI and XII three streams are offered - Commerce, Science, and Humanities. The Syllabus for classes VI to XII is according to the guidelines laid down by the NCERT, with classes IX to XII following NCERT books. Physical Education, Art, Music, and Work Experience are an essential part of the curriculum.
  11. Our community of approximately 800 students representing 40 different nationalities. ACS inspires individuals to become self-motivated learners and compassionate citizens who demonstrate respect, act with integrity, and seek intellectual growth in a culture of high expectations. We want our school to be like a meal featuring Jordan’s national dish "Mansaf". Mansaf consists of a huge platter of rice served with a yogurt-based stew and meat on top. What makes this dish special is that it is a communal dish that is eaten with friends, family, and honored guests standing around this large platter. While eating, participants share stories, laugh together, discuss the latest politics, sometimes argue, and occasionally share their sorrow. Mansaf is traditionally served to celebrate successes, welcome new members, or mourn. This is much like our community we come together to support and encourage each other and share our desire to make learning irresistible. When we look at our students, we do not just see who they are now, but we also envision who they can become. Every day, in every class, we strive to invigorate and challenge their thinking, to push their creativity, to build their confidence, and to prepare them with the skills and aptitudes to face any challenge the world may toss their way. We also understand that our students learn in different ways and have different talents and skills. Our task, as a school, is to find how your child learns best and to tailor our instruction to your child’s specific needs. We are both honored and humbled to be a partner with parents, as we collectively build the foundation of their children’s character in a climate of support, encouragement, and intellectual risk-taking. The brick and mortar buildings do not determine a student’s success but rather the relationships built and contributions made. You will also be able to observe firsthand the passion and energy our engaged staff has for our work that drives our commitment to provide an outstanding education for our students. Our location in the heart of the Middle East allows for an educational experience that our students are unlikely to experience elsewhere in the world. Jordan is home to Petra, one of the Seven Wonders of the World, and the Dead Sea, which is located at the lowest point on earth, giving our students the unique opportunity to live and learn in a country steeped in history and tradition. The American Community School opened its doors in 1955 when Mr. and Mrs. Ben Parker opened their residence to American families interested in a school with an American curriculum. During that first year, there were only 12 students in grades 1 through 8. As the young Kingdom grew, so did the demand for an American day school, which could provide an education that would allow students to reintegrate into the American system back home. In 1965, a small piece of land just outside of town was acquired with the vision of building a real campus. The students moved out of Parker’s home and into a school with 5 classrooms, a library, and around the multi-purpose room. As the city expanded, so did the school: that rural plot of land is now in the center of metropolitan Amman. Today, ACS boasts 65 classrooms, a fully equipped sports facility, a performing arts center, and state-of-the-art science and technology labs. An ACS student’s adventures are not limited to Jordan our students frequently participate in international academic, sports, and fine arts competitions. What started as a school for American residents in Amman became a melting pot of international students from over 40 countries. These students bring with them their unique traditions and cultural experiences, giving our students a global perspective on life. The American Community School of Amman, Jordan, is the U.S. accredited, independent, non-profit, Pre-K through grade 12 school that offers a rigorous U.S. curriculum with an international and regional focus to a diverse, multi-cultural population distinguished by a supportive and cohesive community. Early Years literacy activities prepare students to be successful informal reading, writing, and speaking activities in kindergarten. Students participate in whole-group activities responding to stories read by the teacher and investigate books independently. Students participate in the discussion of literature and informational texts read by the teacher and investigate rhyming and patterned texts, reading a big book in unison with the teacher and the group. They begin to learn letter-sound correspondence and to recognize some letters in the alphabet. Students learn to write their names and dictate stories to be written by an adult. For reading, writing, and mathematics, our standards are based on the Common Core, the U.S. standards followed by 46 States. For science, students study topics based on the Next Generation Science Standards (NGSS). All other subject areas have standards based on US professional organizations or states. Elementary division of the American Community School of Amman where visitors are struck by the energy, joy, and passion seen in each learning space and on the playground. Our faculty brings diverse experiences and international backgrounds to each classroom. This is also reflected in the ethnic, cultural, and religious diversity of our student population. The Elementary School is committed to delivering academic excellence through a rigorous curriculum while also focusing on the socio-emotional growth of all students. Educating the minds of future global leaders requires the development of foundational, inquiry, and critical thinking skills. American Community School of Amman where the Middle School is a great place to learn and explore. These are the pivotal years of young adolescence. It is a time when young people begin to grapple with critical and complex life choices they form life-long attitudes and habits of mind that will influence their behavior as adults. ACS Middle School strives to meet the unique needs of this age group by offering a challenging and relevant curriculum, rich in experiences that develop the intellectual, social, emotional, and physical well-being of all students. Our program is based on the vision and core values promoted by The Association for Middle-Level Education, the leading international organization advancing the education of all students ages 10-15. American Community School of Amman High School where students, as described by our current students, experience “…. a welcoming, caring, friendly, family-oriented, interactive environment.” Our students also have the freedom to discover and delve into areas that excite them as learners. As a school, we thrive on the opportunity our teachers, administrators, and parents have to work together with students to help them develop as life-long learners, regardless of their passion.
  12. A very warm welcome to the International Community School in Amman, Jordan (ICS). Our unique brand of personalized learning ensures that the entire learning experience is tailored to the strengths and needs of each student. Inclusivity is enshrined in all that we do, and we are proud to be able to meet the needs of a wide spectrum of abilities and need, from the very most able Oxbridge or Ivy League aspirant to students with mild to moderate learning or physical needs or difficulties, and everyone in between. An independent, private and non-profit school, owned by the Society for the International Community in Jordan (SICJ), and founded in 1953 as a primary school to serve the children of the British Military based in Amman, the International Community School today is proud to be one of the longest-established international schools in Jordan and the Middle East. Home to over 700 students, representing over 50 different nationalities, ICS is a truly international, co-educational day school, which offers high-quality education to students aged 3-18. Following the National Curriculum of England and Wales, modified to our local and international context, all teaching is conducted in English by native English-speaking, UK-Qualified teachers. All students study a broad and balanced curriculum, drawing on the very best of British, Jordanian, and international education. Our senior students study for the IGCSE and also for the A-Level, the gold standard of pre-university qualifications worldwide, but many students also take the SAT and commonly apply for undergraduate schools in the USA and Canada. Fully accredited by COBIS (the Council of British International Schools) and rated 'Good with Outstanding Features' by BSO (British Schools Overseas), ICS is also a member of CIS, ECIS, and BSME. The school is located on a purpose-built, semi-rural campus in Na’our area, approximately fifteen minutes from most embassies. Whilst our current facility is of a high standard, with specialist facilities in sport, ICT, Science, and the Arts, we have recently undergone a major expansion project, which will see a brand new, state-of-the-art Swimming Pool, Sports Hall, Theatre and Early Childhood Centre opening over the next couple of years. The school is also renowned for the quality of its enrichment program, and also for its focus on Community Service and Global Citizenship. The International Community School provides personalized, high-quality education, drawing on the best of British and international practices. We will continue to nurture and invest in an inclusive and diverse learning community of happy, confident, and creative global citizens. Where every child can thrive. We strive to adapt the curriculum to meet the needs, strengths, interests, and backgrounds of our students, and to ensure it is also a vehicle through which to pursue our Guiding Statements. We review our curriculum regularly and also aim to ensure it is articulated, vertically and horizontally, to ensure a contiguous learning journey, and a progression of skills, for every student. In the Early Years Stage, our curriculum is based on the Early Years and Foundation Stage (EYFS) framework from the UK, modified for our local and international context, and drawing on the very best of global practice and pedagogy. We keep a close and caring eye on each child to ensure they fulfill their potential in a supportive and nurturing environment. Early Years subjects are taught through six half-termly topics, the majority of which are taught by the class teacher. English and Mathematics are taught both as discrete entities and as linked units to the half-termly topic work, but there is also a pervasive focus on learning through play and discovery. In Primary school, we continue to exploit the full potential of our #earlyyearsup approach to pedagogy and practice, ensuring that learning remains child-focused. The curriculum broadly follows the 2014 UK National Curriculum for Mathematics, English, and Science, modified and adapted where necessary for our local and international context. Each class in the Primary School also receives specialist teaching in Music, PE, and Languages (either Arabic or French). In Secondary school, students also follow a modified version of the National Curriculum of England and Wales, but we aim, wherever possible, to ensure that it remains engaging and relevant for our international student body and that it is personalized, wherever possible, to the individual needs and strengths of each student. As students move up through the school, their curriculum offer becomes more and more specialized, whilst retaining some of the breadths which is the hallmark of a British curriculum.
  13. Canggu Community School opened its door on August 31 with 10 students and 2 teachers. The mission of CCS is to have all students develop as confident, socially engaged, and globally responsible citizens who achieve their full potential as lifelong learners. We measure the achievement of our mission by our School-Wide Learner Expectations (SWLEs). We expect our students to be: Life long learners: Understand themselves as learners set goals, take risks, be reflective. Achieve intellectual, emotional, and physical balance. Be skilled inquirers and researchers. Be skilled in critical thinking. Be skilled in creative thinking. Academically Excellent: Show academic excellence in a broad range of disciplines. Socially Responsible: Be engaged citizens who care about themselves, their world, and the environment. Be respectful, responsible, honest, and act with integrity. Show open-mindedness to other cultures, values, and traditions. Develop a local and global perspective on a range of issues Effective Communicators: Understand and express themselves in more than one language. Be effective collaborators. School Activities (ASA) support the holistic development of our students extending learning beyond the classroom in a relaxed and enjoyable manner. The activities are organized and supervised by Canggu Community School staff, parents, and other members of the community. All our ASA teachers fulfill the same police clearance procedures as our regular CCS staff. A wide range of activities is available. These include arts and cultural activities reflecting both our local setting in Bali and the international nature of our community, sports, science, and other activities. To achieve our mission, CCS actively recruits students and retains/recognizes current students who are lifelong learners, academically excellent, socially responsible, and effective communicators. A scholarship program has been provided to continue to attract such students and to recognize existing students. Canggu Community School will make available scholarship(s) to students (Indonesian or Expat) who meet all of the identified scholarship requirements. Two scholarships will be available for Years 10 to Year 13 each academic year. Each scholarship awarded lasts a maximum of two years. Candidates may be awarded a maximum of two-year scholarships. Further information is available from the Head of Secondary/designate.
  14. Welcome to the website of Cuyahoga Community College (Tri-C), the first and largest community college in the state of Ohio. At Tri-C, we believe that everyone who has a goal and is willing to work hard to achieve that goal should be allowed to succeed through the availability of high-quality, accessible, and affordable education. Student success is the focus of our activity. For more than 50 years, Tri-C has provided high quality, affordable education and programs to more than 900,000 members. Tuition at Tri-C is the lowest in the state of Ohio. Each semester Tri-C offers more than 1,000 credit courses in more than 190 career and technical programs and liberal arts curricula. Tri-C also grants Short-Term Certificates, Certificates of Proficiency, and Post-Degree Professional Certificates. More than 600 non-credit workforce and professional development courses are offered each year. The College serves more than 50,000 credit and non-credit students annually and offers day, evening, and weekend classes via television, the Internet, and independent learning. Tri-C offers more than 800 Distance Learning courses and more than 130 courses at various locations throughout the community, close to home and work. Tri-C's campuses in Parma, Highland Hills, Westlake, and downtown Cleveland, and its Corporate College locations in Warrensville Heights and Westlake, provide state of the art facilities and equipment. The College also opened a Hospitality Management Center on Public Square in downtown Cleveland in 2010 and the Brunswick University Center. The College ranks 1st in Ohio and 25th in the nation in conferring associate degrees - all disciplines. To provide high quality, accessible, and affordable educational opportunities and services — including university transfer, technical and lifelong learning programs —that promote individual development and improve the overall quality of life in a multicultural community. Cuyahoga Community College will be recognized as an exemplary teaching and learning community that fosters service and student success. The College will be a valued resource and leader in academic quality, cultural enrichment, and economic development characterized by continuous improvement, innovation, and community responsiveness. To successfully fulfill the mission and vision, Cuyahoga Community College is consciously committed to diversity, integrity, academic excellence, and achievement of individual and institutional goals. We are dedicated to building trust, respect, and confidence among our colleagues, students, and the community.
  15. Bella Bella Community School offers a full N-12 program whereby students can earn a Dogwood diploma qualifying them to gain entrance to any post-secondary institution. Our mission statement addresses our commitment to providing a curriculum that acknowledges and operates in all aspects of our Heiltsuk culture and traditions. The Post-Secondary Committee will review and develop policies and procedures for the Post-Secondary Programs review, prioritize and approve/reject applications for funding within budget constraints and Board policy review appeals and make recommendations to the Board. During the BBCSS Annual General Meeting (AGM) that is held in October all Board business will be tabled until the AGM is complete. It is the responsibility of the student to read and understand the requirements of being a funded Post-Secondary student. Within the Student Handbook students can fully understand the importance deadlines for funding, the documentation requirements for a complete application, the appeals process and the student categories. All of this information is necessary for a successful smooth educational journey with the team at the School Board. This is giving your permission to BBCSS to communicate to your Post-Secondary institution. NOTE: Students will still need to request an official transcript at the end of term. Please have your Direct Deposit form in at least two weeks before the funding deposit date. If your direct deposit information isn't submitted your allowances will be made by cheque and mailed to the address listed within the application form. This handbook was created to help answer some of your questions and to prepare you for the next step in your journey. The contents of this handbook reflect on the concerns and struggles of Indigenous students who are currently enrolled in, or have graduated from a post-secondary institution. The handbook covers a wide variety of topics including finding suitable childcare in an urban setting, accessing affordable housing, meeting new people in an unfamiliar city. This handbook is meant to serve as a living, dynamic document for you to build upon. It’s important to note that while your initial goals may change over time, this process is a strong starting point from which you’ll be able to embark in many different directions. All the information is current as of May 2010 and through your own exploration, you may find new related links or resources that will be beneficial throughout your journey. Consider where you’re at today. If you’re thinking of pursuing a degree or diploma at a public post-secondary institution but you aren’t sure what program you’d like to take, you will likely do well to start at Stepping Stone 1. If you already know what program you’d like to take and/or you have already figured out which institution you’d like to attend, you might want to skip the first stepping stone and start partway into Stepping Stone 2 with “Connecting with the Aboriginal Post-Secondary Coordinators”. If you have already completed your application but are just looking for more information on the transition, you might want to jump right over to Stepping Stone 3 – Preparing for the Transition from an IAHLA Institute to a Public Post-Secondary Institution (PPSI). If at any point in your journey, you feel unsure or lost, consider going back to Stepping Stone 1 and “Identifying Your Strengths”. It’s always nice to be reminded of the gifts you have, especially in hard times – and it can help you feel more confident in yourself and the decisions you are making. View full school
  16. The College first opened in 1992, following an amalgamation of the previous four existing colleges across the City. Until late 2013, the College was known as Liverpool Community College. We are now proud to be The City of Liverpool College, serving more than a third of all 16-18-year-olds in Liverpool and educating almost 20,000 students a year. Our students are spread across our 500 academic and vocational courses, offering them the most comprehensive choice in the City at the highest standard of learning. The size and breadth of the College put us at the heart of the City. Our daily work brings us in contact with partners and stakeholders of all kinds from large corporations and household names, and frequently, we work with Liverpool City Council. We work closely with local training providers and employers in the private, public, and voluntary sectors to deliver the broadest range of further education courses delivered with practical experience. Our close working relationships with businesses ensure that we keep up to date with what employers need, but crucially ensures our students are equipped with the skills to find employment and succeed. We are heavily involved in a wide range of innovative programs. As a Gazelle college, we promote an enterprising culture for students to develop confidence and entrepreneurial skills to help create future jobs. Our experienced and expert Pastoral Care Team across campus provides help, advice, and information to students on all issues relating to their personal, social development, and overall wellbeing while studying with us. Achievement Coaches are available to give you one to one support. They help you get over any barriers you have to success, offering you a listening ear, improving your study skills, building your confidence and helping you to achieve your aims at College During your time at College, you will be supported and encouraged to work hard to achieve success. However, we also want it to be interesting, fun, exciting, and rewarding. Make the most of your time in College through a range of exciting activities. As part of your health and wellbeing, we offer bespoke sports services from our College Sports Maker. Sport can be used to decrease stress levels, increase energy levels, and help with concentration for a holistic approach to student life. The City of Liverpool College was launched in 1992 from an amalgamation of some further education colleges from across the City. Almost 20,000 students study at The City of Liverpool College every year. Over a third of all 16-18 year olds in The City of Liverpool choose to study with us. Our Pastoral Team build and coordinate a calendar of events throughout the year to support our student’s wellbeing and personal development. We have hundreds of courses to choose from that lead on to higher education or in to wide and varied careers.. View full university
  17. We aim to become the school of choice for families seeking a nurturing, child-centered, research, and evidence-based education that helps develop confident, resilient, creative, collaborative, responsible and respectful children capable of thriving in our ever-changing world. Respect for the needs and potential of every child is at the heart of our school. We celebrate uniqueness: we recognize that each of us is one-of-a-kind and acknowledge each other’s strengths. We recognize and value the many varied ways we can learn and make sense of our world. We are respectful: our children are treated as equals, and we help them learn to build healthy relationships with their peers and community. We encourage our children to work in collaboration and achieve success as a team. We are resilient: we have the confidence and fortitude to keep trying if at first, we do not succeed and accept and learn from our challenges. We are joyful: we love learning and help our children develop a sense of wonder in their world by emphasizing nature-based and ‘real-life’ experiences. We are creative: our learning environments promote reflectivity, ingenuity, imagination, and problem-solving. We foster an ethic of excellence: if we are going to do something, we should do it well and create a culture where the children are excited about doing their best and proud of what they achieve. We are resourceful: we use what we have, find what we need, and think outside the box to source our materials and solutions. We are dynamic: we seek innovative ways to nurture and educate our children, and we evolve and change in response to new knowledge and changing needs. We are a community: we actively engage with our ‘village’ and the broader community to build a sense of self that includes and attends to others' wellbeing. View full school
  18. Blue Gum Community School (Blue Gum) is a small community-based, secular independent school offering education programs for 0-16-year-olds. Opened in 1998 and located in Canberra, Australia, Blue Gum is ‘Australian-made’ and named after a robust Australian native eucalypt tree. Our school values our Australian context, environment, and inheritance, but connects globally with and learning from educators in other cultures. Blue Gum adopts a personalized, strengths-based approach to education, where every student can be successful. Our smallness is our strength – students’ interests and passions contribute to their learning community’s exploration of unlimited research possibilities. Important philosophical reference points are Project-Based Learning, the Reggio Emilia experience, Big Picture Education, Slow Schooling, Nature Education, Place-Based Education, Positive Psychology, etc. The learning environment and the curriculum are inseparable. The thoughtful and intentional organization of the learning environment is vital for the implementation of the curriculum. Inspiring, functional, aesthetically-pleasing environments empower students to explore, be curious, investigate, strengthen relationships, and make meaning of their world. The classroom environment is de-institutionalized to provide welcoming, beautiful spaces, segmented into areas that cater to noisy engagement or quiet contemplation individual endeavors, small group workshops or whole Class meetings indoor or outdoor investigations, etc. Students actively contribute to the aesthetics, arrangement of spaces, documentation, and planning, thereby gaining a sense of ownership over their environment and learning. Blue Gum Community School is a ‘real world’ learning environment designed to be a microcosm of, and an access point to the broader community. Students of all ages are active participants in, and citizens of the real world are instinctive researchers of the world around them, seeking knowledge and skills. Students and educators work together as co-researchers investigating/exploring/theorizing to make meaning. New forms of expression are often needed, so the arts offer a rich source of creative ‘tools’ and different ‘languages,’ through which to think ‘outside the box,’ explore ideas, and then communicate their findings and responses. Students learn that their identity is bound up in their community and the part they play in it. To be mutually beneficial, this relationship requires deep respect and active listening. Community is founded on relationships, which invariably have high points and low points. As part of living in the real world, students will experience conflicts, disagreements, and annoying people in everyday life – they need to learn and practice strategies for handling these situations constructively. In the process, they discover the powerful learning that emerges when collaborating with many different ‘others.’ Blue Gum is a secular school where individual families’ beliefs and values are supported, if possible, and consistent with the school’s philosophy. However, one set of religious/spiritual beliefs is not valued more highly than another. The school has a passionate commitment to social justice, e.g., issues around the four fundamental principles of equity, access, equality, and participation. Ethical issues frequently arise, offering students a myriad of opportunities for robust debate and meaningful learning. Our classrooms are usually a hive of activity, as students work through a variety of learning possibilities. They have a strong sense of ownership over their learning. They can negotiate the direction it takes, frequently taking the initiative to seek resources, discuss theories, collaborate with peers, and investigate real-life issues. However, a balance is always maintained between student initiatives and teacher-instigated explorations, research, and workshops (e.g., targeting core skills). Outdoor education is an integral part of the core learning and compulsory for every student, not merely an ‘elective.’ Taking students into challenging situations requires them to appreciate their vulnerability and the need to work/communicate effectively within a group to problem-solve, learn risk management skills, and rely on one another. Blue Gum students spend large chunks of time outdoors, exploring and engaging in the natural world. This may mean climbing boulders and trees, sliding down dirt hills, experimenting with and in water, and using sticks as tools to extract maximum learning from ‘hands-on’ investigations. The importance of regular contact with the natural world is now well-documented. View full school
  19. Welcome to Berowra Christian School. Our primary aim is to help your child develop a profound sense of identity and purpose, empowering them to achieve their full potential and be their best. Becoming a lifelong learner and understanding; they are created to be a reflection of God’s love and grace in their lives is at the heart of everything we do to support their journey. Located in the quiet bushland surrounds of Berowra, BCS is an interdenominational school with a primary focus on maintaining a high standard of academic excellence and success. It was noted in 2014* as being the school with the most significant student gains from Year 3 to Year 5 of schools within the local area, a clear indication of what a strong team with deeply committed attitudes can produce. Additionally, our dedicated staff concentrates their attention on underpinning your child’s journey, teaching them to love, serve, and develop at their best and prepare them for secondary school and life beyond education. Working from core Christian values, we believe that students will discover their identity in Christ, grow in self-confidence, and leave with a solid bedrock of faith. It is a privilege for us as teachers and staff to hear that our desire for every child to feel known and nurtured is communicated to parents. We make an intentional commitment to listening to parents. In our latest annual school survey, one parent commented on how much they felt their son had developed how confident, happy, and included he felt. This is why we do what we do. This is why we center on providing a safe and nurturing environment inclusive of parent input, community involvement, and children’s feedback. It is not the absence of life challenges and difficulties that determine a child’s – and a school’s – success. Instead, it is the way a school and its parents communicate and work together. The level of communication and collaboration turns challenges into opportunities, and students learn, grow, and thrive. In a rapidly changing world, a firm foundation is essential. I believe the greatest strength of Berowra Christian School is the passionate and caring team of Christian staff who love coming to work each day and who make learning fun. Our staff is approachable, and parents comment on how trustworthy and reliable they are. I believe that the well-educated, secure, and confident students that leave us at the end of year six are a testament to this commitment that each teacher has made in their time with your student. For 30 years, Berowra Christian School students have consistently thrived as they move into secondary education. This has been due to the firm foundation that has been laid in their primary school years. Some of the defining factors that make our school stand apart from the rest are: A Christian foundation at the root of everything we do Robust academic programs from our Board of Studies approved curriculum with proven* student growth year to year Excellent opportunities in music, art, debating and a wide variety of sports Real opportunities for all pupils to experience leadership and service both in our school and beyond Realistic small class sizes where every teacher knows every child I pray that you consider Berowra Christian School for your child. I look forward to getting to know you and your child and learning how to best provide for your child’s educational journey. Inquiries and visitors are always welcome at BCS. Contact us today to book a tour, and I would love to show you around our school. Berowra Christian Community School exists to offer children a comprehensive education that will train them in Godly thinking and living in a nurturing environment that encourages them to realize their full potential, develop a personal relationship with Jesus Christ and live joyful and productive lives for Him. Registration with the NSW Board of Studies is maintained through the standard process of documentation and regular inspection. Registration requires that all schools use Board of Studies approved courses in the delivery of their educational curriculum. Our reporting requirements are compliant with each child developing individuality in community, ensuring they have the best foundation to serve and excel.o make sure that all students are receiving the right learning support, they are assessed twice annually to map literacy and numeracy progress We carry out these internal standardized tests twice a year to monitor student progress. The NAPLAN assessments are conducted in May for students in Years Three and Five. We are careful to ensure that any student in need of learning assistance receives the necessary support. Our small class sizes ensure that students receive individualized instruction making the teaching/learning experience one of high rigor, progress, adaptation, and vitality. We often have composite classes and these work successfully, allowing excellent socialization across grades and right opportunities to vary the pace of learning for individual students In addition to teaching in all Key Learning Areas, we teach from a Biblical worldview that underpins the values we adhere to and provides a platform and reference for competing interests in school life. The Word of God is integrated sensitively and respectfully with an emphasis on service and Christ’s grace, into all aspects of school life, from prayer at the commencement of the day to the foundations of our policy formation. Supporting the Key Learning Areas, we offer several other learning opportunities. Specialists teach music and art, and children are introduced to Information Technology from Kindergarten in the school computer lab. A high-profile exists for the school in the sport with many representative opportunities, and we enjoy using Berowra oval twice weekly, keeping students active and fit. Our students participate in yearly activities such as our Thanksgiving Service, our biennial Pet Show, and annual Grandparents Day to extend their skills beyond the curriculum. View full school
  20. Our organization has been a critical educational contributor in the local region for 40 years. As principally Adult and Community Education Providers, we have our origins based on the advancement and support of lifelong learning opportunities. We provide specialist assistance that establishes pathways to further educational opportunities. Our programs cater to young people's needs and interests, secondary school students in Years 9 to 12, the general community, third-age learners, workplaces, and businesses. We have also extended our range of activities to cater to children through mobile childcare, in-venue childcare, and preschools. With the support of numerous Affiliated Centres in our regional Victoria and New South Wales areas, we assist approximately 6,000 students and customers per year. Over the years the Albury Wodonga Community College has maintained a unique position as a cross-border Education provider, registered in Victoria and New South Wales as an ACE provider and RTO. The AWCC supports other smaller Victorian rural towns with Affiliated Centres who maintain their local autonomy. The AWCC works with a wide range of education providers, community and government agencies, and links with community services providing a holistic network of delivery and referral. The AWCC has developed a leadership style, which is quite demanding. The organization's goals are broad to enable quick responses to needs as they are expressed across the community. As a community-based provider, the AWCC has faced challenges, responding with both innovation and vigor to greet the coming years ahead. The Albury Wodonga Community College will be a vibrant educational organization at the forefront of meeting our community's changing needs in a flexible, innovative, and positive way. To respond to the learning needs of the Albury Wodonga regional community positively. With small class sizes, teaching, and welfare staff who are committed to helping you re-engage with education and understand that you have a lot going on in your life, you will enjoy learning in an environment that is fun, supportive and provides pathways to employment or further education.
  21. Macarthur Community College Inc is a community based non-profit organization sponsored by the NSW Government to provide open access for all adults (15 years or over except where the course is specifically for school students) to a wide range of educational opportunities in the facilities of local schools. The College conducts courses at Liverpool, Ingleburn, Campbelltown, Picton, Fairfield and St Johns Park, and various other venues offering affordable short courses which may enhance your work skills or add to your skills and interests. The fees you pay cover the tutor's salary and a proportion of the overhead expenses of the College. Fees are kept as low as possible. The College receives funds to assist with people's participation with barriers to learning in some accredited training from the NSW Department of Education and Communities (DEC). The College conducts courses across south-western Sydney. It is a community based non-profit organization providing open access for adults (15+) to educational opportunities, utilizing local schools' facilities. We offer affordable short courses to enhance work skills or personal skills and interests. The College is confident you will be pleased with your course and that it will be conducted as advertised. Tutors are selected, trained, skilled, qualified, and aware of the needs of participants. If there is a problem, speak to the Tutor and the Coordinator first. If your problem remains unsolved, or you do not feel comfortable, call the College office and discuss the matter with our friendly staff. We will refund your tuition fees in full and ask that you complete an evaluation form to improve. Evaluation forms are available from the College office. Please refer to the statement on Refunds.
  22. Bankstown Community College is an award-winning* independent, not-for-profit adult education organization. Our mission is to provide adults with educational opportunities to develop their knowledge, skills, and a better understanding of our world. We are committed to excellence in all aspects of our organization. BCC Institute (BCCI) was initially founded in 1996 by a passionate group of local community leaders to deliver workplace skills. BCC Institute is a Registered Training Organisation delivering nationally recognized courses and accredited Australian Qualifications Framework (AQF) VET qualifications. BCCI’S qualifications and some short courses are recognized in every state and territory in Australia. BCCI is a welcoming and safe place to study and offers a caring and supportive environment for its students. Our trainers have extensive industry experience, are well qualified, and are passionate about teaching. Our mission and vision are to Creating future opportunities through innovation in an inclusive environment while providing support. To deliver exact, transparent value through courses people want and need. Australia has become one of the most popular destinations choices for students globally, where international students can enjoy the relaxed outdoor lifestyle of Australia while learning in one of the best education systems in the world. BCC Institute (BCCI) is located in one of the most economically diverse, vibrant, and fastest-growing cities in Australia and is an integral part of the Bankstown learning community.
  23. SGSCC is committed to providing a range of quality vocational, accredited, and leisure courses and programs to cater to our community's life-long learning and development needs. The College is proud to have received the ACE Endorsed Quality Award from The Board of Adult and Community Education for its outstanding commitment to quality principles and practices. Propelled by this prestigious award, the College remains dedicated to the continual improvement and delivery of excellence in our service and programs. Over 300 courses in over 30 venues throughout St George and Sutherland areas- day, evening, and weekend available. Contact us if you would like us to tailor any courses for your business on your site or ours or if you would like to suggest a course to add to our extensive range. SGSCC's mission is to provide a range of quality vocational, leisure, English, school-aged, and disability services to the community. Across these sections, we help people learn and grow. Our tutors and trainers are experts in their delivery area, ensuring you get the most out of your time with us. SGSCC Foundation was established to support people with disabilities and others who face barriers in social and civic participation. Focused on ensuring that people typically marginalized by society have a sense of community belonging and acceptance, SGSCC Foundation supports people with intellectual, mental health, and physical disabilities. SGSCC is committed to being an employer of choice. We provide exceptional services led by exceptional staff. If you are looking for a high level of job satisfaction and are passionate about positively impacting people's lives, we need you on our team. SGSCC has a Public Benevolent Institution (PBI) Status enabling eligible employees to take advantage of salary packaging opportunities. SGSCC is also a Registered Training Organisation (RTO) and provides staff with the opportunity to gain up to date qualifications and skillsets.
  24. Welcome to NWCC! Our programs offer a high-quality, personalized experience at very affordable tuition rates. The region's low cost of living combined with Northwest BC's stunning natural beauty makes for a package that's hard to resist. Surrounded by breathtaking mountain ranges, our campuses have a small-town friendliness and a high quality of living. Learn more about what it's like to live and study in Northwest BC. Northwest Community College (NWCC) is an accredited post-secondary institution that serves the rich and diverse communities and learners of BC's beautiful northwest region, including Haida Gwaii and the Great Bear Rain Forest. Established in 1975 in Terrace, BC, NWCC has expanded to nine regional campuses serving 34 communities where the College provides students with innovative programs that lead to sustainable careers for people in the North. NWCC offers quality and affordable education and a wide variety of certificates, diplomas, and associate degrees. Where applicable, NWCC promotes experiential learning scenarios for its students that highlight the region's unique cultural heritages that connect them to the community and provide interaction with the region's spectacular and rugged environment. The College's innovative programs and courses respond to learners' changing needs, delivering the skills necessary in today's competitive job markets. NWCC offers college access programs, health and human services programs, online programs, university credit programs, trades foundation, and apprenticeship programs, plus the Freda Diesing School of Northwest Coast Art and The School of Exploration & Mining. NWCC is a recognized leader in Aboriginal education. Aboriginal peoples comprise roughly 30 percent of the region's population, the highest among all BC college regions and, at NWCC, Aboriginals make up roughly 40 percent of the student body. This success is attributed to the College's free teaching practices and worldviews, plus the development of programs and courses specifically tailored to Aboriginal learners. At Northwest Community College, our core values are guiding principles to help us make decisions and determine priorities in our day-to-day work. We create adventurous pathways to transform lives.
  25. Mott Community College is a top-ranked community college committed to your success! A commitment focused on developing your potential with excellent program offerings, exceptional teaching, and empowering services. A commitment focused on serving as a national, state, and the regional leader makes real and measurable contributions to our economy. Our most significant impact on the success of our students and graduates. Our alumni teach, heal, protect, and create. They serve this community with remarkable skill and accomplishment. The lessons learned in our classrooms lead to life-changing opportunities for our community. Mott Bears lead, innovate and transform in their chosen careers. The mission of Mott Community College is to provide high quality, accessible, and affordable educational opportunities and services that cultivate student success and individual development and improve the overall quality of life in a multicultural community. At Mott Community College, we take your achievement so seriously that we have created the Mott Community College Commitment to Student Success. Our commitment is simple. Mott Community College serves Genesee County and the surrounding community by creating high-quality educational opportunities that strengthen its economy. MCC works with area residents, labor, business, government, and other educational institutions to ensure our curriculum complements employers' training needs while providing the most cost-effective educational options in the area. Our programs focus on university transfer, technical and lifelong learning, and workforce and economic development that promote student success, individual development, and improve the overall quality of life in the multicultural community we serve. MCC offers online options to obtain a degree or certificate or earn college credit. Our online degrees, certificates, and courses are fully accredited and transferrable to many colleges and universities. Our Counselors & Advisors are ready to assist you in planning your courses. The Career Resource Center is available for career exploration.
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