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The Royal Ecole was established in the year 2017. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1031019 and has a General affiliation which is valid up to 31/3/2023. It lies in the Seoni district of Madhya Pradesh and is currently being managed by the Seoni Shekshanik Saharth Evam Samajik Kalyan Samiti, Madhya Pradesh. It is presently under the principal -administration of MRS. SUDHA NUGRU. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent View full school

Vsa school has been present in Aix en Provence for over ten years. The school allows each pupil to reach his/her personal goals in agreement with the family and the teaching staff. In a studious but non the less convivial atmosphere pupils prepare not only French exams ( Brevet des collèges, Baccalauréat général in litterature, economics and scientific sections ) as well as international exams ( PET, KET, FCE ). Alongside academic work extracurricular cultural and sporting activities are organized allowing each pupil to full development. Teaching is delivered by competent and experienced teachers who are available and attentive to each pupil’s needs. The success of the student in his studies. The search for his balance to ensure their best professional and human future in an international environment changing. We intend to make every effort to enable our students to become balanced adults, and able by their training and knowledge, to find the best place in the current world. It is necessary to work in harmony with parents. In addition, our constant concern is to follow the evolution of our society to facilitate the adaptation and the transition from school life to professional life. Our students need to realize that the time for study is not part of a world apart, but it represents an essential basis for the construction of their personality and an important element in their integration into society. In this future perspective, we have multiple missions whose ambition is certainly demanding, but extremely rewarding. Frame our young students to make them aware of their responsibilities. Their academic future is indeed linked to the Acquisition and development of working methods where their will and autonomy must constantly assert. Knowing children and students we charge, creates a trust relationship to individually organize, direct their work in an atmosphere of mutual understanding. Provide an opportunity for our students to look to the future: preparing for Cambridge exams. Provide an opportunity for our students to look to the future: preparing for Cambridge exams. Primary: For bilingual children, 6 to 12 years. College: For French-speaking children learn to speak, read and write fluently in English after three years of study and succeed in the same timeframe Patent Colleges and Cambridge exam: PET. High School: For French-language students prepare the same time the early French test or General Baccalaureate degree and pass the Cambridge FCE and CPE. View full school

Founded by Jeannine Manuel in 1954, the then Ecole Active Bilingue became an associated UNESCO school in 1957. Since 1959, the School has also been linked to the French national education system through a « contract d’association » with the Ministry of Education, which provides substantial subsidies to independent schools in France. In 1979, the School changed its name to Ecole Active Bilingue Jeannine Manuel (EABJM) and moved to its current main campus, 70 rue du Théâtre in the 15th arrondissement of Paris. The next year, EABJM became the first independent International Baccalaureate (IB) school in France and, in 1992, opened its Lille campus with boarding facilities. In 2004, the Fondation Jeannine Manuel was created shortly after the passing of the School’s founder and, ten years later, the School marked its sixtieth anniversary by shortening its name to, simply, Ecole Jeannine Manuel, thereby honoring her and affirming the School’s identity. The following year, the School’s namesake opened in London where the dream had begun more than seventy years before. Today, Ecole Jeannine Manuel is the largest non-profit coeducational independent school in France. We welcome over 3,200 students from nursery to twelfth grade, in Paris, and Lille, representing almost eighty nationalities and every major cultural and religious tradition. Students follow an enriched bilingual curriculum and, in eleventh grade, choose between the French track leading to the international option of French baccalaureate (American section) and the International Baccalaureate Diploma (IB). Academic standards are high: Ecole Jeannine Manuel is consistently ranked among the top French schools (ranked first among French high schools – public or private – in 2013, 2014, and 2015). There are three campuses in Paris: Dupleix, Suffren, and Théâtre with a total of almost 2,400 students a campus in Lille with 860 students (including 120 boarders) and a sister school in London with 350 students from nursery to 8th grade (September 2016), which will grow into a primary and secondary school of 1,100 students leading – as in France – to the French baccalaureate or the IB Our School's mission is to promote international understanding through the bilingual education of a multicultural community of students and to foster pedagogical innovation by exploring best practices in an ever-changing global environment. View full school

The EBI was created in 1996 to meet the needs of the expatriate community of the Michelin Group in Clermont-Ferrand. Since that time, it has always been a part of the Massillon School through its partnership agreement. Over the years, Clermont-Ferrand and its surroundings have developed a more international openness. Thanks to the support of the Michelin Corporate Foundation, we now welcome a larger and more diverse community within the school. With over 20 years of experience, E.B.I. allows children of international families or French families coming back from expatriation to maintain and develop their English and French language skills. Our Anglophone teachers deliver a program that is unique in the Regional Education Authority. EBI is integrated into l’Ensemble Scolaire Massillon, a private Catholic Primary, Middle, and High School accredited by the French Ministry of Education with a total of nearly 1,400 students with 30 nationalities represented. We work with and for pupils who are part of the bilingual program in the school. The members of the teaching team design programs and teaching materials which combine high standards with a differentiated approach. We aim for excellence whilst being mindful of the needs of each child and teenager. We aspire to create an environment that supports children in their lifelong journey of self-development, discovery, and growth. The whole EBI team is available to answer your questions and welcome your family in the best possible way. Perhaps France and Clermont-Ferrand are completely new to you and you are busy unpacking boxes and settling in. In this context, we sincerely hope you will enjoy your time here. You can be reassured that your children will feel safe and happy at our school, whilst they develop their skills and knowledge. We aim to support all new families as they arrive throughout the year: our teachers are available to discuss with you about your child and we are pleased to have the support of a strong body of parents to help whenever necessary. We are proud of our diversity, with more than 20 nationalities and many languages represented. We seek to create a broad range of opportunities for our children, whatever their background and to help them integrate and interact with each other. We believe in a harmonious multinational, multiethnic community able to live and learn together. Our school is a small school providing high-quality international education for the increasing international community in and around Clermont-Ferrand. We are proud of being able to offer that personal touch: a welcoming friendliness that a small school can offer. We also enjoy being part of the Massillon school and being involved in all cultural and social events it offers. View full school

If there is one philosophy to retain about EPBI, it’s the one about open-mindedness to the world and international awareness. With various nationalities already present at our school but also an international curriculum that promotes bilingualism, “multicultural” is the adjective at the heart of our school in Baillargues. EPBI welcomes pupils from the age of 2 to 18. It offers a bilingual education through to the end of the 3ème and then offers the International Baccalaureate Diploma Programme to the sixth form pupils. The school is also an official Cambridge exam preparation center for pupils aged 7-18 years. EPBI welcomes all pupils from all backgrounds to give them an adapted education for the students’ needs, without neglecting excellence and ambition that can be highlighted by our excellent exam results in previous years. This year our students excelled once again in all the national exams. We have had 100% success once again in the Brevet and Baccalaureate this year with the majority of our pupils getting special merit or distinction. We would like to congratulate our pupils on all their hard work which reflects the high standards of this school. we would also like to congratulate our teachers for their implication and passion for teaching, their ability to transfer knowledge and prepare your children for exams efficiently. Our pupil's desire to learn has become contagious creating pupils who are accomplished, happy and motivated. This is present everywhere in the corridors of our school. Next year, We will have the honor of presenting our first set of students for the IB Diploma Programme. With a particularly enthusiastic and recently trained teaching team (through rigorous IB workshops) two separate 1st year IB classes were set up this year, one in French and the other in English. This project was presented to you in my letter last year. International Baccalaureate The IB Diploma is very sought after by the most prestigious universities in France and the world. Our students have already validated part of their continuous assessment work which is marked internally by our teachers. This particular philosophy and atmosphere that has stemmed from the IB students and staff has transcended the whole school. Students are placed at the center of their learning and knowledge acquisition they have matured in their relationship with the school and have got involved in highly ambitious projects. We have noticed this maturity and hunger for knowledge that has prevailed at our school this year, driven by our IB students. Being witness to such to this desire for knowledge has helped me to come up with another new project for the school, for you, for our pupils and parents: it is the secondary school IB program or Middle Years Programme (MYP). Life is not only a question of knowledge and learning at school, it is also having the opportunity and the ability to develop a project and discover the world. This is something that is illustrated by EPBI through its diverse initiatives. Thanks to the investment made by our teaching staff and also by our students, we were able to: organize a cross country fun run uniting all the children at our school, including teachers, students, and families: participate in the Montpellier-Reine run for research in breast cancer: work with a charity to provide toys and books for orphans in Madagascar. As we have been doing for 30 years, we have also helped our pupils discover new horizons: Ireland, The Basque Country, and the class verte. EPBI is not only a school. It’s a place conveying values and helping pupils to become responsible citizens of the world. At the dawn of our 30th school year, the teaching team and We would like to wish all new parents and pupils a very warm welcome, a welcome back to our regular parents and pupils, and wish you a 30th school year that fulfills all our hopes and expectations. View full school

Established in 1996 following an intergovernmental agreement between France and Lebanon, ESA is a Business School dedicated to the education of executives and managers in Lebanon and the Middle East. It is managed by the Regional Chamber of Commerce and Industry of Paris Ile-de-France (CCIR). The ESA has become a beacon of academic excellence within Lebanon, and a platform for interactions and meetings between Europe, the Middle East, and Lebanon. Its mission is to form the elite of Lebanon and the region into the leaders of tomorrow. Paying keen attention to businesses and their needs, the ESA assists them in developing their visions and helps them to better achieve their objectives by training and coaching their executives and managers. Situated in the center of Beirut, and the heart of the Middle East, the ESA thus asserts its reach as an important international school, which combines the talents of high-level learners and professors who rank among the world’s preeminent specialists. Programs and courses are made to measure, train executives and managers, and respond to the needs of the international workplace. A professional body composed exclusively of professors drawn from the best Business Schools in Europe, particularly from ESCP Europe and HEC Paris. Two international certifications, to validate each academic path: the ESA Degree and the Degree from its prestigious partner school. Flexible schedules, allowing for both training and professional lives to be combined. ESA is a Business School dedicated to the education of executives and managers in Lebanon and the Middle East. Situated in the center of Beirut, ESA asserts its reach as an important international school, combining the talents of high-level learners and professors who rank among the world’s most preeminent specialists. ESA Business School is specialized in the field of management and offers a portfolio of training to current and future managers and leaders. The Master in Management - program Grande Ecole, MBA, EMBA, Masters Specialized in Finance, Marketing, Health, and DBA are part of the degree programs that were designed to meet the requirements of our students and the regional market. View full school

Fulfilling the desire of Sheikh "Ibrahim Nasrallah Khoury", the Lebanese Missionary Congregation established Cadmous College on a beautiful hill in the region of Tyre. This was achieved in the year 1966 after buying a plot of land from Sheikh "Fouad Al-Khoury". Therefore, the congregation fulfilled a precious dream and gradually developed the school year after year so that all the educational stages were catered for. The broad educational purpose of the school was based on the following principles: To raise students on Godly and Humanitarian virtues. To make sure that academic knowledge is attained to the highest possible level. To live in the spirit of unity and openness to one another. To practice good citizenship skills. We don't distinguish between ‘’general education’’ and ‘’special education” programs. Instead, the school is restructured so that all students learn together in the same inclusive classrooms. View full school

The National School of Hyraulique of Blida is a public institution of higher education under the Ministry of Higher Education and Scientific Research. Created in 1972 under the name of Institute of Hydraulic Engineering and Enhancement (IHB) - tutelage Secretariat in the hydraulic state. Erected in National School of Hydraulics (ENSH) by Decree No. 85/258 of 29/10/1985. Transferred under the Ministry of Higher Education and Scientific Research by executive decree 98/58 of 11/02/1998. Let us be certain that ENSH carries the symbol of success and perseverance in hydraulics, it will participate for a long time to develop it, and that its goal remains to train competent elements capable of meeting the future challenges and contribute to national development. National High School of Hydraulithat (ENSH) has a primary graduation training assignment of ingénieur Status in Hydraulic lifting. View full university

The superior computing National School (ESI), formerly the National Computer Training Institute (INI), is an Algerian higher education institution forming state computer engineers. It is located at Oued Smar, about 15 km from the center of the capital Algiers, Algeria. Founded as the Center for Studies and Research in Computer (CERI) under the tutelage of the former Ministry of Planning and Spatial Planning, it was renamed and placed under the supervision of the Ministry of higher education and scientific research in 1984. CERI was the first training center specializing in African computing. He formed the first state engineers, application engineers, and programmers to Algeria and other African countries (Benin, Cameroon, Gabon, Mali, Mauritania, Senegal, Tunisia, etc.). The National School of Computer is located in the territory of the commune of Oued Smar, near the towns of El Harrach and Bab Ezzouar. The school is served by the railway station in Oued Smar, located on the line Algiers-Thénia SNTF and the motorway Ben Aknoun - Houari Boumedienne International Airport (south ring road). Built on an area of 13 hectares, 2 km from the University of Science and Technology Houari Boumediene (USTHB). View full university

The Superior National School of Marine Science and Coastal Planning (ENSSMAL) is a school for training and research in the fields of oceanography, land, and coastal management. It is located in the heart of an exceptional academic environment, the large university campus Dely Ibrahim involving the University of Algiers, the University of continuing education, university town. The ENSSMAL is a young and dynamic hotel that combines academic training and scientific and technical research. It provides multidisciplinary training course level scale (Ingéniorat) and post-graduation (Magister and Doctorate). His coaching staff, its training and research programs, and its close relationship with the socio-economic sector national and foreign cooperation partners are the basis of its performance and success. These strengths allow the school to open up to the world of quality and excellence in its areas of competence. The objectives set by the ENSSMAL are part of a broad development prospect of marine science and applications resulting in Algeria. Indeed, both on a fundamental level than in practice. View full university

The Higher National Veterinary School is a public Algerian higher education institution founded in 1970 by presidential decree no 65-69 of 11 March 1965. It is located in El Alia - Oued Smar 14 km east of Algiers. Admission to the school is possible for an Algerian bachelor of the series: technical mathematics, experimental science, and mathematics. Pre-enrollment requires a general average for the bin greater than or equal to 14/20. The ranking will be based on the overall average. For foreign baccalauréat holders, admission is based on cooperation between the country of origin and Algeria. The teaching is in French and the training has a duration of five years divided into two cycles: preclinical cycle and clinical cycle. Consultation is open to the public from Sunday to Thursday, from 8:30 to 11:30, and without an appointment. View full university

The different stages through which the Higher National School of Agronomy (ENSA) are not a coincidence. Instead, these steps alongside the great upheavals experienced Algerian agriculture, the victim of a land settlement belonging to a bygone era. At the end of the XIX th century, the need for supervision of agriculture is increasingly felt and eventually lead to the creation in 1880 of the Practical School of Agriculture of Rouiba, a few kilometers to the east of Algiers, and whose transfer to Maison Carree (current El Harrach), will see the creation of the School of agriculture of Algeria in 1905. this important event is going to seal the "birth" of what later becomes the ENSA. We will try to retrace in the following, with the maximum objectivity, the various steps taken by our institution, milestones in the evolution of its education system, and its scientific and educational development. View full university

The Polytechnic School of Architecture and Urbanism [EPAU] was created in 1970. Designed by architect Oscar Niemeyer, it is located in the town of El Harrach, east of Algiers. It reinforces the already established university center, which includes the National Institute of Agriculture, the Veterinary School, Polytechnic, and the University City Bouraoui Amar. In 2016 EPAU was named after the Mujahid Hocine Ait Ahmed. The EPAU is a public institution that is the only specialty to have kept a certain autonomy of management and programming over the university. The EPAU issues two diplomas, the first- degree from the architect and the second -the degree master-. The duration of these courses is five years as follows: Two years of basic training, introduction to the architectural language, drawing, and architecture project, which constitute the preparatory cycle. Ain this first cycle, and access competition in the second round is organized. The second cycle has three years, the first as a pivotal year focused on architectural projection. Two more years (masters) are designed as a deepening cycle of knowledge but also of specialization. Both degrees are conducted within the framework of a specialty backed by 03 research laboratories EPAU. New graduates can register and submit their greeting cards, at the nearest university of residence. The ranking of graduates is based on the average obtained in the Baccalaureate. Plan outgoing mobility, Process selection of beneficiaries, Preparation of mobility, Recognition of ECTS credits, valuation of staff mobility, dissemination of impacts, 2018 Scholarship Offer, incoming mobility, Application procedure useful information. Based on the transcripts attesting to the student's success EPAU the Scientific Council of valid teachings made as part of mobility. The ECTS EPAU recognizes French as equivalent to the Algerians credits. The evaluation system is also renewed by calculating the average semester that will be brought to the transcript sets by Epau. The current recognition is much facilitated by the similarity of the curriculum developed over five years of study and organized into teaching units with the project as central teaching material. In return, the mobilities are the subject of a critical report on the content and conduct of trade, to share experiences and disseminate information. Students are encouraged to present and discuss the results of their work on a project workshop or in an open display to all school students. New learning, including those related to technical or related research topics, must be passionate dialogue objects including with teachers. The valuation of student mobility can take many forms: the student on his return is assigned priority (outside classification) in the workshop of his choice. It is also encouraged to integrate the master course he wants to continue with Epau. The skills learned in terms of introduction to research enable it to integrate research projects enrolled in three research laboratories of EPAU. For his doctoral program, mobility is an asset to the eligibility of the student contest. Similarly, if he chooses the career, the student is better able to integrate agencies and multinational companies that are particular about trips made abroad. View full university

Created in 1925 under the name Industrial Institute of Algeria, this property opened in October 1926, was to train senior technicians for large utilities and industrial and public works companies. The Industrial Institute of Algeria functioned normally until 1942. Closed at this time because of the 2nd World war, it was reopened in 1945, attached to the State Secretariat for Technical Education French, and reorganized in the direction of higher standards studies. This allowed in 1950 (Official Gazette of August 27, 1950), creation of the "Diploma Engineer of Public Works and Building", issued by the Minister of Education, (State Secretariat for Education Technical). The Institute took the name of National School of Engineers of Public Works and Building. The school is also a training of trainers pole. Post-graduation, Magister, and Doctorate evolve dynamically, in adaptation to technological development. It is the same for Specialized Post-graduation, provided for the needs of the industrial partners of the school, but that remains to grow again. This dynamic has evolved much more with the opening of the new type of research laboratory. Since 1995, the School has recorded its few training assets, Magisters 600 and 163 Doctorates. Currently, training of engineering students is ensured first in the department of the 1st cycle for two years constituting a Common Core Technology. Then, the engineering students are oriented in order of merit, in specialty departments that provide the teachings of eleven technology specialties." View full university

Culturally, public policy is justified all the more that cultural products are not like other goods or merchandise are not at all. The creation in this area is neither identical reproducible or consumable according to traditional schemas that the market imposes. If it is not a public service in the same way as the administrative and other services of the population, it is nen no less a public good or a service that dintrtgnral contributes define some values in the country. It is therefore normal that the government financially and morally help cultural creation. One can place the action dailleurs mass educative (school, university, vocational training center) as falling to part of public policies for culture, for part of public policy in favor of Research/development. From this point of view the theories of human capital connivent education as a human investment, the order to monetize ultrieurement its benefit, Not quune harbor e limit. Whether before or after the crisis, the economic justification, social, political, and moral therefore not lacking in support of the public policy. Still, nor his field, nor their finalists nor their efficacy are tables. Whereas in the things of a principled point of view, we can say that the field of public policy will continue to larger: besides the problems related to the complexity of the organization of territories n assistant public interventions, we can imagine the future aisment carries more imprieuses ncessits under such global problems (including environmental) facing courtyard, dj nations and the international community as a whole. Laide survival (and not the development) of some peoples has a moral dimension plantar denvergure. The moral dimension invite also in the debates between economists, sociologists, and political scientists (not to mention the strictly political debates) given the widening inequalities between populations fringes of the same country and between populations of different countries inequalities which are justified in one case as in the other parts by purely economic arguments about productivity, for example. A The reverse, these are economic arguments that justify public The intervention in favor of SMEs which, while constituting the main thing of the industrial fabric of a country at the same time what are the purveyors of jobs, face competition from large companies and multinationals. Putting them technical, organizational, and Financial is a requirement that governments can not ngliger not only because it can help countries out of the crisis of growth in which they are plongs, but also because which can help in a second time replenish the coffers of the State if it results provide a value-added surplus. View full university

True to its traditions, the school is open to modernity, has consolidated its reputation, and makes its training product throughout its journey. Remaining attentive to the professional world, the school has always managed to adapt its programs to advances and economic change. It now faces the challenge of deploying in the areas of research and technological development. Alongside the computer classroom, you will receive practical training on operating systems that will enable widespread use of computers, The Machine room is equipped with a scanner, inkjet printers. Large pickups equipped with 20 computer rooms (PC of the last generation) and three printers provide practical work and free use by students, through different courses enrolled in the program. Another Computer center with over 15 PC microphones and 02 printers, is the work of graduate students, fifth-grade engineers. View full university

The ESILV, Superior School of Engineers Leonardo is a general engineering school at the heart of heading technologies numeric. She recruits the graduate level (S & STI2D) and forms in 5 years operational engineers fitting perfectly into the professional world. The educational project of ESILV revolves around science and digital technology combined with 4 major specializations: IT, digital and mechanical modeling, quantitative finance, and new energy and cross 20% of its curriculum with a management school and a multimedia school with a course Engineering Manager in 5 years, double diploma. Lessons in small groups, teamwork, project-based teaching, integrated sports in the curriculum, courses, and mandatory international experience complement the curriculum. 1300 students - 1250 former students. The ESILV is a member of the CGE, the UGEI, the CDEFI, and Campus France. Train engineers with strong scientific and technical bases. Offer an experience professional (13-month internship). Prepare students for issues of employability. Encourage international openness and careers abroad. Develop the educational projects with advanced equipment (FabLab, Bloomberg markets room). to train future managers. Encourage innovation and research. Deploy the facets of an active and supportive personality through the experience of life associative, sports, support among students. View full university

The creation of ENA, in June 1964, is regarded, rightly, as one of the measures among the largest, engaged in state-building work. In the spirit of its founders, the school embodied the will of the young Algerian State to build an administration at the level of national development challenges. She devotes recognition of official business. This hallmark requires a level and quality training that meets the need for the professionalization of the administration. It is therefore natural that the School takes its role as a tool in the service of public service policy. in the same spirit, aware of its role as a vector for innovation, the School applies to prepare, accompany and even anticipate the change in administration. in this context, having devoted to the initial training, School has been concerned to develop the activities of documentation and administrative research, to invest later in the implementation of training programs for managers in public administration. She has worked since recently, to promote consultation activities, exploiting and valuing its remarkable potential capacities of expertise and resource materials. Finally, true to its tradition of openness to the world, ENA strengthened its international action asserting its presence in multilateral cooperation programs and strengthening partnerships with counterparts in North Africa, Europe, and the world. View full university

The Ecole d’Humanité is a progressive, international boarding school in the heart of the Swiss Alps that fosters the discovery and development of individual talents in an atmosphere that encourages self-determination, innovation, and tolerance. For over a century these words have expressed the essential challenge that our school invites its students to take on. And because each student is different, this challenge assumes a new form for every one of them. A belief in the utter uniqueness of each student forms the core of Ecole’s philosophy of education. We trust in and respect our students in all their diversity, and we listen to and value their voices. We foster a culture of individuation and negotiation, a dynamic middle way between conformity and rebellion. Ecole students co-construct their school experience, reflect on their successes and struggles, and find their particular niches in a cohesive and lively community. Here they can grow and express their uniqueness, knowing all the while that they are a necessary and valued part of the whole. In such an environment they develop confidence in their strengths and aptitudes, a realistic appraisal of their weaknesses and stumbling blocks, and an intrinsic sense of responsibility and compassion. When the creative risk is encouraged, education becomes an adventure. The Ecole is a diverse learning community composed of students from a wide range of cultural, national, and economic backgrounds. We look for students who think and act genuinely and independently, who wish to discover and develop their unique gifts – whatever these may be – to the full. If you wish to join us in the adventure of discovering who you are in the context of a lively, creative, and sometimes demanding community life, we encourage you to apply. "When the creative risk is possible, education becomes an adventure." Academic life at our school is not a spectator sport! Choice and passion, negotiation, and what-ifs: at Ecole, students actively shape their learning. Even before classes start, Ecole students determine when and how they will study what, constructing an academic program that they will own, not just participate in. Once classes start, students work together in small groups, develop original problem-solving skills, and dare to ask difficult questions. They receive individualized, carefully differentiated feedback instead of grades, and actively and regularly reflect on and evaluate their work. Our graduates become diverse learners and leaders who possess the intellectual, social, and ethical habits to positively impact their communities. "The quality and quantity of social interaction in the Ecole community, along with wonderful physics and math classes with five or six students, made a lasting impression on me, and contributed in a major way to my decision to become a doctor." View full school

The first, turning students into a responsible, independent and effective future manager. ccThe Second, meet the professional world's expectations by providing a local education that is opened to the world. The third, strengthening the ESCA Business School position as a school of reference in the fields of education and training in management. "Our thoroughness and professionalism are guarantors of our development and your success." During his training at the ESCA School of Management, the student takes full advantage of the school's academic approach based on three essential and complementary pillars : The Teachings, of course, with all their components, Community Life, which allows students to build their personality to approach the corporate world and develop their sense of initiative and finally, the international experience that has become a necessity for every future manager. Studies at the ESCA School of Management contribute to the broadening and deepening of each student's knowledge base and developing his abilities and potential. Choosing the ESCA School of Management also means sharing the values that lead you to success: Ambition, innovation, and commitment. The Years spent within the ESCA School of Management must be a school of life in all its dimensions: Learning, exam success, multicultural exchange, and personal development must go hand in hand. Founded in 1992, ESCA Ecole de Management has conducted a successful experience in its mission as a higher education institution in administration and management. An institution initially created to support the development of enterprises by training high-level executives in various managerial positions. The school has been able to adapt progressively to the Moroccan economy's rapid changes. Based in Casablanca, ESCA Ecole de Management's mission is to contribute to developing an emerging economy and its progress in a globalization context. To this end, ESCA Ecole de Management prepares entrepreneurial and socially responsible managers who can contribute to firms' performance and their internationalization. In this perspective, the school also seeks, through its intellectual contribution, to foster innovative management practices that are specific to emerging countries. Three fundamental values form the ultimate reference and the basis on which the ESCA School of Management culture was built: Ambition, Innovation, and commitment. We believe that ambition is a real agent of progress in Business Education. We welcome individuals who have ambition both for themselves and for the entities they will join to contribute by creating value. We experiment in our work models congruent with Morocco's development dynamics, and we share with our partner, our partners. We always question ourselves to find new opportunities and make progress. We are open to other universes. We entertain a spirit of entrepreneurship. We wish to be actors of economic development by educating innovative and socially responsible managers. We always stand by our promises to all our stakeholders (Faculty, Participants, Academic Partners, Corporate Community, etc.…). In all we do, we always abide by equity principles and show respect for equal opportunity and diversity. Through Student Activities, our students gain a sense of initiative, develop new skills, and enhance their capacity to undertake more. This is one of the pillars of their personal and professional development. Thus, students organize and participate in cultural activities, sports, solidarity, international relations, innovation, creativity, and pre-professional projects. Students enjoy a pleasant study environment and high-level facilities in the heart of Casablanca's business district: 2 amphitheaters, two media rooms, audiovisual equipment, self-service media, an online library (over 15,500 reference management books), personalized and continuous access to the Internet, cafeteria, Intranet, wireless network. View full university

"Smart & Digital" are the words that characterize our ESPIN engineering school. While exploring our training programs, you will quickly determine that our vision is to provide outstanding multipurpose training in digital careers. It is an intended training that goes beside the company's needs and is oriented to our graduate's employability. This training makes the pursuit of quality and excellence as its main quest. To implant, the culture of excellence in our students' spirit is a priority, as well as innovation and entrepreneurship. Therefore, we are training future experts in digital jobs and future creative projects and start-ups. The digital incubator start-ups "ESPIN-Off" that we have implemented in collaboration with Sfax's technopark, reveals our commitment. Vital importance is also devoted to developing "soft skills" that are the crucial supports of entrepreneurship and professional success nowadays. All the resources are set up in order to ensure the success of our students, such as the specialized courses in the newest technology, the talent of experience, the advanced pedagogy, the advanced workrooms and an extensive network of trained partners from several famous international universities and companies working in various digital fields. Join us in ESPIN for preparing the digital future! The main objective of ESPIN is to provide scientific and technical training with a high added value in digital careers. A vital place is then given to the training, international cooperation, a strong relationship with the firms and research and innovation to enhance the pedagogy and provide the new technologies modern education. This training goes along with a strong involvement in industrial projects and training, which leads students to recognize a specific technical field better and meet the local and international industries' requirements. This training enables students to master knowledge, skills, and approaches. It concerns various areas, including the basic sciences, modern sciences, information technologies, and management sciences on behalf of the engineer. These lessons are intended for several training objectives, including: The acquisition of a multidisciplinary and specialized scientific proficiency. The development of managerial and interpersonal skills. The knowledge and instruction of industrial practices. The international cooperation and the spirit of innovation and entrepreneurship We offer a high-value training that includes new technology trends, enhanced by advanced workrooms. We have several collaborations with Tunisian and foreign universities offering double degrees, interchange, and international training. We provide experts along with the expectations of the professional needs. We facilitate their integration into the environment through our network of partner companies and our start-up incubator. The modern digital world is an altering world. To ensure adequate training, ESPIN gives vital importance to being a new and dynamic engineering school. We guarantee a high-valued education supported by teachers and professional experts in their fields that will ensure an adapted training to students. We are based in the Technological Center of the city, which is equipped with advanced material and human infrastructure in the TICs and hosted other higher education institutions, research centers, a business incubator, and several start-ups. ESPIN aims to provide useful training in digital careers with the following objectives: Ensure the careers of our graduates. Ensure the adequacy of training with professional needs. Ensure access to an international experience that is leading to a double degree. ESPIN is supported on some values that wish to have to engender the success of the student as the center of its concerns within the outsider world and its diversity while retaining its engineering school identity-based in the city of Sfax. View full university

Founded in Le Havre in 1871, Ecole de Management de Normandie is one of the oldest established French business schools. Incorporated as a Higher Education & Research non-profit association (under the 1901 Act) and operating under private law, EM Normandie operates five campuses in Caen, Le Havre, Paris, Dublin & Oxford. François Raoul-Duval chairs the School's Board of Trustees, and Director General Jean-Guy Bernard has managed EM Normandie since 2004. Openness to the world, Close relations between Faculty and students, and Humility. Such are the pedagogical principles applied at EM Normandie. By these tenets, the School has developed in its various programs an innovative approach to learning and progression based on those three pillars: Professionalization plays a leading role in the School's pedagogical approach. A definite must for students, daily immersion in the enterprise allows them to apply the academic knowledge acquired in class. The majority of EM Normandie programs offer several months minimum on a work placement. The School has also designed other entry points into the professional world. In addition to work placements, Junior Consulting Projects (HEC Entrepreneurs in partnership with Groupe HEC Paris), cooperative schemes, Challenges, and the Negotiation Contest*, all allow considering professional careers in a novel way thanks to innovative and concrete approaches. To help students in their job search, the Corporate Relations Service offers contact with its network of 5 000 companies, all intimately involved in the School's life and supporting its dynamism. With a membership of 16 000 members, Réseau EM Normandie unites both students and graduates from all programs and offers work placements and employment opportunities... To join EM Normandie means moving out of the French domestic territory, discovering new cultures and countries, and building a résumé that looks like a passport. With 730 international students from over 20 nationalities welcomed every year, 9 Foreign Languages taught on campus, and nearly 70 visiting faculty, you will enjoy cross-cultural exchanges every day. Over 214 partner universities will offer you full expatriation experiences throughout your studies in the School. The objective EM Normandie pursues to prepare you for successful professional insertion. Beyond academic inputs and the many action learning opportunities, the School coaches you in your personal development. The pedagogical team is present and available to stimulate your intellectual potential, develop your talents for detecting opportunities, develop your team spirit, and educate you to become responsible managers who show respect. EM Normandie launched its new "Values & Performance" Strategic Plan in January 2013 to guarantee further strategic consistency, capitalize on its multi-campus experience, apply active learning, and serve the Normandy territory in partnership with its entire business community. This has brought new dimensions to the School's ambitions and reputation, thanks to distinctive features such as the La SmartEcole® project and further partnerships with Université de Caen Basse-Normandie (UCBN) and Grenoble Ecole de Management (GEM). EM Normandie has been granted a 3-year EQUIS Accreditation. The School has thus achieved a Triple Accreditation status at the international level, after having obtained the EPAS Label for its Grande Ecole Programme (Initial Ed) in 2011 (renewed for another five years in 2014), and a full AACSB International Accreditation, also in 2014, for five years. By gaining this badge of excellence, the EM Normandie has now joined the select club of 165 universities and management schools accredited by EQUIS in the world. This is a tribute to its academic model and the intensive quality approach it has engaged in over the last years. The strong relevance to its territory, the quality of its links with the corporate world, the internationalization of its programs, its innovative pedagogy as witnessed by the LaSmartEcole® project, the development of its Executive Education programs, together with the effectiveness of its alumni network, are among the strong points emphasized by the auditors in their Peer Review Report. View full university