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Heritage Girls School was founded in the year 2013. It is an English medium Girls Independent school affiliated to CBSE with affiliation number 1730671, 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 Udaipur district of Rajasthan and is currently being managed by the Eklingshila Foundation, Rajasthan. It is presently under the principal -administration of Tulsi Bhatia, with a total of 7 staff members. There are a total of 60 rooms, 7 Labs, and 1 Library present in the school. The nearest railway station is UDAIPUR CITY and it is 25 KM far from the school. LOCATION OF SCHOOL Nearest Railway Station UDAIPUR CITY Distance in KM 25 Nearest Police Station UDAIPUR CITYSUKHER Distance in KM 18 Nearest Nationalised Bank SBI Distance in KM 19 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 0 0 I 0 0 II 0 0 III 0 0 IV 0 0 V 0 0 VI 1 2 VII 1 2 VIII 1 4 IX 0 0 X 0 0 XI 0 0 XII 0 0 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.) 60 7 1 20 20 20 46230 7500 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Biology Lab 1 48 24 Maths Lab 1 25 25 Computer Science Lab 1 47 24 Home Science Lab 1 48 26 Library 1 45 48 Other Rooms 3 35 30 Bio-Tech Lab 1 25 23 Composite Science Lab 1 25 25 Physics Lab 1 65 25 Chemistry Lab 1 25 25 Class Room 20 25 23 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 0 0 0 PRTs 0 0 0 TGTs 4 4 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.) 46227.2406572 (in Acres.) 11.423 Built up Area in (in sq. Mtrs.) 5500 Whether the School at one site or two site NO Area of Playground (in sq. Mtrs.) 7500 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 10 No. of Urinals/Lavatories Separately for Girls 10 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 1550 Periodicals 15 Dailies 3 Reference Books 30 Magazine 15 SPORTS & GAMES Swimming Pool Yes Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel Yes Health and Medical Check up Yes

St John’s Diocesan School for Girls is an independent, medium-sized Anglican school situated in Pietermaritzburg. From Grade RR to Grade 12, we offer a liberal education on the foundation of a strong Christian ethos, providing a caring and value-based educational environment. St John’s D.S.G. is fondly and aptly described by our girls as a “Small School with Big Heart” and exudes a sense of intimacy and warmth. The Junior School offers one class per grade and benefits from great facilities and exceptional teaching. It is a place where our girls are nurtured and equipped with the correct tools to become happy, confident, kind, and strong young women who will go on to achieve in their higher education and beyond. The Grade RR and R girls (affectionately known as “Eaglets”) enjoy an active and balanced curriculum all within a caring and nurturing environment. They participate in a psychomotor program that links, through play, the emotional and social development of the child with their sensory-motor development. Both Grade RR and R center their learning through play, with, Grade R adding short periods of teacher-directed language and numeracy, in preparation for Grade 1. Our Eaglets thoroughly enjoy their Art and Music activities, and their participation in the annual nativity play is a highlight of the Junior School calendar. Our girls look forward to their Free Playtime where their imaginations come to life in the fantasy corner, their brains kick into gear in the cognitive zone, their creative skills come alive in the Art Room, their senses are stimulated in the outdoor sensopathic area and their gross motor skills are developed on the playground. Our school aims to stay abreast of educational trends that are of benefit to the cognitive and developmental stages of our girls by embracing 21st-century learning. Our girls are familiar with De Bono’s Six Thinking Hats, as well as Thinking Maps, which are used during lessons to assist in developing the seven C’s of 21st-century learning, namely: critical thinking (finding solutions to problems) creativity, and innovation (thinking outside the box) collaboration (working with others) character (social-emotional learning skills) culture and ethical citizenship (sharing what we value) computer and digital technologies (transforming how we learn and lead) and communication (making sense and expanding perspectives). Principles such as adopting a growth mindset, the Learning Pit, and P4C (Philosophy for Children) are used in the classroom and are applied practically. A growth mindset is vital as it teaches our girls that learning is a process and that it is alright to make mistakes. Our girls are also provided with valuable study skills which will equip them well for their secondary and even tertiary studies. Our girls are exposed to inquiry-based learning, which is a method that emphasizes the student’s role in the learning process. Rather than the teacher telling our girls what they need to know, they are encouraged to explore the material, ask questions, and share ideas. Inquiry-based learning uses different approaches to learning, including small-group discussion and guided learning. Instead of memorizing facts and material, students learn by doing. This allows them to build knowledge through exploration, experience, and discussion. Our school aims to stay abreast of educational trends that are of benefit to the cognitive and developmental stages of our girls by embracing 21st-century learning. Our girls are familiar with De Bono’s Six Thinking Hats, as well as Thinking Maps, which are used during lessons to assist in developing the seven C’s of 21st-century learning, namely: critical thinking (finding solutions to problems) creativity, and innovation (thinking outside the box) collaboration (working with others) character (social-emotional learning skills) culture and ethical citizenship (sharing what we value) computer and digital technologies (transforming how we learn and lead) and communication (making sense and expanding perspectives). Principles such as adopting a growth mindset, the Learning Pit, and P4C (Philosophy for Children) are used in the classroom and are applied practically. A growth mindset is vital as it teaches our girls that learning is a process and that it is alright to make mistakes. Our girls are also provided with valuable study skills which will equip them well for their secondary and even tertiary studies. Excellent Matric results confirm our ability to provide the tuition and encouragement necessary for all pupils to achieve their full potential. The benefits of our small classes are clearly seen in the individual attention, modern teaching methods, and spacious working conditions. We write the Matriculation examination of the Independent Examinations Board (I.E.B) and ensure that we maintain the highest academic standards. A varied and flexible range of subject choices, combined with highly qualified and dedicated teachers, ensures each girl has the opportunity to fulfill her potential. Enrichment and leadership tours are included in the curriculum and opportunities to travel overseas include exchange programs.

St Mary's is a respected school, steeped in tradition and family values. School heritage, based on Christian values and an understanding of accountability and self, is at the heart of everything that we do. While we may be over 111 years old, our thoughts are innovative, our systems are progressive and our approach is modern. This allows us to focus on our vision of a brighter future for every girl at the school, where she grows into a confident and happy person. The school encourages girls to measure themselves against their performances and not those of others, thereby developing a sense of self-worth, self-respect, and self-motivation. It's about building up each girl to be the best she can be. And reminding her that her best is the best. We want our girls to feel valued and supported in their school environment, and respectful of the role that they play in our close-knit community, in society, and our country. Our motto “Service before Self and God before All” serves as a constant reminder of our roots and our responsibilities. To be the leading Christian school providing a holistic, values-based education that helps girls build character and equips them to thrive in life. We strive to be a Christian school of excellence and distinction, founded in faith and providing a holistic education of the highest standard in all spheres. St Mary’s is a place where each girl can flourish and belong – cultivating her curiosity, embracing her successes and failures, and developing the character and confidence to thrive in life. To be true to our school motto: “Service before self, God before all” When choosing between a co-ed school or a single-sex school there is much debate. Anecdotal evidence and research both indicate that there is a tremendous benefit for children in a single-sex environment. According to research, 75% say that the all-girls environment taught them that women can achieve anything. In a recent study, there were more than double the top academic results for girls in girls’ only schools than in co-ed schools. This is a pattern we see in Matric results in South Africa. Girls learn differently and the classroom environment can be customized to make the most of this. When one considers the compounding effect this has over 12 years of education, it is not surprising to see how well girls finish. From the Foundation Phase, it is apparent that girls are at different developmental phases than boys and this should be used to their advantage. They read earlier, their language skills are better and they think differently as a result. Language and vocabulary capacity play a significant role in thinking skills and conceptual development. Your daughter can benefit from being in an all-girls school that understands the differences and provides an education specifically designed to meet her needs and developmental stage. In terms of a girls’ self-development and leadership capacity, there is no doubt that seeing girls in every leadership position, fulfilling each role in teams or groups, there is a strong message that girls can do whatever they set their minds to. 93% of girls at girls' schools say they were offered greater leadership opportunities at school and 80% of girls from all-girls schools go on to hold leadership positions after school. This is far more effective in dismantling the stereotypical views of girls and women when it comes to equality and identity. Confident, stronger, and independent women emerge from a girls’ only school. They are more comfortable with themselves and focus on what matters to them, going on to study according to their interests because they have higher aspirations than, and greater motivation than, their peers at co-ed schools. St Mary’s has an excellent track record of helping its students gain places at the University of their choice. Research has shown that 98.7% of students at all-girls schools expect to earn a four-year degree after school. Girls’ schools prepare and inspire pupils with pertinent knowledge by educating them to be resilient and confident. There is no obstacle preventing girls from exploring a career in any area. 83% of girls from all girls' schools perceive themselves to be better prepared for tertiary education than their co-ed counterparts - this is supported by research that focused on their actual performance. Girls from all girls' schools are three times more likely to enter Engineering than co-ed students. To achieve their best, girls need to be challenged in the right way and be in an environment which constantly reminds them that there is enormous potential and power in being a girl. 80% of girls’ school students report most of their classes to challenge them to achieve their full academic potential

St Andrew’s is an independent girls' school in South Africa dedicated to the development of girls into grounded, accomplished, and confident young women who leave the school well and truly ‘Skilled for Life’ and ready to lead. Situated in Senderwood, Bedfordview, we offer a challenging yet imaginative education that extends well beyond the classroom. There are 4 schools on our beautiful campus including our Preschool (coeducational from 3 months to 5 years) Junior School Senior School and Saturday School, uBambsiwano. St Andrew’s School for Girls and its education are benchmarked globally and locally and as such, we believe that we can compete with the best in the world based on our quality of education, staffing, facilities, value-added offerings, independent networks, and good governance. Our girls write matric examinations set by the Independent Examinations Board (IEB), giving them a school-leaving qualification that is truly world-class. Through its assessments, the IEB aims to develop young people who are life-long learners, critical users of information, have good problem-solving skills, and are creative and reflective thinkers. The IEB philosophy has an impact on how children are taught in lower grades as they must be able to apply knowledge and not just repeat it. School-leavers who have gained an IEB matric are known to fare well at university, locally, and abroad. It is worth emphasizing that South African school-leaving examinations are benchmarked against the education systems in most foreign countries where young people wish to further their studies. Our Preschool provides a warm, caring, and happy environment in which girls and boys between the ages of 3 months and 5 years can learn and play. Our classrooms and expansive play areas are the ideal settings for a skills-based learning program that enables children to explore, develop and discover within the framework of structured yet flexible daily routines. Every staff member is a qualified professional with a passion for early childhood development. They also recognize the importance of adjusting their approach to meet each child’s specific needs. Our little ones are exposed to St Andrew’s values of accountability, balance, community, grace, integrity, and trust and are encouraged to recognize and display these in their daily interactions with others. Our Junior School provides an engaging space in which girls can develop both their known talents and discover some hidden ones during various stages of their development. Apart from our focus on the academic aspects of the curriculum, girls have an abundance of co-curricular activities from which to choose, helping them feel fulfilled, happy and successful in their education. Whole-girl development is important to us and we believe we provide the space and the opportunity for our girls to enjoy a happy, productive, and successful day at school. Our guiding values of balance, integrity, grace, community, accountability, and trust are core to each child’s journey with us as they build sound foundations that will enable them to thrive and reach their full potential. Our academic program is both outcomes and skills-based and nurtures problem-solving, critical, and creative-thinking skills. We believe in whole-girl development and know that core skills such as music, art, drama, and physical education are as important as academic skills and knowledge. As a school that wholeheartedly embraces technological advancement, girls are not only encouraged to become computer literate but to actively use the technology at their disposal to access, analyze and summarise information. Through our participation in the global Eco-Schools program, the curriculum incorporates environmental education with hands-on projects like a butterfly and bird garden, tree trail, and recycling initiatives being undertaken every year. Girls learn both isiZulu and Afrikaans until they complete Grade 5, before selecting one of these as a Senior School subject. St Andrew’s has a fully-equipped therapy center run by the school psychologists and a team of highly qualified therapists who form part of the staff body. They work alongside teachers and parents to enable each child to reach her full potential. Our academic program is both challenging and varied and lives up to our motto ‘Skilled for Life’. Girls write the Independent Examinations Board’s National Senior Certificate, which affords them excellent opportunities to study at the tertiary level, locally and abroad. Technology has become an indisputable part of modern-day life and we’ve embraced it in the classroom. Tablets used by Grade 8 and 9 girls provide a blended approach to teaching while at the same time maintaining the standards of academic excellence our school has come to be known for technology and multimedia – combined with small class sizes – provide the optimal environment for full engagement. Extra lessons and academic support are available to girls who require one-on-one support to help them along in their academic journey!

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

Dubai Medical College for Girls is the primary private school awarding the degree of Medicine and Surgery in the United Arab Emirates. Established in 1985, Dubai Medical College (D.M.C.) focuses on giving students medical training to acquire a certified degree of Bachelor in Medicine and Surgery in the U.A.E. The school will accomplish its primary goal by giving a learning atmosphere, both inside and outside the classroom, that manages Islamic values and encourages elevated levels of student accomplishment, always with the highest academic brilliance measures. D.M.C. Vision To serve our community by supporting equipped and capable doctors and improving on the learning strategies, making D.M.C. one of the most important medical schools on the planet. Islamic Identity Enthusiasm to perform acts of worship inaccurate time, ideally as an assemblage Quest for learning and productive work, without waiting for thankfulness from others, under the firm conviction that Allah alone rebuffs or rewards his will. Following the Islamic code of dressing. Doing one's obligation under the belief that Allah is supervising every one of our activities Understanding the worth of time and observing regularity is going to classes, practicals, and so forth. Keeping up humility and dignity in the walk, keeping the voice low while talking, wearing grins and positivity in the face, and maintaining a strategic distance from boisterous giggling and sulky stances Practicing persistence in studies and additionally in work Being straightforward to oneself and additionally to others Making a positive commitment to academic talks and stretching out participation to one's associates in all circumstances and conditions Keeping up orderliness of place and urging others to practice it. Abstain from making inconveniences Practicing soul-seeking in most of one's doings and at all circumstances with a view (checking the mistakes and adjusting the misguided way, if needed) keeps away from wrongdoings. Observing modesty of behavior and steering clear of conceit and arrogance. Objectives The College has drawn its objectives from the general principle behind the Creator's conception of man, which is no other than serving only Him. The establishing fathers of the College have made a firm assurance to teach the genuine educational and scientific spirit among the individuals who acknowledge their adherence to it, with regards to the accompanying targets: Awareness of the genuine meaning of bondage to Allah. Attaining information of Medicine and Surgery to such a degree, to the point that the graduate may pursue the therapeutic calling with capability and qualification. Reducing the study time frame through serious educating, stretching the working hours, and staying away from wastage of time by shortening the holidays amid the scholastic year. Renewing the techniques for educating to understand the goal of self-learning and positivism on the student's part. The educational modules' singularity by making it, beyond what many would consider possible, three-dimensional: a measurement for immaculate information, a measurement for practice and preparing, and a measurement for application. Producing uniquely capable woman doctors of high scholastic brilliance, fit for taking up responsibilities on acquiring the degree of MBBS. Creating woman doctors overcome with Islamic ethics and behavior and profound learning of Islamic principles specific to ladies and those identifying with medical calling specialists know about the relations between a doctor and a patient and between one doctor and another. Producing qualified Muslim woman specialists for female patients' treatment in the quickly progressing society of the U.A.E., which is in genuine need of female doctors. Providing the young ladies of the U.A.E. a chance to study medication inside the nation without dread of Westernization or exposure to communities following different faiths, habits, and customs. Allowing ex-pat female students to study medicine in the U.A.E. Avoiding the structure of co-education. That is the reason admission to the College is restricted to female students alone. Working towards Arabization of medical studies. Admission Requirements - 2017 Note: Admissions will begin for the following scholarly year 2017-2018, on Sunday 21st of May 2017 Secondary School Certificate in Science subjects. Such a certificate must be of that year or a year prior and adequately authenticated by the competent expert. The candidate must finish 12 years of education in school. Certificate of equivalence from the Ministry of Education for the 12th grade passed (equivalent to the Ministry of Education's secondary school certification – U.A.E.). Standardized English Examination (EmSat with a score of more than 1100 or TOEFL with more than 61 or IELTS scores of more than 5). (Institutional TOEFL is NOT ACCEPTABLE) Passing the Entrance Exam in the accompanying subjects: Biology and Chemistry, and passing the interview. Precedence should be given to U.A.E. nationals, then to those having a place with G.C.C. nationalities, then to other local applicants.

Sarojini Naidu Govt.Sarvodaya Girls was founded in the year 1982. It is an English medium Girls Govt Aided school affiliated to CBSE with affiliation number 2762031 and has a General affiliation which is valid up to 31/3/2023. It is located in the North East Delhi district of Delhi and is currently being managed by the Delhi Administration, Delhi. It is presently under the principal -administration of SMT.CHITRA LAL.

Saraswati Vidyalaya For Girls was founded in the year 1943. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2730332 and has a General affiliation which is valid up to 31/3/2023. It is located in the Central Delhi district of Delhi and is currently being managed by the Istri Shiksha Pracharini Sabha, Delhi. It is presently under the principal -administration of SHASHI BIDAWAT GARG. There are a total of 38 rooms, 4 Labs, and 1 Library present in 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 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 4 1 9 12 17 2699 320

Sant Nirankari Girls Sr Sec School was established in the year 1961. It is an English medium Girls Govt Aided school affiliated to CBSE with affiliation number 2780001 and has a General affiliation which is valid up to 31/3/2025. It is located in the North West Delhi district of Delhi and is currently being managed by the Sant Nirankari Mandal, Delhi. It is presently under the principal -administration of MRS PROMILA SHARMA.

Sant Eknath Govt.Sarvodaya Girls Sr was founded in the year 1991. It is an English medium Girls Govt Aided school affiliated to CBSE with affiliation number 2762068 and has a General affiliation which is valid up to 31/3/2023. It lies in the East Delhi district of Delhi and is currently being managed by the Dir. Of Education, Delhi. It is presently under the principal -administration of RAJESHWARI. There are a total of 113 rooms, 9 Labs, and 1 Library present in the school. 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.) 113 9 1 16 84 9 14657 3873

The School was founded in 1860 by a British lady called Mrs. Bowen Thompson. Her husband had recently died and when she heard of the sufferings in Lebanon due to the civil strife that was present in the country during the early part of 1860, she sailed to Lebanon to try and be of some use to those people who flocked to Beirut from the mountains in search of security. One of the things she thought would be most useful was to start school. This she did and so was born the Lebanon Evangelical School for Boys and Girls. As an institution of the Lebanese Evangelical Society, we aim to maintain an educational institution that will have a special emphasis on moral and spiritual values, and which will be a center of working Christian Fellowship and witness. The development of the whole of the child’s personality is our aim. Therefore, we strive to provide opportunities for learning through shared experiences, to enable the student to learn, develop and recognize the resources within themselves to know how to deal with the pressures of today’s society and make a constructive contribution to it. LES Loueizeh has always tried to provide a secure environment for students with a wide range of academic abilities. Within this general framework, we endeavor to encourage those who find lessons difficult and, at the same time, to challenge those who find academic work easy. As far as possible we resist the temptation to ‘drop’ students for academic or disciplinary reasons unless it becomes clear that a change of school might benefit them. Students normally aim for the Lebanese Baccalaureate administered by the Department of Education and Fine Arts of the Lebanese Government. Success in that examination provides, for example, a basis for entering the first year of the Lebanese University program or the Sophomore year of an American University. The school runs a special “Foreign System” for those students who have an exemption from Arabic studies. From Class Nine, the program follows the British-based examination system of GCSEs and A levels and their International equivalents. Passing seven subjects at GCSE and three at A level usually entitles students to enter the Sophomore year of university. Students who pass the High School Certificate enter the Freshman year. Responsibility for all aspects of registration and entry procedures lies with the Principal. Entrance examinations are held towards the end of the summer term and, if there are vacancies, sometimes early in September. For those coming from outside Lebanon, special arrangements can be made. If it is wished to register a student in the School, the office of the Registrar should be contacted as early as possible. Each completed application form should be accompanied by a fee of 10,000 LL. If an entrance examination is offered to the student, there is a fee of 20,000 LL. On registration, a fee of 1,050,000 LL is required, which is part of the school fees. There is also a charge of a one-off charge Development Fee of 750,000 LL per family. This is used to further the development of the school in terms of infrastructure. An example would be the new football field or Basketball stadium. After an interview and successful completion of the entrance examination, the student can be considered for acceptance. Either during the interview or after the results of the entrance examination are known, the special ‘atmosphere’ of the School will be explained to the student and his or her parents. It is appreciated that not all students would be willing or able to benefit from this type of school and it could be irksome for some to try. Students in Lebanon are fortunate in that they have a large number of schools from which to choose. For several years the School has had state-of-the-art computer facilities not only in the Senior Section of the School but also in the Junior Section. These are always being updated and are in constant use throughout the day, including times before and after school. We are proud that our students have responded splendidly and with integrity to our policy of an ‘open’ computer room. The total number of computers available for use by students is 60. In addition, the Administration and Staff are generously supplied with computers. Within the constraints of the pressures of the Baccalaureate system, practical sessions in the laboratories are encouraged as much as possible. A laboratory assistant is about to be appointed and it is expected that this departure, together with the curriculum developments being introduced to the program by the Ministry of Education, will result in a rapid increase in the use of the laboratories. In addition to the regular PE lessons, sports are a very important aspect of the life of the School. We participate in several Athletics, Football, Basketball, Volleyball, and Table Tennis tournaments and are proud of our achievements. The School is divided into four ‘Houses’ which compete in all the above sports, providing an opportunity for all who wish to participate in these activities. The ‘Houses’ are directed by the Senior students, who thus enjoy the opportunity to prove their leadership qualities. There is normally a high level of competition in the House system. The School has a history of extra-curricular activities, of which summer camps have been a feature for many years. More recently very popular and successful ski camps have been run. Trips are arranged for various sections of the School throughout the year. There are several after-school activities taking place most days and students are encouraged to participate as much as possible.

Welcome to Tripoli Evangelical School for Girls and Boys due to its distinctive history since 1873. Our plan prepares our students for the future. The challenge is to be committed to greater levels of excellence by working with dedication according to the mission of the school converting every challenge into an opportunity. The academic, as well as the moral achievement of each student, is the highest priority. Strengthening the relationships among students, teachers, parents, administrators, staff, principals and connecting with T.G.S., T.B.S.,, and T.E.S. alumni as well as the community are second to none. With courage and love, T.E.S will continue to graduate students who have solid foundations to thrive in the competitive knowledge-based world they will inherit. The legacy of T.E.S. an honorable history and distinguished alumni gives a deeper sense of responsibility to aim higher. We strive to develop a holistic approach to education whereby every child is given a maximum opportunity to enrich his faith and regenerate hope to become well-educated and a positive change agent in society. We aim to create a positive environment by implementing the values of the Holy Book without any discrimination about religion, sex, ethnic origin, or color. We promote an educational philosophy that focuses on both the social and academic dimensions of every child. Our core beliefs can be summarized as follows: Creating self-respect through the promotion of freedom, responsibility, and ethical behavior. Accepting others and respecting diversity. Including peace and Human Rights education within the learning process. Promoting moral values and respect for school and societal laws. Recognizing environmental education as a key component of the educational process. Utilizing faith as a mechanism to accept others and promote their well-being. Respecting productive work and recognizing its benefit for both individual and social development. Maintaining family values as essential ingredients to preserving our culture and promoting national unity. We achieve our organizational development through strengthening leadership and professional capability, enhancing career development, and supporting organizational change. We encourage you to keep in touch with your High School to remain connected as a graduate and a member of the Alumni.

Welcome to the National Evangelical Institute for Girls and Boys (NEIGB). Founded in 1862 by American missionaries, NEIGB is an Evangelical School affiliated with the National Evangelical Synod of Syria and Lebanon. The School is accredited by the Lebanese government and is also the U.S. accredited, university preparatory school, committed to providing educational excellence through standards-based Lebanese curriculum leading to the Baccalaureate Certificate, and a standard-based, internationally enriched American curriculum leading to a High School Diploma, altogether serving a student body of around 1700. The National Evangelical Institute for Girls and Boys has long been recognized as one of the leading, non-profit schools in Lebanon. We are proud of this School’s glorious history and of the legacy it has built-in Lebanon for the past 156 years. If admission to this School is your aim, we look forward to welcoming you soon to our community of learners. The National Evangelical Institute for Girls and Boys is a student-centered school where the focus is on learning it is a school where the feeling of community is real, and where children learn and develop in a friendly, nurturing, creative and safe environment, supported by highly qualified and dedicated faculty and staff. National Evangelical Institute for Girls & Boys prepares students to become positive and active global citizens by fostering educational excellence, promoting a sense of understanding and compassion for others, and stressing the moral, intellectual, social, emotional, and physical development of each student. NEIGB is a school community where learning is: Student-centered. Technology-driven. Data and evidence-based. Engaging and team-oriented. Extended beyond school walls. Creative, challenging, and empowering. Sustained by value-driven practices. Core Values (RICH) Responsibility. Integrity. Compassion. Honesty. Global competitiveness is what National Evangelical Institute for Girls and Boys (NEIGB) is all about. Not only does the school seek to attain excellence in education, but it also seeks to enrich its students’ cognitive, psychomotor, and affective skills and to thoroughly pursue their development and growth. The school offers top-quality educational programs to students of different backgrounds. It also addresses various learning styles by developing students’ academic aptitudes, social skills, and character building. Besides, the multi-cultural school community contributes to the cultivation of this awareness. NEIGB offers two educational systems: The Lebanese system leading to the official Secondary III Baccalaureate and BT3 certificates, and The American system, leading to the completion of the 12th-grade program of study and issuance of the high school diploma. The American High School curriculum is based on the “American Core Curriculum”, which leads to admission to both private Lebanese universities and/or colleges and universities abroad. MAP is used in Cycles I and II to measure students’ academic progress, while TOEFL and SAT are taught and utilized at the secondary level to prepare students for college and university admission. The School also supports students who find it hard to manage the core requirements by offering students with special needs a sub-curriculum that allows them to cope with the main curriculum fundamentals. The School’s teaching philosophy revolves around the principle of active learning. This empowers our students who are enrolled in the American System to experience countless skills and to invest their knowledge in life issues. Our teachers utilize teaching material and subjects vertically and horizontally, using different means to engage learners verbally, individually, via research projects, community service, and group work. In 2012, National Evangelical Institute for Girls and Boys celebrated the School’s 150th anniversary of its foundation in 1862 as one of the oldest educational institutions in the region. This great success story can be traced to the vision of the early American founders of Sidon Evangelical School for Girls and Gerard Institute for Boys. The Sidon Evangelical School for Girls (SESG) played a pioneering role in the education of women in the Middle East. The School started in a single house in old Sidon in 1862 before relocating in 1924 to its current and beautiful campus in the Greater Sidon City suburban town of Al Hara. The campus’s new construction included independent buildings and cottages. The buildings housed classrooms, an assembly area, a modern kitchen, a library, a sewing room, and laboratories. At that time, the school adopted Home Economics and Children Care curricula to prepare girls to become mothers and housewives. The cottages provided a caring family environment where girls lived under the guidance of caring and loving cottage mothers. Parallel to the founding of the Sidon School for Girls, a school for boys was also founded by the early missionaries in a leased house in 1881. Despite numerous challenges and governmental regulations, American missionaries Rev. William Eddy and Dr. George Ford successfully led the march to establish the school which has become one of the educational pillars in the city of Sidon. In 1884, the School moved to its new location in the Greater Sidon suburban town of Miyeh w Miyeh and was named Gerard Institute. By 1904, Gerard Institute had become a pioneering school that offered both academic and technical training. The academic division offered regular courses under the direction of Dr. Ford, while the technical division offered training in carpentry, blacksmithing, sewing, shoemaking, and construction, and was directed by Rev. William Eddy. Hence, the Arabic name of the school “Madrasat Al Fonoon”, which means “the School of Arts”, became the institution’s new name in Arabic. Sidon Evangelical School for Girls and Gerard Institute for Boys were merged into one school in 1985 under the new name of National Evangelical Institute for Girls and Boys (NEIGB). Yet more than 150 years later, the School’s founding ideal remains the same. It lives in every classroom and is endorsed by teachers, staff, and administrators whose only drive is to prepare students for a world in need of intelligent, responsible, enthusiastic, honest, and compassionate leaders.

The Beirut Evangelical School for Girls & Boys is one of the oldest educational institutions in Lebanon. It is the outgrowth of the first school for girls that was founded in West Beirut back in 1828 by the early pioneer American Presbyterian missionaries to Syria and Lebanon during the days of the Ottoman Empire. However, the year 1835 marks the date of the school's official foundation. For more than a hundred and thirty-five years, the school grew under the leadership of the Board of Foreign Missions of the Presbyterian Church in the USA. Then in 1959, a historical date, integration took place: The Presbyterian Church in the USA transferred to the National Evangelical Synod of Syria and Lebanon the responsibility of running all the educational institutions previously founded by the American Presbyterian missionaries in this area. The school continued to grow and prosper. In 1974, the school moved from its original location in West Beirut to the present new site in Rabieh, Metn. The school starts its educational program at the Nursery level and covers all Primary, Elementary, Intermediate and Secondary levels. The high academic standard of our school has been highlighted in the excellent results achieved by our students in the official government examinations. The school recognizes that each child is an individual, with unique personal characteristics. The school mission fosters intellectual skill building and social awareness and aims at establishing an atmosphere of brotherhood, open-mindedness, and self-expression. However, our school is not only concerned with academic standards but also with moral values. Therefore, the Beirut Evangelical School for Girls & Boys is the living embodiment of a profound act of faith. It is dedicated to the advancement of knowledge and the cultivation of high spiritual, humanistic, ethical, and moral values. The principal purpose of its existence is underlined in the School two cherished mottos. BESGB shall rank high in all educational dimensions raising responsible, well-rounded individuals who shall become positive exemplary citizens and agents for change in a society guided by the Christian values. BESGB is highly committed to building up human beings regardless of gender, religion, and ethnicity-based on the values of the Gospel and the heritage of the Protestant Church, its founder. It provides an education that challenges all students to do their best in an equitable environment, to have active involvement in the process of learning, and to obtain adequate preparation for excellent achievements in college. In achieving its mission, the school offers the following two programs: Lebanese Program and the Foreign Program. Our values are the foundations of our behavior and decisions. They are the guidelines by which our school achieves success. Excellence: We strive for excellence through being attentive, careful, cooperative, courteous, innovative, positive, productive, and proactive. We make sure that everything we do at work is done to the best of our ability, and we teach excellence by example. We uphold Christian ethics and must follow the dictates of conscience. We cherish transparency and make sure that our words match our actions. We strive towards building mutual trust between administration, staff, students, and parents. BESGB, a vibrant school community, looks to the future and continually investigates new methods, new technology, and new programs that will give students the global education for which SYNOD schools are known. Working tirelessly, the faculty, staff, administration, and school board make quality education a top priority. We are proud of our academics and our students' accomplishments in the classroom, the community, and on the athletic field. We are also very proud of the family-oriented community at BESGB. School families, an integral part of the education process, provide our school with time, talent, and resources that enable us to be a safe, nurturing environment for students and a welcoming host for all families. We indeed are a 'family for families.

The American Academy for Girls is part of the Al-Jeel Al-Jadeed Educational Institute founded in 1964. The institute began with one school, the Al-Jeel Al-Jadeed School in Hawally, and was later joined by the Nasser School in Salmiya in 1969. These two schools were joined in 1993 by The English Academy in Jabriya, the first school in Kuwait to take the title ‘Academy’. Following the founding of these three schools, the board then turned its attention to a very different and very exciting project, the proposal being to establish a school based on the American educational system, to help the young women of Kuwait achieve their true educational potential. This was the birth of the American Academy for Girls, a truly proud moment. AAG was awarded dual accreditation by the European Council of International Schools (ECIS) and the Middle States Association of Colleges and Schools (MSA) in the year 2001. It was a major accomplishment for a school so young to be awarded dual accreditation only six short years after its inception. The Al-Jeel Al-Jadeed Educational Institute continues to be a pioneering spirit in educational initiatives in Kuwait, a reputation the board is extremely proud to have and maintain. The American Academy for Girls is a private, single-gender school, which provides an American-style education crafted to meet Kuwait educational requirements and encourages students in their pursuit of academic excellence. AAG’s high-quality and integrated early childhood program provides a safe and nurturing environment while promoting the physical, social, emotional, and intellectual development of young children. It is designed to foster our young students a lifelong love of learning. We strongly believe that all children should be allowed to experience the very best possible start to their education. Through various developmentally appropriate activities, we will help to ensure that your daughter enjoys her learning environment and continues to flourish during her school years in the future and beyond. The Early Childhood Education Department consists of three divisions: Pre-KG, KG1, and KG2. English Language Arts, Math, Health Education, Social Studies, Science, Arabic, and Islamic Religion are all the subjects taught in the department. The Common Core States Standards (CCSS) are used for English and Math. The American Educators Reach Out (AERO) standards are used for Science and Social Studies. Specialty teachers instruct the students in Library, Physical Education (PE), Art, and Music.

The moment the students are first welcomed to Future Bilingual School, they are encouraged to realize their capabilities. We regard each student as a trust to be treated with the utmost respect by faculty, staff, and students alike. This respect establishes a strong foundation within each student’s journey designed to help provide the knowledge, skills, and self-assurance they will require to meet the goals of the educational program. Our school community will share their joys and successes in their learning environment and their community at large. Experienced and caring staff, engaging in hands-on curriculum, and personalized approaches to learning will all contribute to the ultimate successes of our students. FBS staff is committed to promoting self-confidence in every child by respecting their individuality and providing a safe and loving family environment in which children reach their potential as learners. Our program is based on the firm belief that subject area skills and concepts acquired in one language can be transferred when a child acquires a second language. We provide instruction in the core areas of English Language, Arts, Mathematics, Science, and Social Studies. It is enhanced by courses in Computer, Art, Physical Education and Library, combined with Arabic, Islamic Studies and Arabic Social Studies curriculum required by the Kuwait Ministry of Education. At Future Bilingual School, we educate students in a caring, organized and disciplined manner, encouraging our students to reach their full potential. Every child will have an equal opportunity to learn. While respecting the importance of their Islamic and Kuwaiti culture, we aim to empower and prepare our students with the skills needed to contribute to and be successful in a global society. This is achieved through both class and school enrichment activities. We shall demonstrate that the overall development of each student is essential. Our curriculum aims to encourage all students to participate. We believe that a partnership between students, teachers, administration, and parents will enable all individuals to become valued members of the school community, and global society. At Future Bilingual School, we strive to educate and promote cultural awareness for our predominately regional students in a safe, nurturing, and active environment where students are encouraged to become responsible, independent, life-long learners. We will develop students’ capacity to become productive and ethical citizens in Kuwait and within the world community. FBS/FBSG is a private boys/girls school that delivers an American Standards-based curriculum. In education, the term standards-based refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating understanding or mastery of the knowledge and skills they are expected to learn as they progress through their education.” The Glossary of Education Reform". Our school’s guiding statements are firmly embedded in our curriculum, teaching, and learning. The focus of our curriculum is to create opportunities for teachers and staff to maximize each student’s potential. Every child will have an equal opportunity to learn. We will demonstrate that the holistic development of each student is essential. Our curriculum aims to encourage all students to participate, develop their potential through a 21st-century thinking environment, and thereby become responsible global citizens.

The very great Thomas Carlyle said, "Nothing builds self-confidence and self-esteem like accomplishments". In the next stage of our journey, i.e. the next five to ten years, we shall endeavor to build a strong management team, implement cutting-edge curriculum resources, and above all strive to emphasize passion towards the quality of our students’ learning experience. In our team, we shall endeavor to recruit exceptionally trained teachers who are highly qualified, knowledgeable, and experienced in differentiated teaching practice. Our school endeavors to create a learning community where the class leaders collaborate to create exciting learning opportunities they are committed to pastoral care and consistently play an active role in school life. As a small, family school this positive and personalized approach undertaken by our cohort of educationalists will encourage our students to develop a love of learning and a desire to excel in their fulfillment in the achievement of their academic potential. The English School for Girls follows the National Curriculum for England and Wales, commonly referred to as the British Curriculum. This is supplemented by lessons in the Arabic Language for all students and Islamic Studies for Islamic students. Through this curriculum, we aim to have all students make the most of their academic opportunities. Tests and IGCSE examinations are all externally set in Great Britain and students around the world all sit them on the same day. Tests are conducted in Literacy and Numeracy for Key Stages 1 and 2 and in English, Mathematics, and Science for Key Stage 3. They are internally marked by International Schools but there are very detailed and strict marking schemes issued by the examining board. Students are graded according to the National Curriculum level they achieve and these are reported to parents by the school as levels. In Years 10 and 11 students will take a range of subjects for IGCSE. These exams are externally marked and are graded on an A to G scale. Students who achieve 5 or more A to C passes are eligible to move to the next phase of their education. At ESG we will provide support in a caring, organized, and disciplined manner, encouraging each student to reach their full potential. Every child will have an equal opportunity to learn. We aim to promote amongst our students, the understanding and tolerance of any differences in ability, race, or culture. This we will achieve through a common code of moral conduct in which Islamic values are adhered to and respected. We will demonstrate, through a balanced curriculum that the academic, social, moral, personal and physical development of each student is of equal importance. Our curriculum and school philosophy aim to encourage full participation by all students.

The Ahliyyah School for Girls was established in 1926 by the Christian Missionary Society based in England. It opened its doors with 25 students and a small number of teachers dedicated to the educational process involved in empowering the young women of Jordan. The School soon developed into an academic and cultural landmark that came to reflect the highest standards in Jordanian society. The Ahliyyah School remained faithful to national ideals while maintaining an international perspective. In 1957, the Arab Episcopal Church in Jerusalem took over the administrative responsibilities of the school, furthering its raison d’etre: to empower Jordanian women with knowledge and therefore choice. We, at the ASG and BSA, strive to provide for our students a quality education that helps them grow into empowered human beings who work on realizing their potential through being active lifelong learners reflective and critical thinkers who maintain a high degree of emotional intelligence and adopt a strong humane set of values knowledge creators initiators of change responsible and productive citizens, aware of their cultural heritage, open to diversity and capable of creating a future of their own choice. ASG and BSA's vision stems from our belief in being rational and ethical on the one hand, and being schools of soul and spirit on the other hence progressive schools that invite wisdom by all means and adopt the constructive values of work and productivity. We are alive being continuously in a process of growth. Aligning with the variety of rapid changes taking place in the 21st century, to our best knowledge and choice, we aspire to be pioneers in walking ourselves uniquely through it, with the 22nd century at the tip of our fingers. Today, as we open the doors of our learning organizations to communicate with a larger learning community, we embrace a dynamic dialectical process that will place us in the heart of the world. We believe that there are no limits to the potential abilities and human capabilities of our school family. Therefore, we believe ourselves to be a learning organization that creates and nurtures a well-balanced learning environment and takes initiative through exposing its learners to a variety of enriching experiences to enhance their individual abilities within a supportive, safe and inclusive environment in an attempt to achieve excellence.

St John the Baptist Infant Girls’ School is a Catholic Infant Girls’ School under the patronage of the Archbishop of Dublin and operating under the guidelines and rules of the Department of Education and Skills. While St John the Baptist Infant Girls’ School has a Catholic ethos, it also has due recognition for all other religions and will uphold gender equity amongst the teachers, staff, and pupils. We wish our school to be a place where the focus remains on developing the moral, spiritual, academic, social, physical, aesthetic, and cultural aspects of all our children appropriate to their young age, abilities, and aptitudes within a caring, secure and happy environment. This we envisage occurring in a lovely warm, positive atmosphere where young children are encouraged to grow, develop and achieve their full potential based on courtesy, consideration, and mutual respect. We envisage that all members of the school community would feel happy and secure in a spirit of encouragement and enthusiasm while recognizing and celebrating diversity. We envisage that each child who leaves our school will do so with a positive self-image and the confidence born of knowing right from wrong. Our school motto is Is Deas A Bheith Óg (It is nice to be young). It is our school's priority to provide a safe, happy, and stimulating place into which your child will love to come each day. We aim to provide a warm and caring environment where every child can achieve her full potential educationally, physically, socially, and emotionally. Kindness, care, and understanding of children of such a young age help us to achieve our objectives.

Our aim here in Belgrove Senior Girls’ School is to help each child to achieve her full potential. Together with her educational development, each child’s personal, emotional and social development is our priority. The building of each child’s self-esteem is of prime importance. We inculcate in our pupils’ good behavior patterns based on consideration, respect, and tolerance for others. We place a strong focus on fair and balanced communication as part of this behavioral model. We, as a school community, reject harmful unbalanced interactions and we insist on respect for all. This model encourages the development of empathy and assertiveness between all members of our school community. This includes not only student to student but staff to student, student to staff, staff to staff, parent to staff, and staff to parent. We aim to maintain a safe and happy environment for our pupils, with a positive atmosphere of encouragement and praise. Belgrove Senior Girls’ School first opened in our present building in 1969/70. However, the origins of our school go back quite a bit further. Our school has a dedicated and hard-working Board of Management, which meets regularly. The Board has eight members, with equal representation from the Patron, the Teaching Staff, Parents, and the wider community. Belgrove Senior Girls’ School is a Catholic Primary School operating within the rules of the Dept. of Education and Skills and under the patronage of the Archbishop of Dublin. The girls are prepared for the Sacraments of Reconciliation, First Holy Communion, and Confirmation. This year the School Staff comprises the Principal, fifteen Class Teachers, three SET teachers (Special Education Team), and visiting SET teachers which make up the remainder of GAM (General Allocation Model) hours. Currently, we have 3 full-time Special Needs Assistants, a School Secretary, a Caretaker, and a Classroom Assistant.