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Hariri High School II (HHSII) was formerly known as the Lebanese Evangelical School for Girls (LESG), which was established in 1860. In 1986, Rafic Hariri Foundation took ownership of the school which is an Anglophone, private, co-educational school located in Zokak Al-Blat in Beirut. The school accommodates close to 1000 students coming from different social strata. These students are distributed over all grade levels, starting from Kindergarten 1 (KGI) to Grade 12 in its three branches: Life Sciences, General Sciences, and Sociology and Economics. Students at HHSII are brought up in a school environment that values cultural diversity and spiritual principles. In addition to Arabic, HHSII teaches English as the first foreign language, which is the medium of instruction in math and sciences, and French as the second foreign language, starting from Grade1. Since HHSII adopts the Lebanese National Curricula, the learning objectives aim at preparing Grade 9 and Grade 12 students to sit for the Brevet and Baccalaureate official exams. The secondary school curricula, in general, go beyond the objectives of the national curricula and lay more emphasis on other scientific and English language objectives required for passing local university exams and international ones abroad. More importantly, students are empowered with life skills and in particular the skill of critical thinking. Students are encouraged to enhance their social communication skills, in addition to working on developing other aspects of their personalities. HHSII aims at preparing and motivating learners for a rapidly-changing world, instilling in them critical thinking skills and a global perspective. The school strives to raise and educate learners to be able to meet the challenges of the 21st century. It aspires to the implementation of international curricula, in addition to the adopted national curricula. HHSII is dedicated to delivering quality education that underscores raising learners holistically to be self-assured, well-rounded, and responsible decision-making citizens. HHSII adopts a skills-based curriculum that ensures enhancing learners’ intellectual, physical, and social skills, in addition to promoting the values of honesty, perseverance, responsibility, and cooperation. With such a curriculum and qualified faculty members who are constantly engaged in professional development, we encourage, guide, and support all learners to reach their highest potential and become life-long learners, well-prepared for college and career pathways. All children are active, curious, and creative. At Hariri High School II Preschool our goal is to nurture early learners through setting solid foundations that would shape their lifelong dispositions towards learning. Guided by this belief and by our understanding of how children develop and learn, the preschool division at HHS II is committed to delivering quality education. It is the type of education that goes beyond the traditional academics and textbooks to build knowledge and develop the skills of children across the different learning areas. With a skill-based curriculum that uses themes to achieve an integrated approach, the developmental domains and content areas such as Music, Arts, Physical Education and Health, Language and Literacy, Mathematics, Science, Social Studies, and Values Education are connected, using meaningful child-centered activities. The elementary school accommodates students aged six to eleven. It covers Cycle I and Cycle II that is, grade one through grade six. The school follows the Lebanese curriculum, with emphasis on developing skills in almost all subjects that is why the curriculum is considered a skills-based curriculum. In both cycles, the subjects taught are English, Arabic, French as a third language, math, history, science, geography, civics, music, arts, physical education, computer education, and religion. The medium of instruction adopted in math and science is English. History is an additional subject taught only to grade six learners. Also, learners have access to the library every week in English and Arabic reading classes. Besides, there is a special education program that offers services to elementary school children/students who have been identified as having mild learning difficulties as formally diagnosed through a comprehensive psycho-educational evaluation performed by a certified educational psychologist acknowledged by the school. The elementary school building is a modern one that consists of six floors, with six classrooms on each floor. Also, there are two playgrounds for recess time designed for the two cycles. As for the teaching and administrative staff, there are thirty-five teachers, three supervisors, and a secretary. The school is also equipped with a resource room, an art room, two music rooms, two video rooms, a computer lab, a library, and an infirmary. The school educational goal is placed as well on developing social skills, reinforcing the values learners should respect inside and outside school, building character among learners, boosting confidence in pursuing school tasks independently, and respect for others while working cooperatively. The Middle School is a three-year cycle covering Grades 7, 8, and 9. Students’ age ranges from 12 to 14. The middle school offers the Lebanese program, which prepares students for the official Lebanese Brevet Examination. The medium of instruction is English. The following subjects are taught: English, Arabic, French, mathematics, physics, chemistry, biology, history, geography, civics, computer education, physical education, arts (grades 7 &8), and religion (grades 7, 8 &9). Math, biology, physics, and chemistry are taught in English, Civics, history, and geography, arts, physical education, and religion are taught in Arabic, and French is taught as a third language. The Secondary School is a three-year cycle covering Grades 10 to 12. It includes students aged 15 to 17. The Lebanese Baccalaureate Program, which follows a curriculum set by the Lebanese Ministry of Education is offered. It is available to all students in English for main subjects including math, physics, chemistry, and biology. History, geography, civics, sociology, and economics are taught in Arabic, in addition to philosophy (Grades 11&12). French is taught as a third language in Grades 10 and 11, in addition to SAT and computer education. At the end of the first year (Grade 10), students are placed in either the Sociology & Economics section or the scientific section, depending on their grades. At the end of the second year (Grade 11), students are placed in Sociology & Economics or scientific sections (General Sciences or Life Sciences), depending on their grades and teachers’ recommendations. View full school

Hariri High School III aspires to educate a knowledgeably and culturally capable generation that is aware of its capacities, cognizant of human values, sensible to beauty, able to adapt to changing circumstances, prepared to positively react within its environment, and committed to responsible citizenship to develop into free, empathetic and cooperative learners open to the community and the global world. Our General Educational Objectives are: Develop the intellectual, social, emotional, and physical aspects of the learner’s personality. Give the learners the chance to acquire the integrated and essential skills which contribute to their capacity building and critical thinking, and help them in expressing themselves fluently and independently. Enhance the relationship between the learners, their families, school, community, and country and ensure the following of the Quran instructions and the rules of conduct and good manners. Build a personality that is prideful of its unique traits and ability to communicate and interact properly and openly with school staff, peers, and adults, which would later ease the integration of the learners in the whole wider community. Continuously assess students’ learning, based on individual differences and grade-level expectations, to help improve their educational and social performances. Use education technology and audio-visual aids to complement the teaching-learning process. Involve students in doing projects, presentations, and group work activities, which are considered an integral part of the curriculum. Ensure an academically, culturally, artistically, and socially rich school life, which meets students’ expectations and realizes their ambitions. Use proficiently the native and second and third languages, which fosters cultural and educational diversity. Exploratory curriculum at Hariri High School III Dance Music Computer Arm our children with media studies Art at Hariri High School III Theater All students have the right to an arts education as a fundamental part of basic education. Dance has been recognized as one of the five fine arts taught at Hariri High School III. Teaching Dance includes creative work, dance forms and techniques, dance history, performance and production, aesthetics, and criticism. By providing students with opportunities to learn through movement, dance incorporates the use of auditory, visual, and kinesthetic modalities, more commonly referred to as hearing, seeing, and doing. Dance is a powerful educational device for meeting the physical, intellectual, and social needs of students. Perceptions, thoughts, and emotions are grounded in a physical experience through dance. As a participatory experience, dance nurtures and fosters a sense of community. The value of group work and cooperation is inherent and reinforced. Dance education also provides students with exploration, selection, organization, and evaluation experiences. At Hariri High School III, students are constantly developing their musical “habits of mind”. Studies have indicated that musical training physically develops the part of the left side of the brain known to be involved with processing language, and can wire the brain's circuits in specific ways. Music provides children with a means of self-expression. Music classes will prepare our students to: Listen Question Create Reflect Perform We believe that all students need to be proficient computer users or "computer literate”. At our school, the result of computer literacy is not to operate computers, but to use technology as a tool for organization, communication, research, and problem-solving. Hariri High School III has stopped teaching isolated "computer skills" and is now teaching integrated "information skills”. We have found that information skills can be effectively integrated when the skills directly relate to the content area curriculum and to classroom assignments, and when they are tied together in a logical and systematic information process model. The school is equipped with a computer lab, accommodating 21 students working on individual, networked terminals. Hariri3 School makes media studies a core school subject to help children negotiate the words and images the world bombards them with. We believe that developing general critical thinking skills is manifested actively in Media sessions. Students are now participants in the media every day. They should understand what they're dealing with. The art classes teach vital modes of seeing, imagining, inventing, and thinking. While students in art classes learn techniques specific to art, such as how to draw, how to mix paint, or how to center a pot, they're also taught a remarkable array of mental habits. Such skills include visual-spatial abilities, reflection, self-criticism, and the willingness to experiment and learn from mistakes. Hariri High School III provides her students with two big Art rooms which accommodate space for individual and small or large group activities with a student clean-up area separate from the general work area. They have standard classroom windows. Where possible, the windows are oriented to the north to allow natural lighting without glare. The room accommodates up to 30 students. Drama can challenge students’ perceptions about their world and themselves. Dramatic exploration can provide students with an outlet for emotions, thoughts, and dreams that they might not otherwise have the means to express. Drama is communication. Like all the arts, Drama allows students to communicate with and understand others in new ways. Perhaps more than any other art form, Drama also allows children to do training in the very practical aspects of communication, so necessary in today's increasingly information-centered world. Our students who participate in dramatic activities are less likely to have difficulty speaking in public, more Persuasive in their communications, both written and oral, better able to put themselves into others' shoes and relate to them, and will have a more positive, confident self-image. We believe that dramatic activity requires self-control and discipline that will serve the student well in all aspects of life. Students in Drama will learn to work together, to cooperate, to find the best way for each member of a group to contribute and to listen to and accept the viewpoints and contributions of others. Drama is an important tool for preparing students to live and work in a world that is increasingly team-oriented rather than hierarchical. View full school

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