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  1. AIIMS Patna - All India Institute of Medical Sciences AIIMS Patna is the vision of the Hon’ble ex-Prime Minister Shri Atal Bihari Vajpayee, who decided to give the nation six regional AIIMS with the mandate to provide the most modern healthcare to the last man in the queue at an affordable cost.AIIMS Patna was created by the ordinance dated July 16th, 2012, and then the Act (Amendment), 2012, on July 2nd, 2013. Six new AIIMS have been created and taken care of by the PMSSY (Prime Minister Swasthya Suraksha Yojana). The work started in 2010 with construction in six packages by the Project Monitoring Unit of the MoHFW and is referred to as the AIIMS project. A Superintending Engineer did the project management at individual sites on behalf of the MoHFW, the DPR consultant, the project consultant, and the contractors. Recruitment of faculty for all six AIIMS was undertaken by the MoHFW being coordinated by AIIMS Patna from November 2011, which processed six thousand five hundred online applications for 546 posts in Six New AIIMS by September 30th 2012. The institute is also in the process of recruiting more faculty and starting new departments. Campus The Hospital is well developed now, catering to approximately 1500 outpatients per day, with each department having its own OPD block area, running 3 major state of the art semi-modular operation theaters, and two minor operation theaters, in all performing more than 250 surgeries per month. It runs round the clock laboratory and has world class radiology with CT, MRI, Biplane DSA, Digital mammography, digital radiography, ultrasound with color doppler facilities. The institute also has a telemedicine programme called Chhattisa, a community outreach programme which has conducted more than 100 health camps. The medical college is a fully functional central air conditioned building with wifi and has the various teaching departments along with their teaching and research laboratories.
  2. AIIMS Patna - All India Institute of Medical Sciences AIIMS Patna is the vision of the Hon’ble ex-Prime Minister Shri Atal Bihari Vajpayee, who decided to give the nation six regional AIIMS with the mandate to provide the most modern healthcare to the last man in the queue at an affordable cost.AIIMS Patna was created by the ordinance dated July 16th, 2012, and then the Act (Amendment), 2012, on July 2nd, 2013. Six new AIIMS have been created and taken care of by the PMSSY (Prime Minister Swasthya Suraksha Yojana). The work started in 2010 with construction in six packages by the Project Monitoring Unit of the MoHFW and is referred to as the AIIMS project. A Superintending Engineer did the project management at individual sites on behalf of the MoHFW, the DPR consultant, the project consultant, and the contractors. Recruitment of faculty for all six AIIMS was undertaken by the MoHFW being coordinated by AIIMS Patna from November 2011, which processed six thousand five hundred online applications for 546 posts in Six New AIIMS by September 30th 2012. The institute is also in the process of recruiting more faculty and starting new departments. Campus The Hospital is well developed now, catering to approximately 1500 outpatients per day, with each department having its own OPD block area, running 3 major state of the art semi-modular operation theaters, and two minor operation theaters, in all performing more than 250 surgeries per month. It runs round the clock laboratory and has world class radiology with CT, MRI, Biplane DSA, Digital mammography, digital radiography, ultrasound with color doppler facilities. The institute also has a telemedicine programme called Chhattisa, a community outreach programme which has conducted more than 100 health camps. The medical college is a fully functional central air conditioned building with wifi and has the various teaching departments along with their teaching and research laboratories. View full university
  3. Johannesburg Polytech Institute (JPI) traces its origins to the arrival of South African democracy in 1994. Although we started teaching 60 pupils by then the school is now over 2000 students, (Primary & High School) including Grade R. In its 18 years of existence, Johannesburg until today JPI has grown to be one of the reputable schools in the inner city of Johannesburg, Doornforntein. Since its inception in 1997 JPI has provided quality education to thousands of boys and girls for the past 18 years. In July 2015 we have moved from the inner city old University of Johannesburg Building next to Park Station on Elloff Street to the new Doornfontein next to Doornfontein Train Station on 29 Siemert Road entrance on 10 Sherwell Street the name of our new building is Education Complex Centre. JPI recognizes the problems and needs within education in South Africa today. It is a progressive, open independent school committed to offering excellent education. We aim to provide this by Creating a safe and happy learning environment Fostering values of caring and mutual respect Proving dedicated qualified staff Fostering self-worth and knowledge Teaching students how to learn Infusing a culture of learning at a school Generating a 100% Matric pass rate every year. Primary education is important it is essential for numerous reasons including ensuring that children acquire basic literacy. It is likewise essential because children are taught ways to believe significantly and the ways to obtain high standards for a much better future. Taking part in sports is important for children as it builds healthy bones and muscles increase fitness, improves sleep while boosting self-confidence, and lowering the risk of obesity. High school is perhaps the most important time in any child’s life. Here is where they are making friendships that can last a lifetime, they’re learning somewhat more advanced material, and they are preparing themselves to go out into the real world. Maintaining and improving our excellent academic reputation enjoys consistent attention. We offer market-related remuneration combined with good working conditions to attract and retain the best academic staff. An effective human resource strategy ensures business continuity and positive societal impact. With the correct development interventions, our staff complement will accurately represent the diverse communities we serve. Transformation and succession planning initiatives enable us to attract, develop and retain the best talent. We need to ensure that our staff complement is appropriately skilled and available to fill any vacancies caused by attrition or expansion. Our development programs are based on local and international best practices. We regularly conduct performance reviews against measurable outcomes to ensure that our programs remain relevant and effective in line with GDE View full school
  4. Johannesburg Polytech Institute (JPI) traces its origins to the arrival of South African democracy in 1994. Although we started teaching 60 pupils by then the school is now over 2000 students, (Primary & High School) including Grade R. In its 18 years of existence, Johannesburg until today JPI has grown to be one of the reputable schools in the inner city of Johannesburg, Doornforntein. Since its inception in 1997 JPI has provided quality education to thousands of boys and girls for the past 18 years. In July 2015 we have moved from the inner city old University of Johannesburg Building next to Park Station on Elloff Street to the new Doornfontein next to Doornfontein Train Station on 29 Siemert Road entrance on 10 Sherwell Street the name of our new building is Education Complex Centre. JPI recognizes the problems and needs within education in South Africa today. It is a progressive, open independent school committed to offering excellent education. We aim to provide this by Creating a safe and happy learning environment Fostering values of caring and mutual respect Proving dedicated qualified staff Fostering self-worth and knowledge Teaching students how to learn Infusing a culture of learning at a school Generating a 100% Matric pass rate every year. Primary education is important it is essential for numerous reasons including ensuring that children acquire basic literacy. It is likewise essential because children are taught ways to believe significantly and the ways to obtain high standards for a much better future. Taking part in sports is important for children as it builds healthy bones and muscles increase fitness, improves sleep while boosting self-confidence, and lowering the risk of obesity. High school is perhaps the most important time in any child’s life. Here is where they are making friendships that can last a lifetime, they’re learning somewhat more advanced material, and they are preparing themselves to go out into the real world. Maintaining and improving our excellent academic reputation enjoys consistent attention. We offer market-related remuneration combined with good working conditions to attract and retain the best academic staff. An effective human resource strategy ensures business continuity and positive societal impact. With the correct development interventions, our staff complement will accurately represent the diverse communities we serve. Transformation and succession planning initiatives enable us to attract, develop and retain the best talent. We need to ensure that our staff complement is appropriately skilled and available to fill any vacancies caused by attrition or expansion. Our development programs are based on local and international best practices. We regularly conduct performance reviews against measurable outcomes to ensure that our programs remain relevant and effective in line with GDE
  5. Since its foundation in 1978, Fahd al Abdallah Troup for Lebanese Arts aimed principally, through its work, at discovering the beauty of Lebanese and oriental folk dance and presenting it in an aura of modern gestures which go with the future aspirations. The group participated in many Arabic and international festivals – in Spain, Bulgaria, Cyprus, Italy, Cairo, Al Ismailiyya festival, the Opera of Cairo, Kuwait, Carthage (Tunisia), Abu Dabi, Busra festival (Syria), Libya, Saudi Arabia, Dubai, and others. On the national level, the group conducted dozens of festivals and presentations all over Lebanon: the International Baalbeck festivals, Casino du Liban, the Piccadilly Palace theatre, Zahleh festival, Georges V theatre, the Beiteddine festivals, the UNESCO Palace, a special presentation for the Saint George Hospital, the handicapped, the Home for Mothers and Children, several presentations for the orphans, a presentation in Tripoli, and another at Tyr’s Fortress.
  6. 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. View full school
  7. 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.
  8. CTI is dedicated to the service of the education of youth, through the academic, spiritual, and cultural wellbeing of its students. CTI offers students a challenging curriculum to meet the demands of society. CTI students are prepared to excel, develop leadership skills, and eventually become active, responsible citizens. CTI emphasizes academic excellence, character building, cultural awareness, and critical thinking. The CTI vision is for students to leave school with profound spiritual values, a solid academic foundation, wide cultural knowledge, and noteworthy leadership skills. CTI fosters a high level of education, creativity, critical thinking, self-esteem, and Godliness. CTI aims to produce men and women with high goals, and a sense of civic and moral responsibility. The Christian Teaching Institute (CTI) is a private educational organization that was founded by Mr. Emile Moacdieh in 1960. Mr. Moacdieh had a vision of a school that offers a solid education in mathematics, the sciences, the languages, and the humanities, but that is also strongly grounded in the Christian faith. His vision was to provide students excellence in moral upbringing, culture, and the liberal arts. Our Kindergarten program is a hands-on program with a focus on discovery, awareness, language instruction, mathematical concepts, and social skills. The students study three languages, English French and Arabic. The curriculum is eclectic, based on American, French, and local Lebanese. Science is offered in English, with American - curricula. Currently, we are using ebooks in most of our elementary programs. Science is supplemented by lab sessions. Mathematics is also offered in English and it tends to be advanced American and/or Lebanese programs. French is in coordination with the French Cultural Center, and we prepare our students for the DELF in the intermediate classes. The Arabic language follows what we believe to be the best offered locally, with special Arabic provisions for non-Lebanese students. Our curriculum also includes Bible, drama, art, music, and more. These classes prepare students for college and the official terminal exams. The program is accelerated Lebanese, with emphasis on mathematics, the sciences, and the three languages. There are also lots of co-curricular subjects, involving cultural studies, drama, lab, Bible, philosophy, and more. There are special HS programs for non– Lebanese students. Our students sit for the official governmental exams (Lebanese students only), the SAT exams, and special DELF French exams in coordination with the French Cultural Center. Most activities at the CTI are included in the mainstream curriculum. Thus students get to act in drama productions, or work in the lab, or get involved in sports tournaments, or use the computers, or peruse books in the library, or join competitions, or give free rein to creative output. There are also clubs and teams that students can join. Extracurricular activities are many, involving sports, scouts, artistic activities, special projects, and more. We even organize yearly school trips for our students to Europe. At the beginning of the school year, parents will be informed of the offerings currently available for the year. Students have the choice of many activities after school hours. By the 1970s the school had outgrown its premises. In 1970 a new school was built in Horsh Tabet, Sin el Fil, in what was then a completely woodland area. At that time, the school consisted of two inter-connecting blocks. The third block was built in the 1980s. The second half of the 1970’s decade witnessed the beginning of a difficult time for the Lebanese, due to a painful civil war. By God’s grace, the school went on with its mission. In the second decade of the twenty-first century, we are happy that our students practically all pass the official exams, they get excellent grades in SATs and the DELF, and they are accepted to their universities of choice. The school is “a busy school”, as one visiting professor commented, and there are always educational activities, events, and projects accompanying learning. Do not let disappointment lead to failure. Our great Gibran Khalil Gibran once prepared for four years for a major painting exhibition. He rented a special gallery for that purpose and displayed his four years of work there. Before the opening, there was a fire in the gallery. It burned down and Gibran’s paintings were all gone. Instead of dejection and loss of hope, Gibran declared that he would paint other paintings that were even better. A few years later his exhibition was held. Faith. Patience. Persistence. Keep these in mind and victory will be yours. “Finally, brethren, whatever is true, whatever is honorable, whatever is right, whatever is pure, whatever is lovely, whatever is of good repute, if there is any excellence and if anything worthy of praise, let your mind dwell on these things. The things you have learned and received and heard and seen practice these things and the God of peace shall be with you. View full school
  9. CTI is dedicated to the service of the education of youth, through the academic, spiritual, and cultural wellbeing of its students. CTI offers students a challenging curriculum to meet the demands of society. CTI students are prepared to excel, develop leadership skills, and eventually become active, responsible citizens. CTI emphasizes academic excellence, character building, cultural awareness, and critical thinking. The CTI vision is for students to leave school with profound spiritual values, a solid academic foundation, wide cultural knowledge, and noteworthy leadership skills. CTI fosters a high level of education, creativity, critical thinking, self-esteem, and Godliness. CTI aims to produce men and women with high goals, and a sense of civic and moral responsibility. The Christian Teaching Institute (CTI) is a private educational organization that was founded by Mr. Emile Moacdieh in 1960. Mr. Moacdieh had a vision of a school that offers a solid education in mathematics, the sciences, the languages, and the humanities, but that is also strongly grounded in the Christian faith. His vision was to provide students excellence in moral upbringing, culture, and the liberal arts. Our Kindergarten program is a hands-on program with a focus on discovery, awareness, language instruction, mathematical concepts, and social skills. The students study three languages, English French and Arabic. The curriculum is eclectic, based on American, French, and local Lebanese. Science is offered in English, with American - curricula. Currently, we are using ebooks in most of our elementary programs. Science is supplemented by lab sessions. Mathematics is also offered in English and it tends to be advanced American and/or Lebanese programs. French is in coordination with the French Cultural Center, and we prepare our students for the DELF in the intermediate classes. The Arabic language follows what we believe to be the best offered locally, with special Arabic provisions for non-Lebanese students. Our curriculum also includes Bible, drama, art, music, and more. These classes prepare students for college and the official terminal exams. The program is accelerated Lebanese, with emphasis on mathematics, the sciences, and the three languages. There are also lots of co-curricular subjects, involving cultural studies, drama, lab, Bible, philosophy, and more. There are special HS programs for non– Lebanese students. Our students sit for the official governmental exams (Lebanese students only), the SAT exams, and special DELF French exams in coordination with the French Cultural Center. Most activities at the CTI are included in the mainstream curriculum. Thus students get to act in drama productions, or work in the lab, or get involved in sports tournaments, or use the computers, or peruse books in the library, or join competitions, or give free rein to creative output. There are also clubs and teams that students can join. Extracurricular activities are many, involving sports, scouts, artistic activities, special projects, and more. We even organize yearly school trips for our students to Europe. At the beginning of the school year, parents will be informed of the offerings currently available for the year. Students have the choice of many activities after school hours. By the 1970s the school had outgrown its premises. In 1970 a new school was built in Horsh Tabet, Sin el Fil, in what was then a completely woodland area. At that time, the school consisted of two inter-connecting blocks. The third block was built in the 1980s. The second half of the 1970’s decade witnessed the beginning of a difficult time for the Lebanese, due to a painful civil war. By God’s grace, the school went on with its mission. In the second decade of the twenty-first century, we are happy that our students practically all pass the official exams, they get excellent grades in SATs and the DELF, and they are accepted to their universities of choice. The school is “a busy school”, as one visiting professor commented, and there are always educational activities, events, and projects accompanying learning. Do not let disappointment lead to failure. Our great Gibran Khalil Gibran once prepared for four years for a major painting exhibition. He rented a special gallery for that purpose and displayed his four years of work there. Before the opening, there was a fire in the gallery. It burned down and Gibran’s paintings were all gone. Instead of dejection and loss of hope, Gibran declared that he would paint other paintings that were even better. A few years later his exhibition was held. Faith. Patience. Persistence. Keep these in mind and victory will be yours. “Finally, brethren, whatever is true, whatever is honorable, whatever is right, whatever is pure, whatever is lovely, whatever is of good repute, if there is any excellence and if anything worthy of praise, let your mind dwell on these things. The things you have learned and received and heard and seen practice these things and the God of peace shall be with you.
  10. EduCativ

    Box Hill Institute

    Box Hill Institute has a proud tradition of delivering high-quality education, training, and lifelong learning. When you study with us, you immerse yourself in a learning environment designed to provide you with the best possible opportunities to establish your future career. Our facilities are created in partnership with industry leaders, so you can learn in a setting as close to the real world as possible. You’ll work with our industry partners, gaining valuable hands-on experience, and you can broaden your horizons even further by participating in one of our many overseas projects. Whether you’re just starting or looking to sharpen your skills, Box Hill Institute can help you to unearth or pursue your passion. By completing one of our qualifications, whether it’s an apprenticeship or a higher education degree, you’ll be ready for meaningful employment. Our staff is passionate about supporting you to do your best. They want to help you get the most from yourself during your time with us. We want to you leave Box Hill Institute with confidence, empowered to tackle the next phase of your life. Every year, thousands of students choose Box Hill Institute because of its collaborative and creative approach to education. We’re trusted by over 40,000 students from across the globe who want to prepare themselves for a rewarding future. We deliver education to people, businesses, and community groups with many different needs, interests, and backgrounds. Our qualifications range from certificates I to IV, diplomas and advanced diplomas, even associate, bachelor, and master degrees. Our vocational and higher education qualifications are nationally accredited and internationally recognized. We have students from all over the world, from many different cultures and backgrounds. Every year, we help between 40,000 and 60,000 students pursue a passion, develop their potential, and kick-start their careers. Our objectives, as set out in the Education and Training Reform Act (2006) and the constitutions of BHI and CAE, can be summarised as performing our functions for the public benefit through education delivery, building community capacity, and enriching the lives of young people and adults through lifelong learning. We value professionalism, loyalty, integrity, courage, teamwork, and innovation as an educational institution and as an employer. At BHI, you’ll learn in modern, well-equipped facilities that simulate real work environments and experiences. You’ll be learning to use tools and equipment that are used in the industry, in situations that are part of everyday employment. This means you’ll have the skills and experience that employers are looking for – which is a distinct advantage when you’re applying for jobs. VIDEOS
  11. Batchelor Institute began in the late 1960s as a small annex of Kormilda College, providing Aboriginal teacher aides and assistants in community schools. In 1974 Batchelor Institute moved to the Batchelor township. In 1982 the Institute commenced as a dual-sector tertiary provider, and since the 1980s has continuously focused on learning that is supportive of Aboriginal and Torres Strait Islander cultures. A second campus was established in 1990 in Alice Springs. Between 1988 and 1999, the Institute was known as Batchelor College. In 1999 the current Batchelor Institute was established with an emphasis on Indigenous Australian ownership and governance of the Batchelor Institute Council. Since the Australian government's higher education reforms of 2003, Batchelor Institute has been recognized and funded as a ‘National Institute.’ Batchelor Institute of Indigenous Tertiary Education sits uniquely in the Australian educational landscape as the only Aboriginal and Torres Strait Islander dual-sector tertiary education provider. Under its ‘Both-ways’ philosophy, the Institute significantly provides an Aboriginal and Torres Strait Islander lens to a mainstream education system. The Institute’s strategic planning regime comprises five organizational initiatives, referred to as system-level pillars. These pillars underpin Batchelor Institute’s direction, work, and investment, thereby positioning the Institute, for the future, as Australia’s Aboriginal and Torres Strait Islander, dual-sector tertiary provider of choice. The Institute will be highly profitable and have a national and international reputation for providing high-quality training, education, and research. Indigenous students come to Batchelor as part of their life’s learning journey. They bring their knowledge, language/s, and culture with them and come as adults with a previous life and educational experience. They journey with Batchelor and continue to journey with their home community and family at the same time. We conduct cross-cultural training for staff and have completed an internal research project and created support resources around our practice philosophy. We also held Both-ways talking circles to bring together staff and students to discuss teaching and learning practices at the Institute, as well as holding a Both-ways student forum.
  12. Awareness Institute is an organic community of professionally trained facilitators, clinicians, and healers committed to inspiring an evolutionary shift in human consciousness. We value community, personal empowerment, integrity, and self-responsibility and seek to provide the highest quality training and support for personal and community evolution. While not forgetting to sit back on occasion, kick off our shoes and have fun! Awareness Institute offers a unique range of services all aimed towards empowering people to transform their world both internally and externally. We are currently building a new e-learning site to be able to deliver a wide range of courses ranging from spirituality, oracle reading, astrology to conscious relationships and numerology. Awareness Institute is a place for like-hearted people to come together to share knowledge, Sydney, reiki, meditation, astrology, healing experiences, and friendship. We currently support the wonderful work of World Vision by being a regular contributor to their Child Rescue Program. Aimed at providing support and safety to children at high risk who can not be gotten to through the regular Child Sponsor Program. If anyone is interested in lending their support to this very worthwhile project contact World Vision for more information. “Education and knowledge by themselves do not bring inner peace to individuals, families, or the society in which they live. But education combined with warmheartedness, a sense of concern for the well-being of others, has much more positive results. If you have a great deal of knowledge, but you’re governed by negative emotions, then you tend to use your knowledge in negative ways. Therefore, while you are learning, don’t forget the importance of warmheartedness.”
  13. Established in 1934, the Institute of Modern Languages was set up by The University of Queensland Senate to give more adults the chance to deepen their lives by inviting the community into the University through language learning. IML-UQ is a powerful tool for facilitating language learning and cross-cultural communication, especially useful in today's multicultural society. IML-UQ also provides a vehicle for previous UQ students to remain connected with its alumni in a meaningful way over the decades in which students are no longer engaged in formal study. This task is aided by accredited and dedicated language tutors, teaching in over 30 languages. We believe that education is a lifelong journey. Everyone can join our global voyage. Whether you want to travel the world, learn to speak a language, follow new interests or maintain your language skills, IML gives you that opportunity in over 80 courses in 30 languages in a practical and supportive learning environment for adults. We use a communicative approach to teaching and learning. All four skill areas are covered. Learn to speak, listen, read, and write for applications in authentic situations where a collaborative team effort is encouraged in class. Cultural segments are integrated with the language acquisition program focusing on general background studies about the countries and peoples where the targeted language is used. Our professional translation service offers NAATI-certified official translations in over 80 languages into English and vice versa Australia-wide. We can also supply NAATI accredited interpreters in Brisbane, South East Queensland, and interstate for requests such as the court, medical or business interpreting. IML courses in 30 languages are taught by qualified, enthusiastic language tutors who are either native speakers or have native proficiency. You do not need to enroll in a degree to study at IML. Our classes are open to the general public, have no pre-requisite or placement tests, and are some of the most affordable in Brisbane. The cost of most IML courses is roughly $12 per hour. All lessons are held at The University of Queensland, St Lucia Campus, where you can take advantage of the extensive campus facilities, transport options, and modern classrooms. Lessons vary depending on the type, with courses offering between 2 and 6 contact hours per week.
  14. AIM is a not-for-profit organization that delivers 70 years of expertise to hundreds of Australian organizations that wish to develop world-class management and leadership capabilities. AIM was formed 70 years ago by a group of young Melbourne foremen who met in 1938 and decided to begin an association to maintain contact and develop their knowledge of management principles and practices.
  15. Wentworth Institute of Higher Education We offer quality undergraduate and postgraduate degree programs in Business, Professional Accounting, and Interactive Media. At Wentworth Institute, Our Bachelor's and Master's degrees are fully accredited by Australia's independent national regulator for higher Education – The Tertiary Education Quality and Standards Agency (TEQSA). This means that Wentworth Institute is responsible for maintaining compliance with the Tertiary Education Quality and Standards Agency Act 2011- Higher Education Standards Framework (Threshold Standards) 2015. Our courses are recognized under the Australian Qualifications Framework (AQF), with our Diplomas at AQF Level 5, Bachelor Degrees at AQF Level 7, our graduate certificates, and graduate diplomas at AQF level 8, and our master degrees at Level 9. Wentworth Institute is responsible for the issuance of AQF certification documentation. Our Bachelor of Accounting degree is fully accredited and recognized by CPA Australia and the Institute of Chartered Accountants Australia and New Zealand. Wentworth Institute is approved to offer courses to International Students. Therefore, it is obligated and responsible for adhering to the National Code and the Education Services for Overseas Students (ESOS) Act. To achieve the status of a high-quality tertiary education provider in Australia for students who aspire to an entrepreneurial approach to life and business by developing knowledge and skills through business and digital media programs of study. The following mission and goals have been developed to provide an overall framework to guide the Institute in its planning, strategic objectives, and operational outcomes. These goals have been developed within the context of the goals of Australian higher education. Through the provision of industry-relevant, innovative, quality higher education courses, Wentworth Institute aims to address the learning needs of committed students and, in turn, the businesses and industries' future needs to contribute their values, skills, and knowledge.
  16. Whitehouse is an internationally recognized school, providing design education in fashion, interiors, and creative direction & styling. We are known for our rigorous, unique, and adaptable academic programming, experimental learning opportunities, academic, and industry partnerships, and commitment to nurturing innovation and entrepreneurship. While the premier mission of Whitehouse is to prepare our students for professional excellence in creativity and design, our broader ethos is to foster creativity, inspire leadership, impart a global perspective, and instill values of inclusiveness, community engagement, and sustainability in students. Whitehouse strives to guide students towards developing innovative design and strategic business solutions that upend the status quo, create personal and professional opportunities, and have a lasting and sustainable global impact. Whitehouse Graduates are talented, dedicated, and educated. Ask to browse through our Graduate Portfolio and CVs to find your next employee. With skills across Fashion Design, Illustration, Pattern-making, Construction, Graphic Design, Fashion, Event, Interior and Food Styling, Photography, Creative Direction, Marketing, and Interior Design, we could have the Graduate for you. The Whitehouse Bachelor of Design prepares graduates for employment while teaching our students about business, the bottom line, and industry relevance. With very close connections to industry and cultural resources, Whitehouse's approach is always forward-thinking and ambitious. Students undertake a trimester model of study, achieving a Bachelor of Design in just two years, allowing students to launch their careers in the design industry one year earlier than most university graduates. Students can further their qualifications by undertaking a Master of Design in 12 months. Master of Design students is innovative thinkers who can introduce bold and experimental designs to today's global industry with Whitehouse professionals' support. Led by a faculty of pre-dominantly industry professionals, Students develop a conceptual and practical foundation to their practice and a relevant industry perspective, and a pre-established network. Whitehouse teachers bring experience from Givenchy, Kenzo, Carven, Vivienne Westwood, ELLE UK, Louis Vuitton, Burberry, Jonathan Saunders, and Comme des Garcons. Whitehouse is part of a worldwide creative community. We open our doors and share our work with thinkers and doers worldwide to challenge current thinking in the design industry and expand the practice. Our students and graduates have access to exclusive national and international industry opportunities and regular in-house guest lectures and competitions.
  17. Australian Institute of Management Education & Training (AIM) is a Registered Training Organisation (RTO No.0049) and TEQSA approved Higher Education Provider listed on the national register, Provider ID: PRV12071. AIM Education and Training is a part of Scientia - a leading Australian education and training group with unrivaled student offerings across corporate solutions, short courses, vocational education, and post-graduate higher education. Established in 2015, Scientia unites industry leaders AIM Education & Training and Ivy College. Founded in 1941, AIM Education & Training is the trusted career partner of Australian managers and leaders at every stage of their career journey. Every year, 20,000 professionals take part in over 80 training programs and study towards any one of 14 Vocational Qualifications in locations across Australia. AIM has an unrivaled breadth and depth of training options including over 80 Short Courses and over 20 Online Short Courses across a range of subject areas including Leadership and Management, Project Management, Human Resources, Marketing, Communications, Finance, Training and Assessment, Work Health & Safety and Professional Development. Our Short Courses are intensive face-to-face workshops that allow you to quickly gain new skills, learn best practice methodologies, and share practical applications. When it comes to professional development, organizations often only budget learning and development for selected levels, so many employees miss out on critical training. AIM Access is revolutionizing learning by providing personalized development at scale with subscription access to AIM face-to-face short courses at five campuses across Australia. AIM’s nationwide team is available to develop industry and business-specific training solutions. Partnering with over 500 companies from a range of industries including Government, Health, Financial Services, Mining, Manufacturing, Construction, and more, our nationwide team will develop customized training solutions to achieve your specific business objectives. Choose an off-the-shelf or tailored program today. Wherever you need to be there’s a practical and applicable qualification that can get you there. From Project Management to Human Resources, Leadership and Management, choose from a wide range of Certificates, Diplomas, and Advanced Diplomas that help you fast-track your career whilst gaining official certification of your skills. Studying a qualification with AIM may also serve as a great pathway to achieving your MBA with AIM Business School. VIDEOS
  18. AIHEM is engaged in an extensive network of international collaborations with leading scientific organizations and prominent individual scientists and engineers. We publish selected scientific papers and research reports in the Australian Institute of High Energetic Materials Research Bulletins and organize Australian and International Conferences and Symposia. During the years of activity, many selected scientists had joined the group of the Honorary Fellows and Research Associates of the Australian Institute of High Energetic Materials. Currently, the group of the Honorary Fellows and Research Associates consists of 138 Professors, 65 Associate Professors, 89 scientists with Doctoral Qualification, and 28 holders of MSc in Engineering from over 50 countries. AIHEM is an Australian-based professional alliance established in 2009 with a humanitarian mission to Facilitate researching fundamental and applied science directed to expanding human knowledge. Act as a convenor for workshops on policy, scientific, engineering, and societal issues and facilitate organizing scientific conferences and symposia. Facilitate receiving academic scholarships and prizes to overseas students and scientists to visit Australia for scholarly purposes and studies. Facilitate selected scientific and engineering projects to obtain private and government grants. The AIHEM membership is open to any academy, university, college, academic, scientific, and research organizations, scientists, engineers, and other individuals that support the alliance's humanitarian mission. The alliance does not charge membership fees. USAT Inc. Applications sponsor these fees for AIHEM membership must be submitted to the Secretary of the Academic Council of the alliance using the form. The membership applications must be supported by one voting member of the alliance and seconded by one founding member of the alliance. AIHEM, in conjunction with USAT Inc., facilitates financing cutting-edge novel scientific and engineering projects proposed by the members of the alliance. The alliance's internal affairs are governed by an Academic Council, consisting of a chair, a secretary, and chairs of the council's sub-committees.
  19. The Higher Institute of Paços de Brandão (ISPAB) is a private higher educational institution legally recognized by the Ministry of Education through the Ordinance No. 1119/91 of 29 October, nº1236 / 93 of December 2, and No. 457-A / 98 of 29 July. Established by the Association for Education and Development of Brandão Hall (FEDESPAB) nonprofit, the ISPAB develops its educational activities and scientific knowledge in the fields of management sciences and management, communication and engineering, and technology. Founded in 1990, the ISPAB is a value-recognized institution, an important agent of progress in the region where it is located, the local authority, and the community it belongs to. Assuming as a dynamic and versatile educational establishment that focuses on rigor and teaching quality in specific and key areas for the development of the region in which it operates, offering a variety of training prospects through various initial training courses and of taught postgraduate courses, the ISPAB favors a versatile and multifaceted training resulting from the consecration of multidisciplinary curricula and the adoption of theoretical and practical teaching model, able to equip graduates for multiple skills, enabling them to respond to an extensive range of career opportunities. All courses taught in ISPAB are especially geared to the labor market and lead to the formation of multi-purpose and specialized technicians. The ISPAB granting primacy to "learn to know," the "know-how" and "how to be" a perspective of respect, promotion, and development of the human person. Providing a space for learning, the ISPAB is much more than just a school. It is a community dynamic organism that is integrated and the region to which it belongs. It is a privileged partner of companies and other organizations with which it cooperates in several projects. It is also a place able to provide new and enriching experiences, offering a convivial atmosphere and joy. It is finally an institution promoting the spirit of citizenship and the development of the personality. Constitute statutory objectives of ISPAB: Promote and develop education, research, and culture Deliver higher education and granting academic titles and degrees on terms that are or will be authorized by the Ministry of Education Provide training courses, specialization and improvement, although not confer an academic degree Organize conferences, seminars, and other scientific and pedagogical activities Organize and develop community service providing activities within the given scientific fields and a mutual appreciation perspective Promoting training Organize or cooperate in educational outreach activities, cultural and technical Promote and foster contacts to educational, technical, scientific, and cultural cooperation with national and international institutions Promote actions to develop scientific research within their areas of training and other deemed of interest Collaborate with public or private entities, particularly in the context of regional development. The ISPAB has a rational and flexible organizational structure to enable the adjustments counted advisable to normal and more effective functioning of the institution. The ISPAB respects the principle of independence of the organs of scientific or educational nature and the bodies of an administrative or financial nature and ensures the participation of teachers, students, technical staff, research, administrative and assist in its management. The founding body of ISPAB is the Education Association and Development Paços de Brandão - FEDESPAB, legal person governed by a private non-profit organization that takes responsibility for the administrative, economic and financial management of ISPAB and ensures support for the feasibility of projects, programs, and activities that improve the functioning of ISPAB and effective realization of the objectives for its creation. View full university
  20. The Higher Institute of Paços de Brandão (ISPAB) is a private higher educational institution legally recognized by the Ministry of Education through the Ordinance No. 1119/91 of 29 October, nº1236 / 93 of December 2, and No. 457-A / 98 of 29 July. Established by the Association for Education and Development of Brandão Hall (FEDESPAB) nonprofit, the ISPAB develops its educational activities and scientific knowledge in the fields of management sciences and management, communication and engineering, and technology. Founded in 1990, the ISPAB is a value-recognized institution, an important agent of progress in the region where it is located, the local authority, and the community it belongs to. Assuming as a dynamic and versatile educational establishment that focuses on rigor and teaching quality in specific and key areas for the development of the region in which it operates, offering a variety of training prospects through various initial training courses and of taught postgraduate courses, the ISPAB favors a versatile and multifaceted training resulting from the consecration of multidisciplinary curricula and the adoption of theoretical and practical teaching model, able to equip graduates for multiple skills, enabling them to respond to an extensive range of career opportunities. All courses taught in ISPAB are especially geared to the labor market and lead to the formation of multi-purpose and specialized technicians. The ISPAB granting primacy to "learn to know," the "know-how" and "how to be" a perspective of respect, promotion, and development of the human person. Providing a space for learning, the ISPAB is much more than just a school. It is a community dynamic organism that is integrated and the region to which it belongs. It is a privileged partner of companies and other organizations with which it cooperates in several projects. It is also a place able to provide new and enriching experiences, offering a convivial atmosphere and joy. It is finally an institution promoting the spirit of citizenship and the development of the personality. Constitute statutory objectives of ISPAB: Promote and develop education, research, and culture Deliver higher education and granting academic titles and degrees on terms that are or will be authorized by the Ministry of Education Provide training courses, specialization and improvement, although not confer an academic degree Organize conferences, seminars, and other scientific and pedagogical activities Organize and develop community service providing activities within the given scientific fields and a mutual appreciation perspective Promoting training Organize or cooperate in educational outreach activities, cultural and technical Promote and foster contacts to educational, technical, scientific, and cultural cooperation with national and international institutions Promote actions to develop scientific research within their areas of training and other deemed of interest Collaborate with public or private entities, particularly in the context of regional development. The ISPAB has a rational and flexible organizational structure to enable the adjustments counted advisable to normal and more effective functioning of the institution. The ISPAB respects the principle of independence of the organs of scientific or educational nature and the bodies of an administrative or financial nature and ensures the participation of teachers, students, technical staff, research, administrative and assist in its management. The founding body of ISPAB is the Education Association and Development Paços de Brandão - FEDESPAB, legal person governed by a private non-profit organization that takes responsibility for the administrative, economic and financial management of ISPAB and ensures support for the feasibility of projects, programs, and activities that improve the functioning of ISPAB and effective realization of the objectives for its creation.
  21. ISCTE - Instituto Universitário de Lisboa (ISCTE-IUL) is a public university established in 1972. Pursuing teaching, research, and community service activities plays a major role in educating qualified specialists and personnel, whose cultural, scientific, and technical skills enable them to contribute to sustainable development both at the national and the global level. The strategic objectives of ISCTE-IUL are innovation, quality, internationalization, and the development of an entrepreneurial culture. While preserving its public university nature, ISCTE-IUL is currently one of the three Portuguese universities (along with the University of Porto and the University of Aveiro) which adopted the Foundation Regime, the latter prescribing management according to private law. With approximately 9000 students enrolled in undergraduate (46%) and postgraduate (54%) programs, 450 teachers, and 220 non-teaching staff, ISCTE-IUL is proud to be one of the most dynamic and innovative universities in the country. Facing high demand, the student vacancies at the ISCTE-IUL have always been fully occupied. ISCTE-IUL encourages students to fully exploit their potential, develop their capability for initiative and flexibility, and complement their academic education with international experience, enabling them with the necessary skills to adapt to the needs of the global labor market. ISCTE-IUL demonstrates a high rate of graduates’ employability and achieves the 100% rate in most of the courses. Its former students currently occupy positions of high responsibility in private companies, public institutions, and governmental entities, which confirms not only the prestige of our institution but also its teaching quality. ISCTE-IUL is a research university, with eight units performing high-quality research, recognized in periodical assessments by the Foundation for Science and Technology. At the community service level, the scholars and graduates of the ISCTE-IUL have contributed to establishing multiple connections with private companies and public and civil society organizations. One of the most outstanding examples is the Institute for Management Development (INDEG), which employs activities of strong public recognition in the domains of education, postgraduate studies, and research, and community service in the areas of its jurisdiction. The mission of ISCTE-IUL is to create and convey scientific knowledge according to the best international standards, training highly skilled professionals, mainly at the postgraduate level, in the areas of management, information technology and architecture, social sciences, and public policy, for the advancement of society. This mission is achieved by improving the research-teaching nexus with a strong applied focus, fostering multidisciplinary learning, and maximizing the interplay between entrepreneurship, technology, and innovation to prepare competent professionals able to deal effectively with the forthcoming challenges of society, within the profit and non-profit organizations. The three main vectors of this mission - research, teaching and learning, and service provided to community - embody the vision of ISCTE-IUL as a research university focused on continuous improvement dynamics of the institution in the various fields of its management and activity, such as: A board of highly skilled faculty and researchers representing the best international standards The internationalization of research, teaching and knowledge transfer, and the academic mobility of faculty members and students, which fulfills the integration of ISCTE-IUL in international research and education networks The transfer and exchange of the produced scientific and technological knowledge, particularly through the development of products, provision of services to society, lifelong education, and promotion of entrepreneurship and employability The implementation and promotion of activities that grant access and fruition of cultural and scientific goods to individual users and groups inside and outside ISCTE-IUL The continuous interaction with society, contributing to the analysis and resolution of problems at national and local levels, as well as the establishment of partnerships with organizations committed to the cultural, social, and economic development of the country The professionalization of infrastructure management and qualification using creating a culture of excellence that provides effective support to research, teaching, and knowledge transfer activities to ensure institutional sustainability. We have an ambition for excellence in teaching and research thus our strategic goals soon are focused on increasing research, internationalization, control of our education's quality, and creating favorable conditions for the development of an organizational culture of entrepreneurship, innovation, and knowledge transmission to the society. View full university
  22. ISCTE - Instituto Universitário de Lisboa (ISCTE-IUL) is a public university established in 1972. Pursuing teaching, research, and community service activities plays a major role in educating qualified specialists and personnel, whose cultural, scientific, and technical skills enable them to contribute to sustainable development both at the national and the global level. The strategic objectives of ISCTE-IUL are innovation, quality, internationalization, and the development of an entrepreneurial culture. While preserving its public university nature, ISCTE-IUL is currently one of the three Portuguese universities (along with the University of Porto and the University of Aveiro) which adopted the Foundation Regime, the latter prescribing management according to private law. With approximately 9000 students enrolled in undergraduate (46%) and postgraduate (54%) programs, 450 teachers, and 220 non-teaching staff, ISCTE-IUL is proud to be one of the most dynamic and innovative universities in the country. Facing high demand, the student vacancies at the ISCTE-IUL have always been fully occupied. ISCTE-IUL encourages students to fully exploit their potential, develop their capability for initiative and flexibility, and complement their academic education with international experience, enabling them with the necessary skills to adapt to the needs of the global labor market. ISCTE-IUL demonstrates a high rate of graduates’ employability and achieves the 100% rate in most of the courses. Its former students currently occupy positions of high responsibility in private companies, public institutions, and governmental entities, which confirms not only the prestige of our institution but also its teaching quality. ISCTE-IUL is a research university, with eight units performing high-quality research, recognized in periodical assessments by the Foundation for Science and Technology. At the community service level, the scholars and graduates of the ISCTE-IUL have contributed to establishing multiple connections with private companies and public and civil society organizations. One of the most outstanding examples is the Institute for Management Development (INDEG), which employs activities of strong public recognition in the domains of education, postgraduate studies, and research, and community service in the areas of its jurisdiction. The mission of ISCTE-IUL is to create and convey scientific knowledge according to the best international standards, training highly skilled professionals, mainly at the postgraduate level, in the areas of management, information technology and architecture, social sciences, and public policy, for the advancement of society. This mission is achieved by improving the research-teaching nexus with a strong applied focus, fostering multidisciplinary learning, and maximizing the interplay between entrepreneurship, technology, and innovation to prepare competent professionals able to deal effectively with the forthcoming challenges of society, within the profit and non-profit organizations. The three main vectors of this mission - research, teaching and learning, and service provided to community - embody the vision of ISCTE-IUL as a research university focused on continuous improvement dynamics of the institution in the various fields of its management and activity, such as: A board of highly skilled faculty and researchers representing the best international standards The internationalization of research, teaching and knowledge transfer, and the academic mobility of faculty members and students, which fulfills the integration of ISCTE-IUL in international research and education networks The transfer and exchange of the produced scientific and technological knowledge, particularly through the development of products, provision of services to society, lifelong education, and promotion of entrepreneurship and employability The implementation and promotion of activities that grant access and fruition of cultural and scientific goods to individual users and groups inside and outside ISCTE-IUL The continuous interaction with society, contributing to the analysis and resolution of problems at national and local levels, as well as the establishment of partnerships with organizations committed to the cultural, social, and economic development of the country The professionalization of infrastructure management and qualification using creating a culture of excellence that provides effective support to research, teaching, and knowledge transfer activities to ensure institutional sustainability. We have an ambition for excellence in teaching and research thus our strategic goals soon are focused on increasing research, internationalization, control of our education's quality, and creating favorable conditions for the development of an organizational culture of entrepreneurship, innovation, and knowledge transmission to the society.
  23. It is with great pleasure that we welcome you ISAG. ISAG should be seen as a private School of Higher Education, dedicated to teaching, promoting, and developing Management Sciences, Tourism, and Hospitality, in the northern region of Portugal, and recognized as one of the most prestigious, qualified, and enterprising in the country, and at a European level, with a strong and lasting relationship of trust with the scholastic and business communities and official entities, resulting from the high standards of satisfaction provided and by the social responsibility demonstrated. In particular, ISAG should be seen as a reference point in terms of private schools in the North of Portugal, offering a service of high value to the student. In this regard, it will offer its students integrated training services that will be of the highest value to them, to earn and keep their respect and loyalty. ISAG Instituto Superior de Administracao e Gestao (Higher Education Institute of Administration and Management) is a private polytechnic institute of higher education, founded in October 1979 by ESE - Ensino Superior Empresarial, Lda., and recognized by the Ministry of Education (11th of December). To reinforce its positioning within the framework of Portuguese's higher education institutions, it began a merger process in November 2000 (the 1st stage of which included the merger of the founding entities ESE/ENFOC, in June 2005), that was completed in 2006 through the merger of ISAG - Instituto Superior de Administracao e Gestao and ISAI - Instituto Superior de Assistentes e Interpretes into a single institute of higher education, under the name of ISAG - Instituto Superior de Administracao e Gestao - (2nd Series), 13th March, of the Ministry of Higher Education, Science and Technology. Our main objective is to provide technical and cultural education and training in Management Sciences, Tourism, Hospitality, and Applied Languages in the northern region of Portugal, through a teaching philosophy and practice that prepares students to perform highly qualified professional activities. Bearing this in mind, we pay continuous attention to the needs of Portuguese society and economy, especially in regards to European integration and market globalization. For coordination and dynamics of the educational activity, the curricular units taught in ISAGs courses are grouped by scientific areas defined by the Technical and Scientific Council. The educational activities of each course will be coordinated and supervised by a Course Director, who will have a term of two years, with effective functions at the end of the academic year in question (August 31). Accounting, Law, Economics, Translation Studies, Finance, Management, History, Hospitality Informatics, Modern Languages, Marketing, Mathematics, Portuguese Language, Psychology, Tourism. The Erasmus program is a subprogram of the Program of Lifelong Learning, which began on January 1, 2007, and ends on December 31, 2013. It aims to support the creation of a European Higher Education and strengthen the contribution of higher education and advanced vocational education in the innovation process at the European level. View full university
  24. It is with great pleasure that we welcome you ISAG. ISAG should be seen as a private School of Higher Education, dedicated to teaching, promoting, and developing Management Sciences, Tourism, and Hospitality, in the northern region of Portugal, and recognized as one of the most prestigious, qualified, and enterprising in the country, and at a European level, with a strong and lasting relationship of trust with the scholastic and business communities and official entities, resulting from the high standards of satisfaction provided and by the social responsibility demonstrated. In particular, ISAG should be seen as a reference point in terms of private schools in the North of Portugal, offering a service of high value to the student. In this regard, it will offer its students integrated training services that will be of the highest value to them, to earn and keep their respect and loyalty. ISAG Instituto Superior de Administracao e Gestao (Higher Education Institute of Administration and Management) is a private polytechnic institute of higher education, founded in October 1979 by ESE - Ensino Superior Empresarial, Lda., and recognized by the Ministry of Education (11th of December). To reinforce its positioning within the framework of Portuguese's higher education institutions, it began a merger process in November 2000 (the 1st stage of which included the merger of the founding entities ESE/ENFOC, in June 2005), that was completed in 2006 through the merger of ISAG - Instituto Superior de Administracao e Gestao and ISAI - Instituto Superior de Assistentes e Interpretes into a single institute of higher education, under the name of ISAG - Instituto Superior de Administracao e Gestao - (2nd Series), 13th March, of the Ministry of Higher Education, Science and Technology. Our main objective is to provide technical and cultural education and training in Management Sciences, Tourism, Hospitality, and Applied Languages in the northern region of Portugal, through a teaching philosophy and practice that prepares students to perform highly qualified professional activities. Bearing this in mind, we pay continuous attention to the needs of Portuguese society and economy, especially in regards to European integration and market globalization. For coordination and dynamics of the educational activity, the curricular units taught in ISAGs courses are grouped by scientific areas defined by the Technical and Scientific Council. The educational activities of each course will be coordinated and supervised by a Course Director, who will have a term of two years, with effective functions at the end of the academic year in question (August 31). Accounting, Law, Economics, Translation Studies, Finance, Management, History, Hospitality Informatics, Modern Languages, Marketing, Mathematics, Portuguese Language, Psychology, Tourism. The Erasmus program is a subprogram of the Program of Lifelong Learning, which began on January 1, 2007, and ends on December 31, 2013. It aims to support the creation of a European Higher Education and strengthen the contribution of higher education and advanced vocational education in the innovation process at the European level.
  25. IPMAIA is pleased to welcome you to its Institute and hopes you will enjoy your stay and studies in Maia. IPMAIA is always available and awaits your arrival with enthusiasm. The Polytechnic Institute of Maia - IPMAIA is located in the city of Maia, 12 km from Porto, the second-largest city in Portugal. The university campus occupies an area of 70,000 m2 and offers students excellent infrastructures, transport facilities, and state-of-the-art technological equipment. For academic members' convenience, IPMAIA is open 24 hours a day, 365 days a year. Starting 2016/17, a new state-of-the-art, on-campus Sports Complex will be available for all IPMAIA students. IPMAIA is a prestigious higher education institution that offers 4 Bachelor's degree programs and 19 short-cycle programs, all of which have been accredited by the Portuguese Agency for Assessment and Accreditation of Higher Education (A3ES) and/or the Directorate-General of Higher Education (DGES). All course programs are taught by highly professional and qualified academic staff members, holders of a Ph.D. to an extent that largely exceeds the national legal requirements. With some exceptions, the programs at IPMAIA are conducted in Portuguese. For international and/or Portuguese students interested in attending English-taught courses, some programs might be available in English in 2016/17 (provided there is a minimum number of students required for the course to run). International students typically have special permission to sit exams and/or carry out project work in languages other than Portuguese (usually English, French or Spanish). Language support is provided through Portuguese language courses offered by the International Relations Office. The timetables of the classes are normally flexible, to suit students' needs. Higher Technical Professional Courses are Accompanying Children and Young People, Accounting and Management, Administrative Human Resource Management, Comercial Management, and Sales, Construction Works Management and Building Renovation, Design and Industrial Innovation, Digital Marketing, Environmental Quality, Family and Community Service, Industrial Management, Industrial Maintenance, Legal Services, Leisure Sports, Multimedia Production and Digital Games, Network and IT Systems, Sports and Nature Tourism, Technologies and Information Systems Programming, Youth Sports Coaching. Our Bachelor Degrees are Accounting, Information Technology, Web and Multimedia, Legal Studies, Maintenance, and Safety Management, Sports Coaching Our Master Degrees are Legal Studies. IPMAIA is divided into two Higher Schools: Higher School of Social Sciences, Education and Sports, and Higher School of Technology and Management. Academic and research activities rely on the support of both research and functional units. IPMAIA is in the process of creating its institutional Research Unit, and many of its teachers are already integrated into other national Research Units. Regarding Functional Units, IPMAIA provides the academic community with a(n): Multiplatform Studio (Centre for Communication Sciences), Advanced Laboratory of Telecommunications, Multimedia Centre and Laboratory, Photography Laboratory, Physical Condition Centre and Human Kinetics Laboratory, Laboratory of Forensic and Criminal Sciences, Occupational Safety Support Centre, Physics Laboratory, Chemistry Laboratory, Entrepreneurship Centre, Centre for Psychological Support Services. View full university
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