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Divine Educational Institute was founded in the year 1996. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2130896 and has a General affiliation which is valid up to 31/3/2022. It lies in the Bulandshahar district of Uttar Pradesh and is currently being managed by the Krishna Educational Society, Uttar Pradesh. It is presently under the principal -administration of punam sharma. There are a total of 55 rooms, 6 Labs, and 1 Library present in the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 55 6 1 5 49 1 9105 5056 View full school

The İzmir Institute of Technology (TECH) is a Turkish state university established in 1992 to offer higher education and carry out research in science and technology. The medium of instruction at our institute is English. We are currently the only internationally distinguished advanced technical university in Turkey. We established graduate programs in 1994 in İzmir and began admitting students to undergraduate programs in 1998. The campus relocated from the city center to the seaside town of Urla, İzmir, in 1999. Our institute owns approximately 8,600 acres of land, 32 acres of which are currently dedicated to education and research. Within Turkey, our university is known as "İzmir Yüksek Teknoloji Enstitüsü," abbreviated as "İYTE." Our international name is İzmir Institute of Technology, or "TECH" for short. TECH applies higher education models in engineering, science, and architecture, and the medium of instruction is 100% English. TECH has gained national and international recognition for its valuable research contributions. TECH values and significantly contributes to Turkey's research and development (R&D) projects. TECH has gained recognition as one of Turkey's ten research universities and the only research university in the Aegean Region. The number and variety of IZTECH faculty projects subsidized by national and international funding organizations, and the awards conferred by globally respected institutions, confirm IZTECH's status as one of the top universities in the country. TECH ranks highly in the Turkish Industry and Technology Ministry's Index of Innovative and Entrepreneurial Universities. It also demonstrates outstanding performance in the Council of Higher Education (YÖK) 100/2000 Ph.D. scholarship program criteria. The mission of our IZTECH academic staff, the large majority of which studied abroad, is to prepare students to contribute to national scientific and technological development upon graduation. We aim to foster an environment that supports your transformation into public role models. During your studies, the TECH community will draw you in with its social, cultural, and sporting activities, over sixty active student clubs, and the exquisite natural landscape is woven in and around our campus. TECH has taken on a mission to carry out advanced research, education, production, and publication and counseling in science and technology. IZTECH's vision is to be a science and technology leader and a unique world university in its educational standards. The extended notification by the main strategic axes constituting the IZTECH Vision is to lead the establishment of high technology in national priority areas, provide a unique and qualified contribution to digital transformation and technological changes by providing a cooperative, student-oriented, and practical learning opportunity in the work environment in education, protect environmentally and humanly sensitive development sustainably, be a respected research university in the thematic areas that it leads in the world. TECH is divided into three faculties and one graduate school. Education and research are carried out in 14 undergraduate programs, 24 master's programs, and 19 doctoral programs. Six of the master's programs and 4 of the doctoral programs are interdisciplinary. We have a total of around 5383 students, 3851 of whom are undergraduates. Education and research at İZTECH conform to international standards. Our student-centered, project-based education methods aim to help students become modern researchers, inventors, and entrepreneurs who embrace teamwork and produce innovative technology. Our graduates are highly respected nationally and internationally and are admitted to top universities abroad for postgraduate studies. Also, we provide laboratories with the latest technology to help students advance in their respective fields. İZTECH currently hosts 370 ongoing research projects funded by various institutions, including the European Union, the Turkish State Planning Organization (DPT), the Scientific and Technological Research Council of Turkey (TÜBİTAK), and the Turkish Industry Theses Support Program (SANCHEZ). These projects enrich the international scientific community through original research and design. Another on-campus institution that supports our mission to contribute to the fields of science and technology is the "İzmir Technology Development Zone," called Teknopark, which has become synonymous with the institute itself. About 150 technology companies operate within Teknopark. Our students participate in research and complete internships with these companies in their fields of interest. This helps them to establish connections and jump-start their entrepreneurial careers. Post-graduation, students can open their own companies within or outside of Teknopark, thanks to their hands-on experience. View full university

Gebze Technical University (GTU established in 1992 as Gebze Institute of Technology, GYTE) is a research-oriented state university located in the Marmara Region of Turkey, with the primary goal of accommodating the needs of 18 Organized Industrial Zones (OIZs) and 35 R&D facilities in the area to contribute to the state-of-the-art research. GTU has dedicated all its resources to high-tech research in its eight undergraduate and 30 graduate programs in Basic Sciences (Physics, Chemistry, Mathematics, Molecular Biology, and Genetics), Management (Management, Economy, Strategy), Architecture (Architecture, Urban and Region Planning), and Engineering (Computer Eng., Environmental Eng., Earthquake and Structural Eng., Electronics Eng., Geodetic and Photogrammetric Eng., Chemical Eng., Mechanical Eng., Materials Science and Eng.). GTU currently has 2000 undergraduate and 3000 graduate students and employs a total of nearly 400 academic personnel. There are 41 research laboratories, fully equipped with the latest technology, and four research and application centers. The campus of the university is a 245,000 square meter green area. The Gebze Technical University is committed to conducting advanced level scientific and technological research, education, training, production, publication, and consultancy, contributing to the competitive power of the national industry, producing and applying modern technologies. View full university

The Western Greece University of Applied Sciences (T.E.I. of Western Greece) was established on the 6th of June, 2013, as a result of merging the former T.E.I. of Patras established in 1983 former T.E.I. of Mesolonghi established in 1983, too. The Western Greece University of Applied Sciences (T.E.I. of Western Greece) is a State Higher Education Institute autonomous and self-governed by its Academic & Administration Bodies. The Technological Educational Institutes (T.E.I.s), along with the Universities, are subject to the Greek frame - Law of Higher Education. In particular, the T.E.It constitute a sector parallel, equivalent, and complementary to the Universities. The Western Greece University of Applied Sciences (T.E.I. of Western Greece) is oriented to Applied Sciences and Technology. At the same time, the Universities are mostly committed to Academic Studies and Theoretical or Basic Research. In the context of its autonomy, the Western Greece University of Applied Sciences (T.E.I. of Western Greece) has set out specific targets to satisfy its Role and Mission. The Western Greece University of Applied Sciences (T.E.I. of Western Greece) has as a Role to collaborate with other Higher Educational Institutes in Greece, the rest of Europe, and in other countries, too, as well as with its social partners, in order to contribute to regional and national development, along with human resources development. Its strategic target is to provide services such as High-Quality Education, Life Long Learning opportunities, and take initiatives in R.T.D. and Innovation projects to meet its internal and external customers' requirements and expectations. The following objectives of the strategic plan are specified: To offer High-Quality Education and Training for competitive graduates. To establish a sustainable platform for collaboration and research to develop and transfer knowledge, technology, and know-how through joint ventures and other customized initiatives. To integrate and update the academic themes as drivers of innovation and development, emphasizing the Region of Western Greece. To identify knowledge trends and future national needs and act upon them to serve the 1st target. To continuously reinvent the education portfolio of its departments to ensure that it is innovative, radical, suits to student needs, and harmonizes to regional development and strategic national priorities, too. To strengthen and manage on quality principles, the Western Greece University of Applied Sciences services to become an internationally recognized, interdisciplinary, streamlined research-intensive and collaborative Higher Education Institution, with a focus on innovation. To contribute to the development of Green Energy and Sustainable Development and the use of new and I.T. technologies. To develop a radical, sustainable, and appropriate strategy for revenue growth. To empower the commitment to the Greek social, cultural, and economic development. To secure several strategic alliances with national and international partners, especially under the European Union's values and principles. To introduce strategic planning to all processes towards an effective Total Quality Management System. To run a policy such that the European component may surely provide an added value to the Western Greece University of Applied Sciences students, graduates, staff, departments & faculties. View full university

In its user-friendly and welcoming environment, the user can be informed about the history of our Institution, get valuable information about our Academic Departments, about the studies provided, our students and student care, the teaching, and management staff, building, and laboratory infrastructures as well as for our scientific, research, cultural and social activities. The Technological Educational Institute of Epirus, through its over 20 years of experience, has succeeded in articulating a meaningful scientific discourse, with a high priority in providing a high level of education to our young people. We hope our website will act as a portal for creative communication and exchanging views and ideas. The Technological Educational Institute (T.E.I.) of Epirus was founded in 1994 in the northwestern part of Greece. It is a Public Institution, completely self-governed, and belongs to the technological sector of Greek Tertiary Education. It functions under the supervision of the Minister of Education and Religious Affairs. It has its main Campus and administrative center in Arta and Departments in Ioannina, Preveza, and Igoumenitsa. The Institute hosts today more than 10.000 students. It employs 87 members of academic staff, 22 members of technical staff, four laboratory teaching staff (musicians), and 94 members of administrative staff. Courses are taught in Greek. Occasionally, exchange students (i.e., Erasmus) may be allowed to carry out assignments in English (or another language) or attend tutorials (in small groups or individual sessions) led by members of the academic staff. The duration of studies is eight semesters (including Work Placement). There are no tuition fees charged to students (Greek, international, or exchange students). The Institute has co-organizing three (3) MSc Programmes with Greek Universities (the University of Ioannina and University of Thessaly). Currently, it has formal exchange agreements with a large number of Universities through the well-established Erasmus program of the European Commission. T.E.I. of Epirus welcomes international students who wish to expand their academic horizons by spending a semester or a year studying at its Departments. Our Institution has succeeded in becoming a dynamic regional Technological Institute that offers high-quality education despite its geographic location. Its curriculum covers the modern scientific fields, which offer professional development. It has the perfect infrastructure, modern laboratory equipment, organized libraries, and excellent academic and research staff that has succeeded nationally and internationally, while the administrative support is high. The necessary training period at the Technological Educational Institute (T.E.I.) of Epirus is the teaching semester. Each academic year, which begins on September 1st and ends on July 5th, consists of two separate semesters: the winter semester, which begins the first Monday after the September exams and the week of enrollments and, the spring semester, which begins after the exams of the 2nd period of the winter semester and the week of enrollments. Students of the Technological Educational Institute (T.E.I.) of Epirus can move to other countries of the European Union for their work placement through a consortium in which the Technological Educational Institute (T.E.I.) of Epirus is a partner. The ERA-Places Action allocates grants to students who wish to work abroad. The number of money changes according to the cost of living in each country. View full university

TEI of Eastern Macedonia and Thrace (TEI AMG) was founded in 1976 under the name TEI of Kavala. The form it has today is the result of many institutional reforms and changes. It first functioned as Center of Higher Technical Education (KATE), one year later as a Center for Higher Technical Vocational Education (KATEE), and in 1983 as a Technological Educational Institute (TEI). In 2001, as a Higher Technological Educational Institution (ASEI) and since 2007 as a Higher Educational Institution (AEI). The educational process at TEI AMG is carried out by the members of the OP (permanent), which are divided into four classes: a) Professor, b) Associate Professor, c) Assistant Professor, and d) Professor of Applications. The members of the OP are assisted in their work by Scientific and Laboratorial Associates (extraordinary), by Laboratory Technicians, and by Administrators. It consists of the President, the Deans of Schools, representatives of the professors, the number of which is equal to the number of faculties elected by the General Assembly of the School, a representative of undergraduate students, a representative of graduate students, and a representative of the candidates of doctoral students. The Deputy Presidents and the Secretary of the Foundation are also present at the Assembly meetings without voting. The Convention establishes an educational and research policy, approves the first, second, and third cycle regulations, the curriculum content, expresses an opinion to the Foundation's Board of Regulators, etc. View full university

Welcome to the Technological Educational Institute of Crete. Our Institute, one of the 36 Higher Education Institutes of Greece, offers quality undergraduate and postgraduate studies in Informatics, Engineering, Health, Agriculture and Food, Economics and Management, Environment. The TEI of Crete is continually being ranked at the top of its peers' list, while it has received wide recognition for its direct contribution to the development of both Crete and Greece. The TEI of Crete studies are exceptionally high standards, as proved by the External Evaluations carried out by the Hellenic Quality Assurance and Accreditation Agency. The teaching and research qualifications and the consistency of the staff, the modern Study Programmes, the connection to the trade and social bodies, and the way we supervise and support our graduates guarantee a complete education providing our graduates with the appropriate guidelines so that they follow the correct profession or continue with further studies, dependent on their aptitudes. Our several collaborations with numerous Greek and more than 120 European Higher Education Institutes contribute drastically to the provided studies' internationalization. Our students are encouraged to travel to other countries to complete part of their studies. Those who study at our Institute also contact international students and are often being taught by European professors. The Department has received awards for its international relations in Europe and, of course, in Greece. At the TEI of Crete, the Administration and the staff work tirelessly, always focusing on our institutional goals about quality education, excellence, real education, and our ca. 15.000 active students' broader interest. We continue to transfer our students' main principles, transparency in making and implementing our decisions, equality, and respect. We encourage the freeway of thinking and the expression of new ideas, self-motivation, and cooperation: we seek to create complete Scientists – Citizens. Our economic efficiency works as a guarantee for the State to keep financing us. Apart from that, the TEI of Crete, through the numerous educational, research, and development projects that it carries out, ensures receiving extra funds to support the studies and our students, equivalent to many years of state funding. The candidates and their parents shall see a full description of our undergraduate and postgraduate studies, together with the possibilities to support our young students during their studies and everyday life at the Institute. Our current students can provide all the necessary information concerning the classes, the studies, the contact with the professors, the Student Care Office, the exchange programs with universities abroad, the chances of working at the Institute and at trade and industry bodies, essential links for the life and the entertainment in the cities, where the departments are located, etc. The new scientists shall explore the chances of being hired by the TEI of Crete for teaching or participating in research or development projects. Our possible research colleagues have instant access to our research accomplishments, our scientists' experience, to current programs, to our immediate goals. The private and public sector bodies may contact specialized scientists for scientific and technical support and seek suitable graduates for work. The candidates supplying us with the necessary services and goods shall find anything they seek in transparency and equality. Citizens from the general public can be informed of our scientific and social work and our cultural activities. The TEI of Crete was established in 1983, aiming at offering technological education to students in Greece. Initially, the following Schools were established: Technological Applications, located in Heraklion with a branch in Chania Management and Economics, located in Heraklion Health and Welfare Services, located in Heraklion and Agricultural Technology, located in Heraklion, Which offered twelve (12) Study Programmes, supported till 2013 by the Department of Sciences of the School of Technological Applications and the Centre of Foreign Languages and Physical Education. Since June 2013, according to the Presidential Decree No 104 (Official Government Gazette 137, 5-7-2013, volume 1) under the new Law 4009/2011 (Official Government Gazette 195, 6-9-2011, volume 1), the TEI of Crete has the following Schools: School of Management and Economics, located in Heraklion School of Health and Welfare Services, located in Heraklion School of Applied Sciences, located in Chania School of Agricultural and Food Technology, located in Sitia School of Technological Applications, located in Heraklion View full university

The Technological Educational Institute of Central Macedonia at Serres (T.E.I. of Central Macedonia) is a new, dynamic, and rapidly developing Institute consisting of two Faculties, eight Departments, and more than 14000 students. The T.E.I. of Central Macedonia meets modern requirements for high-quality educational standards and the encouragement of applied and technological research. It promotes the employment of scientifically distinguished Professors, the cooperation with educational and research Institutes of our country and those abroad, the connection between education and production and the job market, the further education of its graduates, and the creation of post-graduate studies departments in conjunction with Universities. The T.E.I. of Central Macedonia meets modern requirements for the provision of high-quality educational standards, the encouragement of applied and technological research, and the contribution to the creation of responsible citizens able to contribute as agents who will apply high-quality levels to the economic, social, and cultural development of the country. It, thus, promotes the employment of scientifically distinguished Professors, the cooperation with educational and research institutions of our country and with those abroad, the connection between education and production and the job market, the further education of its graduates, and the creation of post-graduate studies departments in conjunction with Universities. As President of the Institution and on behalf of the entire educational and administrative personnel but mostly on behalf of our students, I welcome you to the present website. I invite you to visit its web pages to gain information about the administration and the organization of the Institution, its mission, the staffing and course plans of the faculties, and all of the rest relevant services and activities offered. Finally, because the presentation through web pages cannot fully replace the real picture, I openly and always invite you to visit the Institution and the Prefecture of Serres, which is one of the biggest, most beautiful and most lively Prefectures of our country. The T.E.I. of Serres was established in 1979 and was recognized as the Technological Educational Institute belonging to the Greek Tertiary Education system in 1983. In June 2013, it was renamed to Technological Educational Institute of Central Macedonia. It is a state Institute, which is self-governed, subject to public law, internally regulated, and financed by public funds. Education is offered to students free of charge. In September 1993, the T.E.I. was moved to its new premises, located 300 meters away from the town center, stretching over an area of 82000m2. The total number of registered students amounts to 14000, whereas the teaching staff comes up to 400. According to Law 1404/83 on the structure and functioning of Technological Educational Institutions, each T.E.I. is divided into Faculties, covering a range of related technological fields. The coordination necessary for the teaching activities and the overall functioning of the T.E.I. is ensured. The Network Operating Center (N.O.C.) of T.E.I. Serres is responsible for the proper operation, maintenance, and development of equipment, connections, and services of the Data Network of the Institute. The Network Operating Center has created, maintains, and keeps developing a high-speed data network that extends exclusively within the campus of the Institute. The data network interconnects every department of the T.E.I. of Central Macedonia with Greek and international networks and the Internet. The data network is used to deliver a group of web services to all academic community members, supporting and promoting the Institute's educational, research, and administrative procedures. View full university

The TEI of West Macedonia is the largest educational institution in the region of West Macedonia.1976: Established as Higher Technological Education Centre of Kozani (KATE, in Greek). Courses last four years and include lectures and laboratory sessions, thesis writing, and six-month practical training, all allocated with credits. The general assembly of each department determines curricula and allocated credits. Attendance in laboratory sessions is compulsory. Courses require the successful attendance of any prerequisites. At the end of each semester, there are two examination periods. Laboratory exams take place in the last week of each semester. To graduate, students are required to have successfully passed their exams in all curriculum subjects, submitted their thesis, and completed a six-month training period. Student welfare involves: Free accommodation and free meals (depending on student's financial status) Health care (free for all) Meals for all students at a low cost Counseling (Careers Office) Students are also eligible for: Discount fares Books & teaching material free of charge Scholarships Applications for undergraduate students' transfers to other TEIs are submitted every Academic Year, according to the Ministry of Education & Religious Affairs's relevant regulations. To successfully carry out the process of internationalization, the TEI of Western Macedonia has formulated a specific strategy designed to meet national and European key policy objectives. The priority of TEIWM is the constant pursuit of excellence and the attempt to reach high-quality standards. TEIWM has been awarded the DS label for the years 2011 to 2014, and the ECTS label has been set as its next goal. Emphasis is, therefore, placed on the transparency of educational activities and the accessibility of information regarding all aspects of academic life within the institution. The website of TEIWM includes a comprehensive ECTS Information Package and Course Catalogue by the requirements of the European Qualifications Framework. View full university

T.E.I. of Thessaly was established as a tertiary education institution in 1983 (under Act 1404/83), along with all Greek T.E.I.s which replaced the existent Higher Technical & Vocational Centres. In 2001 (under Act 2916/2001), all Technological Educational Institutions were established as Higher Education institutions along with the universities, in compliance with the Bolognia declaration. According to Act 3549/2007, Higher Education in Greece consists of two parallel sections: The university section is comprising all Universities, Polytechnics, and the Athens School of Fine Arts. The technological section is comprising all Technological Educational Institutions and the Higher School of Pedagogy & Technological Education. The mission of T.E.I.s, as well as all Higher Education institutions, is: To produce and transmit knowledge through research and education and to promote arts and culture. To contribute to shaping responsible citizens capable of dealing with all fields of human endeavor, based on their scientific, professional, and cultural adequacy while having respect for justice, freedom, democracy, and solidarity. To appropriately respond to meeting the social, cultural, educational, and developmental needs of society with a dedication to the principles of viable development and social cohesion. To provide the necessary environment for the development and dissemination of new knowledge and the promotion of new researchers, through cooperation with other research bodies in Greece and abroad, participating in the utilization of knowledge and human resources for the welfare of both the country and the world society. To contribute to the implementation of equality, equal rights, and equal opportunities practices between the two sexes. To accomplish their mission, all Higher Education Institutions ought to assure and improve the quality of the services offered and disseminate all information regarding their activities to the community, ensuring the highest possible transparency. Tuition, research, studies, and other services provided by Higher Education institutions are subject to continuous evaluation to assure and improve them in the framework of their mission. The evaluation consists of the systematic, documented, and detailed assessment, marking, and recording of Higher Education institutions' work, with the use of objective criteria, and the critical analysis and establishment of failing and divergences in connection with their academic profile, objectives, and mission. Based on the evaluation results, the academic institutions and the state adopt the necessary measures to assure and improve the quality of the work performed. Subject to evaluation are the academic units (Faculty or Department) and through them the entire institution. The evaluation is carried out in two stages: the first one involves self-evaluation procedures and the second one external evaluation by a committee of independent experts. The internal and external evaluation procedure is repeated every fourth year at the latest. View full university

TEI of Ionian Islands was established under the name "Technological Educational Institute (TEI) of Ionian Islands" according to the Greek Official Gazette 156/20-6-2003. It belongs to the Technological Sector of Higher Education, and it is operating as a Public-law Entity fully self-governing under the supervision of the Greek Minister of Education. The central offices of the TEI Ionian Islands are located in Argostoli, Cephalonia. There are eight departments in TEI of the Ionian Islands which offer courses in modern subjects. The Institute departments are located in the islands of Cephalonia (Argostoli and Lixouri), Zante, and Lefkada. The first departments of the TEI were: Application of Information Technology in Administration and Economy (based in Lefkada). Organic Farming and Food Technology (based in Lefkada). Sound and Musical Instruments Technology (based in Lixouri). Environmental Technology and Ecology (based in Zante). DATA aims to improve effectiveness by maximizing the cooperation and exploiting scale economies and saving resources, assuming the coordination of the project and the Liaison Office's activities, the Office of Training, and the Practice Unit innovation Entrepreneurship. Despite each office and unit's autonomous administrative organization and operation, respectively, DASTA provides a general overview. DATA as the coordinating body of the units "Liaison Offices," "Internship" and "Unit for the Promotion of Innovation and Entrepreneurship" of TEI Ionian Islands aims to link and familiarize students with the world of the production process in order to improve the career prospects of graduates in the labor market. That is to say; the main goal is to offer students, in an organized way, the possibility of acquaintance with the environment of their future career and acquire specialized knowledge and skills that will enable them to compete on better terms with their position in the professional arena. Within the framework of the Lifelong Learning Program, Erasmus is addressed to: Students and professors of any higher education and professional training. Institutes of higher education, as defined by the Member States. Professors, trainers, and other personnel of the said institutes. Associations and representatives of higher education institutions, including student unions, universities, and professors/trainers. Companies, social partners, and other representatives of the workplace. Public and private entities, including non-profit and non-governmental organizations, responsible for organizing and providing training to local, regional, and national levels. Research centers and entities are dealing with issues related to lifelong learning. Entities that provide advice, information, and guidance on any lifelong learning. View full university

In its user-friendly and welcoming environment, the user can be informed about the history of our Institution, get valuable information about our Academic Departments, about the studies provided, our students and student care, the teaching, and management staff, building, and laboratory infrastructures as well as for our scientific, research, cultural and social activities. The Technological Educational Institute of Epirus, through its over 20 years of experience, has succeeded in articulating a meaningful scientific discourse, with a high priority in providing a high level of education to our young people. The Technological Educational Institute (T.E.I.) of Epirus was founded in 1994 in the northwestern part of Greece. It is a Public Institution, completely self-governed, and belongs to the technological sector of Greek Tertiary Education. It functions under the supervision of the Minister of Education and Religious Affairs. It has its main Campus and administrative center in Arta and Departments in Ioannina, Preveza, and Igoumenitsa. The Institute hosts today more than 10.000 students. It employs 87 members of academic staff, 22 members of technical staff, four laboratory teaching staff (musicians), and 94 members of administrative staff. Courses are taught in Greek. Occasionally, exchange students (i.e., Erasmus) may be allowed to carry out assignments in English (or another language) or attend tutorials (in small groups or individual sessions) led by members of the academic staff. The duration of studies is eight semesters (including Work Placement). There are no tuition fees charged to students (Greek, international, or exchange students). The Institute has co-organizing three (3) MSc Programmes with Greek Universities (the University of Ioannina and University of Thessaly). Currently, it has formal exchange agreements with a large number of Universities through the well-established Erasmus program of the European Commission. T.E.I. of Epirus welcomes international students who wish to expand their academic horizons by spending a semester or a year studying at its Departments. Our Institution has succeeded in becoming a dynamic regional Technological Institute that offers high-quality education despite its geographic location. Its curriculum covers the modern scientific fields, which offer professional development. View full university

Athens's technological education institution is the first in size among the technological educational institutions and the third among all the institutions of higher education in Greece. It comprises five faculties hosting thirty-six departments. T.E.I of Athens employs about 600 people as permanent educational staff,1700 people as educational on short term contract staff. During the last years, the permanently increasing number of students made us extend individual departments' administrative and educational activities and secretariats to some neighboring regions. T.E.I of Athens has a leading role in all the efforts for the technological educational institution's upgrade, and it has contributed decisively in their institutional development and social approval. Its main and continuous objective is the improvement of the provided education. This goal is being achieved by renewing the study curricula and the modernization of material and technical infrastructure to correspond to the multiple needs of the current job market. The existence and itinerary of the T.E.I of Athens have always been unbreakably tied up with the course of the modern Greek society, which submits the conditions to which our institution tries to correspond directly to keep pace with the developments and not just follow them. We have tried to make it quite detailed and exceptionally functional to provide all the essential information without being tiring. It also gives immediate answers to all vital questions of the scientific community members or any other citizens. We all hope that this publication will contribute to an upgraded image of T.E.I of Athens within the Greek society, which has always been the final recipient and critic of our work. View full university

Malaysia Institute for Supply Chain Innovation (MISI) was launched as a joint initiative between the Massachusetts Institute of Technology (MIT) and Malaysia's government.MISI features a Masters's program in supply chain management and logistics. MISI is an independent, stand-alone degree-granting academic institution established under Malaysian law. Additionally, MISI conducts research and corporate outreach activities for global and local firms that operate in the Southeast Asia region. MISI is a member of the MIT Global SCALE (Supply Chain and Logistics Excellence) Network. The MIT Global SCALE Network currently consists of 6 centers located in North America, Asia, Europe, and South America. Established to become the supply chain thought leader in the region, MISI's objectives could be viewed at multiple levels. At the highest level, MISI aims to pursue the same overarching objective as the SCALE Network of institutes to redefine the state-of-the-art supply chain management theory and practice continually. Specifically, the THREE integrated objectives of MISI are: Deliver best-in-class Graduate and Executive Education Programs. Conduct applied research that meets the highest international standards of academic rigor. Actively engage industry to create and disseminate cutting edge supply chain knowledge. MISI has developed a robust, flexible corporate partner program that offers varying degrees of engagement so that all organizations have an opportunity to participate – and to choose the program that best matches their needs. Through various forums, including online message boards, partner symposia, and our Executive Development Program courses, corporate partners use MISI as a joint meeting ground to share information, experiences, perspectives, and opinions in a collaborative and collegial setting. Organizations that want to probe deeply into specific supply chain challenges may join one or more research groups to collaborate with MISI and industry partners on trailblazing research. The MISI-Centers of Excellence (COE) has an ambitious objective of inculcating state-of-the-art supply chain capabilities across the key identified areas of excellence. These CEOs will host world-class research teams equipped with cutting edge research techniques to solve some of the most pressing business problems. Leveraging on the in-house expertise, locational advantage, area expertise, and global network of researchers, MISI-CEOs are strategically positioned to address the world's challenges with a particular inclination towards the emerging Asian market. At MISI-CEOs, the emphasis is on the applied research that supply chain provides viable solutions to the industry while maintaining the research methodology's academic rigor. These research initiatives generate funding from the public as well as the private sector. The Malaysia Institute for Supply Chain Innovation (MISI) educates students from all corners of the world in its degree programs and executive programs. All MISI students, including the master's degree candidates and the experienced professional in the executive program­s, will develop powerful problem-solving skills. They will learn what it takes for an organization to be resilient in a volatile global marketplace. Working closely with partner companies in diverse industries, they will devise solutions to critical real-world challenges considering the cultural aspect. At MISI, students propel everything they will learn in the classroom and the laboratory straight into practice. By the time they graduate, they will leave MISI as distinguished thought leaders, skilled researchers, and collaborative problem solvers with the ability to anticipate challenges and accelerate solutions. MISI offers graduate and executive education in logistics and supply chain management. MISI will admit its first Masters's students are matriculating in the fall of 2012. There are also plans for a doctoral degree and a deep portfolio of professional courses for executives, symposia, short courses, and extended on-site events and activities to reinforce MISI's connections with corporate partners. MISI strives to provide a dynamic environment that promotes innovation and excellence in Education Research and Outreach. MISI offers a rich atmosphere that blends intellectual, theoretical, and practical resources further enhanced and shaped by your unique contributions. MISI's primary focus is to produce tomorrow's thought leaders and is committed to extending every opportunity to achieve these goals. MISI has developed a robust, flexible corporate partner program that offers varying degrees of engagement so that all organizations have an opportunity to participate – and to choose the program that best matches their needs. Through various forums, including online message boards, partner symposia, and our Executive Development Program courses, corporate partners use MISI as a common meeting ground to share information, experiences, perspectives, and opinions in a collaborative and collegial setting. Organizations that want to probe deeply into specific supply chain challenges may join one or more research groups to collaborate with MISI and industry partners on trailblazing research. 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Singapore Institute of Technology (SIT) is Singapore's university of applied learning. SIT's vision is to be a leader in innovative learning by integrating learning, industry, and community. Its mission is to nurture and develop individuals who build on their interests and talents to impact society in meaningful ways. SIT offers applied degree programs targeted at the economy's growth sectors with a unique pedagogy that integrates work and study. SIT's degree programs feature an eight to 12-month Integrated Work Study Programme (IWSP), which exemplifies the best of university-industry collaboration.SIT's annual admissions period is held from January to March each year. During this, you will have the opportunity to find out first-hand from our faculty members and current students about the unique SIT education experience at the SIT Open House and Information Session. More details about these events will be published below, leading up to the admissions period. SIT is an Institute of Higher Learning (IHL). International students of SIT must apply for the Student's Pass through the Republic of Singapore Immigration and Checkpoints Authority (ICA). Successful applicants will receive the SOLAR+ number from SIT to apply for the Student's Pass at ICA by completing form 16 online. Upon approval of the application, ICA will issue the in-principle approval (IPA) letter through SIT. The IPA letter will contain information on making an appointment with ICA to submit the medical report and complete the Student's Pass application. The medical examination form is found in the SIT Student Handbook, which will be sent to all successful applicants. Current students who need to extend their stay in Singapore to complete their studies at SIT must apply for an extension of the Student's Pass through SIT two months before the expiry of their current Student's Pass.SIT will check the validity of the application before proceeding with providing the applicant a SOLAR+ number. All international students of IHLs in Singapore can work for no more than 16 hours a week during term time. There are no restrictions on work hours during vacation time. SIT also aims to cultivate in its students four distinctive traits, or the SIT-DNA, which will prepare them to be 'thinking tinkerers,' who are 'able to learn, unlearn and relearn,' be 'catalysts for transformation' and finally, become 'grounded in the community.' SIT believes in cultivating future leaders for Singapore's growth sectors of the economy. We offer scholarships to nurture candidates with excellent academic achievement, talent, leadership, and a passion for contributing to society for that purpose. We create opportunities for students to develop and achieve their goals through these scholarships. Students who demonstrate academic excellence and strong leadership may apply. An excellent co-curricular activities record will be an added advantage. The wide range of degrees offered by SIT and our overseas university partners is designed to equip you with the industry's knowledge and skills. As Singapore's NEW Autonomous University, an SIT degree is valued wherever you go. And wherever you go, success awaits. Integrated Work Study Programme (IWSP) is a distinctive feature of SIT's degree programs. IWSP will provide students with the opportunity to undertake real work, allowing them to integrate theory and practice and develop excellent specialist skills in their chosen field. The IWSP is structured uniquely and distinctly for each degree program to cater to the industry's specific needs, developing industry-ready graduates. Students will undertake 8 to 12 months of relevant work within the course of their studies. IWSP is compulsory for all students in the new SIT programs, with no exemptions. The Centre for Communication Skills (CCS) conducts communication modules that are incorporated in SIT degree programs. It also provides support services to students in search of assistance for their academic writing and speaking assignments. Modules are designed to improve students' English language proficiency and help them develop academic and workplace-ready communication skills that will benefit them upon graduation. The Value-Added Programme (VAP) aims to broaden students' learning, on top of what is offered in your degree curriculum, to prepare you for the working world further. The VAP comprises a wide range of short courses and workshops that are carefully planned to meet your interests, as well as help diversify your skills and knowledge. These programs are grouped into Career Headstart, Languages and Cultures, Hobbies and Leisure, and Knowledge Upgrade. VAP classes also offer you the opportunity to learn and work with your fellow school mates from various degree programs during the semester or trimester breaks, further enriching your campus life. Since its establishment in 2009, SIT has grown from its inaugural batch of 500 students in 10-degree programs to over 6,000 students in 43-degree programs from across SIT and ten overseas university partners. These degree programs are grouped into five clusters – Engineering (ENG), Chemical Engineering and Food Technology (CEFT), Infocomm Technology (ICT), Health and Social Sciences (HSS), as well as Design and Specialised Businesses (DSB). View full university

The Singapore Institute of Management (SIM Group) is Singapore's most extensive private education and lifelong learning institution, offering a diverse range of education pathways and professional training, and known for the rigor and quality of its programs Whatever your background, stage of life and learning need, we are committed to helping you stay up-to-date and relevant through lifelong learning. Our wide range of academic programs, executive development courses, as well as membership events, and networking sessions offer continuing learning opportunities that nurture the lifelong achiever in you. Our philosophy offers holistic development that molds character and competence, builds networks, fosters collaboration, and equips leaders for the fast-changing global world. It was also among the first private education institutions to attain the EduTrust certification offered to reputable quality institutions. With our different touchpoints with students, alumni, members, professionals, managers, and executives, we have a diverse and vibrant community of learners and business professionals. Networking opportunities abound, allowing you to tap into and share the rich pool of expertise, insights, and experiences and build networks for success. Whether you are a CEO, frontline manager, executive, student, or fresh graduate, you can tap into the rich resource pools offered by our community of members, students, alumni, and special interest groups. Plug into the latest trends and practices in your field. Stay connected. Move-in the right circles and leverage our networks for tremendous success. SIM Global Education (SIM GE) is the leading private education institution in Singapore. It offers more than 80 academic programs ranging from its diploma and graduate diploma courses to Bachelor's and Master's programs with top ranking and reputable universities from Australia, Europe, the United Kingdom, and the United States. With an enrolment of about 19,000 full and part-time students and adult learners from over 40 countries, SIM GE's holistic learning approach and culturally diverse learning environment aim to equip students with an all-rounded global education. Besides building competencies and skills needed to thrive in the real world, SIM GE also hones students' soft skills through a wide range of student life, career development, and networking activities. SIM International Academy (SIM IA) offers the Cambridge IGCSE and International A Level programs, developed and awarded by Cambridge Assessment International Education, United Kingdom, for students aged 12 to 18. SIM IA's curriculum focuses on applied learning in STEM (Science, Technology, Engineering, and Mathematics) and the Social Sciences. Taught by faculty experienced in local and international curricula, students are nurtured to become curious learners, community builders, and creative leaders. Beyond academics, students' learning experience is enriched through co-curricular activities, service-learning, and a boarding program. Upon graduation, students can explore tertiary education pathways at SIM Global Education (SIM GE) or other universities worldwide. SIM Professional Development (SIM PD) offers a holistic and immersive learning experience for C-suite executives and PMEs to stay versatile, relevant, and competitive in the marketplace. Our executive programs, business insights events, and professional interest groups expose learners to top global thinkers and management best practices and plug them in more ways than one into an extensive learning network. Its unique entrepreneurship programs combine rigorous knowledge with practicum taught and facilitated by practicing entrepreneurs and investors. The programs take place in Platform E's 25,000 square feet and 220-desk co-working space, designed to immerse aspiring entrepreneurs in an environment where they can engage with like-minded people, germinate and cross-pollinate ideas, and test and arrive at solutions that will lead to business propositions. View full university

The National Institute of Education (NIE), Singapore, is Singapore's national teacher education institute, and we are proud to be an integral part of the nation's education service. NIE's programs offer a holistic education to student-teachers, emphasizing values, and character development. The Meranti Project allows student-teachers to explore Character and Citizenship Education (CCE) in-depth and understand an educator's role in making this topic come alive in diverse classrooms. Student-teachers also develop greater self-awareness and are empowered to guide their students more effectively on graduation. NIE provides all teacher education levels, from initial teacher education programs to professional development programs for in-service teachers and executive leadership programs for Principals, Departmental Heads, and other school leaders. NIE also administers postgraduate programs that lead to higher degrees in Arts, Education, Physical Education, and Science, and offers part-time programs for current primary and early childhood level teachers to obtain a Bachelor of Education degree. The NIE Undergraduate programs provide the academic and professional development for undergraduates to become effective beginning teachers in schools. The Undergraduate programs are positioned to integrate the best of an academic degree with a good foundation in education to produce graduates with the knowledge and skills to excel in careers both in education and education-related fields and beyond. The Postgraduate Diploma in Education (PGDE) programs aim to prepare university graduates to become primary, secondary, and junior college teachers. Student teachers in the PGDE (Primary) and PGDE (Secondary) tracks will be equipped with the knowledge and skills to teach two school subjects (or one in the case of single-subject specialists). Those in the PGDE (Junior College) track will be equipped to teach one subject at the JC level. One at the Secondary level except for Economics and General Paper, the junior college teaching subject and its paired secondary level teaching subject are related. A new set of 16-month programs for the various tracks (except for Physical Education) was inaugurated in December 2016, replacing the earlier 12-month versions. There are various initial teacher preparation programs offered by NIE that will lead to Diplomas for candidates who will be teaching in primary or secondary schools. There are two versions of the Diploma in Education programs: the General and the Specialisation tracks. The General track prepares student teachers to become generalist primary school teachers. In contrast, the Specialisation track provides for specialization in teaching the mother tongue languages and Physical Education at the primary or secondary school level, and Art, Music or Home Economics at the secondary level. Candidates who are interested in special needs education can offer a Diploma in Special Education (DISE). DISE is a 1-Year full-time program that prepares teachers/Allied Educators (Learning & Behavioural Support) to teach children and young adults with a range of disabilities, including intellectual, physical, sensory, behavioral, and psychological disabilities. For candidates interested in pursuing a career in school counseling, they can apply to the Diploma in School Counselling through MOE. This Diploma provides entry-level training for counseling with children and adolescents. Upon completing this eight-month course, candidates can apply evidence-based approaches to help school students to develop their strengths to deal effectively with life issues. The Singapore education system has been referred to as being one of the most successful in the world. In part, this is due to the sound educational policies and impactful research in shaping the curriculum and management practices for schools. More importantly, much of this success is owed to the passion and perseverance of the 30,000 committed teachers and education professionals contributing to our system. We are proud to be able to call this community our colleagues and work alongside them to improve our education system's quality. Thus, NIE is committed to our vision to be an institute of distinction and our mission to create a world-class institute renowned for its excellence in teacher education and educational research.NIE endeavors to pursue tie-ups with reputable international educational and commercial organizations to cultivate mutually beneficial partnerships. Through memoranda of understanding and agreements, the Institute's network of collaborations spans the globe. The Group Endeavours in Service Learning (GESL) program also offers student-teachers a well-rounded education through service-learning projects that help them build empathy and social skills by understanding community needs. The program places student-teachers in the unique position of exploring the social issues that surround education so that they are better aware of the broader context and responsibilities that they will face as educators. The TLP is a series of 3 programs that develop leaders on the Teaching Track (Senior Teachers, Lead Teachers, and Master Teachers). It is aligned with the Teacher Growth Model (TGM), which nurtures teachers as ethical educators, competent professionals, collaborative learners, transformational leaders, and community builders. Holistic education at NIE also allows student-teachers to network, learn from senior teachers, and engage in essential dialogue concerning their roles and responsibilities as educators of a future generation. 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Welcome to the Doha Institute for Graduate Studies, a new higher education institution whose aim is to foster the highest standards in graduate teaching and research in the humanities, social sciences, public administration, and development economics. The DI is wholly dedicated to graduate studies, making it unique among institutes of higher education in the Arab world. Bringing together first-class scholars from Australian, European and North American universities, most of whom are of Arab descent, together with leading scholars from Arab universities, we aim to build an academic environment in which these scholars will work with selected students from Qatar and the rest of the Arab world to achieve excellence in every area of the DI's work. Our small staff-student ratios will facilitate intense interaction of students with faculty, promote peer learning, nurture intellectual curiosity and underpin critical awareness to form a community of practice rooted in its native soil while interacting confidently with global knowledge. To express this vision, Arabic will serve as the primary instrument of teaching and research at DI without neglecting other languages as essential partners. Through our compulsory core courses, we also seek to provide students with cross-disciplinary perspectives by engaging some of the most significant debates in the humanities and social sciences throughout history. Knowledge of these debates forms part of the infrastructure of human knowledge and the attendant intellectual literacy that emerging Arab scholars must have to become competent academic citizens of the world. At the DI, we firmly believe in the necessity of combining theory with practice and service to the community. As a socially responsible institution, we consider local capacity building to be an essential part of our society's contribution. Our faculty, therefore, seek to engage both the government and voluntary sectors with programs that serve their needs. At the same time, our students will be able to augment their theoretical knowledge with practice-oriented experience by taking advantage of the unrivaled opportunities offered in two of our sister institutions: the Arab Center for Research and Policy Studies Doha Historical Dictionary of Arabic. Studies are offered at the master's degree level in two schools: the School of Social Sciences and Humanities and the School of Public Administration and Development Economics. The Center for Conflict and Humanitarian Studies at the DI offers a master's in Conflict Management and Humanitarian Action. The DI welcomed its first cohort of students in the academic year 2015-2016. It is planned that student enrollment will eventually reach between 350 and 400, with study at the doctoral level gradually opening at the start of the 2017-2018 academic year. Designated as a not-for-profit, private institution, the DI is operated exclusively for educational, research, and public service purposes. It was founded in 2014, as an autonomous legal entity, by the Arab Center for Research and Policy Studies. The DI is licensed as a national institution of higher education by the Supreme Education Council of Qatar. View full university

We are a university college that exists to advance banking and finance by providing outstanding education and thinking tailored to the needs of individuals, businesses, and society. Our focus is on lifelong learning: equipping individuals with the knowledge, skills, and qualifications to achieve what they want throughout their career and life. We exist for a straightforward reason – to advance banking and finance by providing outstanding education and thinking tailored to the needs of businesses, individuals, and society. Our focus is on lifelong learning equipping individuals with the knowledge, skills, and qualifications to achieve what they want throughout their career and life. We provide a balance of experience, insight, and thought leadership into today's financial world, delivered by industry leaders, thinkers, and community members. And because we have been at the heart of the sector since 1879, we create connections and build partnerships between people and businesses that make banking and finance more accessible and understood and enhance social inclusion through better financial capability. We are The London Institute of Banking & Finance, lifelong partners for financial education. We have a rich heritage of providing education in banking and finance that stretches back over 135 years. Founded in 1879 as the Institute of Bankers, we have evolved in line with the financial services and banking industries. We gained our Royal Charter in 1987 and 1996 developed the first professional award linked to a university degree. In 1997 our name was changed to the Institute of Financial Services (ifs), reflecting a broadening of our services. In 2013, we were granted the University College title and became ifs University College. Since gaining Taught Degree - Awarding Powers (TDAP) in 2010, we have successfully established full-time degree programs at our City of London campus and enhanced our professional qualifications and financial capability awards. In 2015, we undertook a comprehensive strategic review, consulting with our students, members, and the industry to develop a new vision and strategy for the organization. As a part of this new vision, and based on our stakeholders' input, we launched a new brand and identity in September 2016. We are The London Institute of Banking & Finance, lifelong partners in financial education. View full university

Evolving from a small connoisseurship program begun by Sotheby's Auction House in 1969, Sotheby's Institute is now the leader in art business education and object based learning. Our faculty represent the art world's best, helping students master the unique forces at play at the intersection of art and commerce. Sotheby's Institute of Art offers a unique academic approach to studying the global art market and provides exposure to specialized topics central to the history and ongoing development of the international art world. Our faculty members are leading scholars and art world professionals who are experts in these subjects. At Sotheby's Institute, courses covering the art market and the history of modern and contemporary art look at the fair as a phenomenon that has accompanied art's commercial rise over the past 150 years. In the last 20 years, the rise of the art fair has gone hand in hand with the rise of the international biennial - two platforms that have substantially increased contemporary art and artists' visibility and reach. Indeed, the biennial and the fair have much to do with our understanding of what makes art 'contemporary. Art Law is a critical component of the teaching in the Art Business MA programs in London, New York, and Los Angeles and is part of the Core Curriculum offered across all of the Master's programs. Instructors are dynamic practitioners in the field, bringing up-to-the-minute, real-life examples, and experience directly into the classroom. Courses are taught not with the traditional rote case-study approach but focusing on essential legal principles and their applications to current issues. With our instructors' standing within the Bar and other professional associations, Sotheby's Institute students also attend exclusive professional symposia and courtroom discussions, which introduce them into the field within the course of their studies. Prominent speakers from the legal and art spheres are invited to guest lecture at the Institute, providing students with exposure to lawyers, gallerists, government officials, and museum directors involved with art law. We believe this foundation within the developing global art market equips students with vital knowledge for successful careers in the art world. We study the markets of countries in Asia, South America, Africa, and Eastern Europe that previously belonged to the so-called 'second' or 'third' world – places that have experienced significant wealth creation in recent years high-growth economies. Many of these countries have seen a surge in art collecting as their nouveaux riches acquire art—for reasons ranging from a passion for visual culture to social prestige, philanthropy, and investment. We deal with these emerging markets across several disciplines: institutional, economic, financial, legal, and ethical. In addition to organizing field study trips to important new centers—such as Hong Kong, Mexico City, and Dubai—SIA offers specialized electives on new and emerging art markets and incorporates into its curricula the most up-to-date research on the global art market as well as guest lecturers from all over the world. The object-based study involves an immediate and immersive investigation of an object's physical characteristics - its form, structure, size, weight, and subject matter. It entails detailed consideration of materials, techniques, production methods, the condition of the artwork, and possible alteration over time. The specificity and materiality of the individual object is key to understanding the artwork which made it and when, why it was made, and what has happened subsequently in its history. The first-hand experience of art works is crucial to this approach, hence the emphasis placed at Sotheby's Institute of Art on handling sessions and also study visits to museums, galleries, fairs, the auction houses, artists' studios, and other venues to see (and where possible touch) objects. The experience gained from this artwork focused approach speaks powerfully to vital art world skills such as object-led research, cataloging, attribution, and authentication. View full university

Ali Institute of Education marks its 25th anniversary this year. Our vision resonates intending to become a Centre of Excellence in education that transforms teachers into change agents. Over the last twenty-five years, the Ali Institute of Education has been quite successful in reaching out to Pakistan's cities and districts in its efforts to achieve this vision. However, realizing that it is an extremely challenging road and though we have achieved much, there is no doubt a lot more is to be done. We are a teacher-education institute committed to improving education in Pakistan and to promote professionalism among teachers. Our educators all over the country need recognition, respect, encouragement, and guidance to not only maximize their potential as teachers but also to gain the professional respect that they deserve. Ali Institute of Education will leave no stone unturned to build a better future for the Institute, its staff, faculty, and, most importantly, its students, future teachers, and leaders in our educational community. AIE looks forward to a new beginning this year, hopeful and excited to strengthen old relations, build new connections locally and globally and enter into new educational development areas. The Ali Institute of Education is a teacher-education institute committed to improving Pakistan's education and promoting professionalism among teachers. We provide quality pre-service and in-service teacher education and offer advisory services for school management, school development, and curriculum practices. The Institute is also committed to disseminating information and advocacy of appropriate policies and practices in education through indigenous research and publications. AIE seeks to primarily address rural and female teachers' educational needs and promote education to underprivileged and marginalized society sections. The Ali Institute of Education (AIE) was established in 1992 by a distinguished family trust, with the primary objective of providing effective teachers to Pakistan's schools. The UNDP and SIDA (Sweden) also initially supported this endeavor to improve the quality of education in our country. At the Ali Institute of Education, we believe that teachers are agents of change, and they can bring about a meaningful transformation to the education scenario of Pakistan. To develop teachers into their purported role, the AIE offers pre-service and in-service programs. The AIE Campus has large modern classrooms, beautiful gardens, a sports field, a modern and large auditorium for events and formal functions, a well-stocked and renowned library of education, students' lounge, a cafeteria, girls' hostels (Perwin Hall and Mubarik Begum Hall), language lab, IT lab, AV lab, science labs, and a bookshop. View full university

Ever since his arrival in the Philippines, he was known to be the only Christian country in the Far East; he was struck by the widening gap between the rich and the poor. When the late Rufino Cardinal Santos, D.D., Archbishop of Manila, invited Fr. Senden to start an Asian Social Institute, he was hesitant, realizing that already there were prestigious educational institutions offering master's degrees in the social sciences. Yet, he could not deny that the Philippines was still longing for the Christian leaders who would commit themselves to address the great divide between the rich and the materially poor. He nevertheless decided to start a new social science graduate school. The new graduate school had to be a graduate school with a difference. Therefore, ASI would be a school of high academic standing but with the poor people of the Philippines as a frame of reference moreover since he was convinced that change in society could only be possible if there would be found leaders on all strata of society actively concerned about justice and life chances. Indeed, the divide would never be bridged unless also the people of modest means, and the poor would take an active part in the process. For this reason, ASI should guarantee a staff of excellent professors while also seeing to it that talented students of modest means and from among the poor will be formed. Ensuring its social and cultural rootedness, ASI provides a structured learning environment in three interacting departments – the Academe-Research, the Social Development, and the Administrative Services. ASI's thrust is to contribute to an experientially and culturally based theory of social transformation. It gives importance to the persons-in-community and their essential relationships. It creates a social climate that enables persons to achieve their full human potentials towards community wealth and well-being within a new ecological development paradigm and movement called "Co-Creating Sustainable Bio-Regional Communities (CSBCom)." This is facilitated through meaningful integration of the three departments, each one sharing in the task of forming students according to the Institute's social and educational ideals from the perspective of Christian Social Teachings. The Social Development Department grounds the ASI community – administrators, faculty, students, and non-teaching staff in ASI's marginalized partners' realities of life. This allows for learning where life contexts serve as learning environments. The Academe-Research Department theorizes from lived experiences in communities to contribute to the established fund of knowledge, skills, and change processes contained in the existing literature. The Research dimension is integral to education, organization, action, and advocacy. All programs are supported and facilitated by the Administrative Services Department. As ASI moves in the Third Millennium, it continually strives to be a graduate school of excellence with a difference as cited. ASI is there to serve, especially Asia and the Pacific. Currently, its graduate courses in Economics, Sociology, and Social Work and its Bachelor of Science in Social Work enjoy Level III accreditation status effective August 31, 2007, and valid until April 2012. (The Master of Science in Sociology has two branches of specialization: Pastoral Sociology and Pastoral Studies). On June 14, 1977, a government recognition (No. V-0052 s.1977) has been granted to ASI to offer a particular course for community development workers now known as International Diploma Course in Community Development (IDCCD). The Social Development Department is the animating arm of the Asian Social Institute where transformative ideas and innovative approaches are tried out in actual practice, and community extension services are carried out in partnership with self-empowered people's organizations, parishes, local government units, non-governmental organizations, and other stakeholders. It also facilitates students and other groups' integration and field learning in various communities to develop mutual understanding, existential learning, and a greater appreciation of community life and people's initiatives. Recently, ASI engaged in a partnership with Maximo T. Kalaw Institute for Sustainable Development (MTKISD) and other organizations to co-create a sustainable future through the" Ecosystem-based Community-Centered Sustainable Bioregional Community Organization and Management (ECSOM)" Program. ASI later articulated this as the "Co-creating Sustainable Bioregional Communities (CSBCom)" Program. This is a paradigm shift in theoretical orientation and praxis that re-orients various disciplines and the practice of social development to focus on the wholeness of life and all life forms. In the ECSOM synthesis, the ASI President, Dr. Mina M. Ramirez, summarized the Program as follows: "All stakeholders of the bio-regional community – upland and lowland farmers, fisherfolk, indigenous groups, business, education, health, church, and socially-enlightened local officials – will engage themselves in a long-term integral development process that is culturally-rooted, contextual, experiential and participatory. In and through a Living Faith, it is hoped that the energy that will radiate from the process will cause the evolvement and organic growth of community-based economics (not just enterprise-based), new urbanism that will prevent the natural and human resources to be depleted. It is hoped that the human habitat or the new human settlement will be an externalization of a vision of God's City. All human beings may live a decent, dignified life in harmony with nature. ASI undertakes culturally-based studies premised on research integral to education, organization, and action toward social transformation. At this time of economic globalization, ASI recognizes the ever-increasing gap between the monetarily rich and the monetarily poor. Research is a way to "honor human experience" by highlighting people's empowering efforts towards integral development. In scientific inquiry, ASI blends the quantitative and qualitative approaches to surface the many facets of a social phenomenon. Research findings need to be disseminated to both policymakers and, in popular forms, to social practitioners. View full university

The Asian Institute of Maritime Studies (AIMS) is a merchant marine college in Pasay City, the Philippines, that provides highly technical learning in maritime education. It is one of the top-performing maritime schools in the Philippines. It was founded in 1993 by Captain Wilijado P. Abid along with his friends. Sometime in July 1993, thirteen educators and merchant marine officers established an institute of higher learning, the Asian Institute of Maritime Studies (AIMS).[2] The forerunners behind AIMS, namely: Capt. Wilijado P. Abid, a former Navy Officer and a maritime educator in training and upgrading Atty. Santiago N. Pastor, a corporate lawyer, banker, and educator Dr. Felicito P. Dalaguete, a marine officer and an academician with expertise in marine education and training Mrs. Jayne O. Abuid, a businesswoman Arlene Abuid-Paderanga, Ed.D., a management specialist with a background in Architecture and Design, along with other incorporators. The institute is a semi-military, regimental institution. It implements semi-military discipline to the students in the vicinity of the campus. As a graduation requirement, a cadet/student should undergo the Merchant Marine Cadetship Program (MMCP), a 1-month semi-military academy-style training of AIMS. Every Maritime cadet in the institute must finish three years of academics and one-year Shipboard Apprenticeship Training on board. They are also required to take the National Service Training Program (NSTP) 1 and 2 as ordered by Republic Act 9163 or the NSTP Act. The institute's Business students are also in a Four-year Degree program and are also required to finish the NSTP-CWTS program. The BSMarE curricula are aimed to provide the required knowledge, skills, and attitudes of Cadets sufficient to carry out the watchkeeping duties as set out in Sec. A-II/1 of the STCW Code 1995. The BSMarE course specifically prepares the Cadets for satisfying the minimum requirements for certification as officers-in-charge of Engineering Watch for Fourth Engineer Officer licensure examination as defined under Republic Act 8544 known as the "Philippine Merchant Marine Officers Act of 1998." Course Duration. The BSMarE course covers three (3) curricular years of academic studies and one (1) year supervised and monitored practical training onboard ship as defined in CHED Order No. 51 S. 1997 and its supplemental policies, which conform with Regulation II/1 of the Standards of Training Certification and Watchkeeping (STCW) Convention as amended. The design, construction, and maintenance of ships, boats, and related equipment are learned in this program. It also involves formulation and damage control rules and the approval and certification of ship designs to meet statutory and non-statutory requirements. As the Philippines is ranked fourth worldwide in shipbuilding, Naval Architecture is gaining popularity among students planning to make a career in the maritime industry. Course Duration: The BS NAME course covers three (3) curricular years of academic studies, and one (1) year supervised and monitored practical training onboard ship. The BSCA curricular program prepares the students for Board Examination for Customs Broker in conformity with Part I of Title VIII of the Tariff and Customs Code of the Philippines. The program includes theories and concepts in customs and tariff course and the fundamentals and principles of international trade.BSBA is designed to produce graduates who are knowledgeable, competent, and equipped with the necessary skills for competing in the world of global business. The BSBA program provides the students with a prior and clear understanding of a company's functions, be it in marketing, finance, systems, and human resource department, thus preparing them for managerial and supervisory positions. Course Duration: Bachelor of Science in Business Administration (BSBA) is a four-year course covering the Policies and Standards for Business Education defined by the Commission on Higher Education. The BSCS curricular program prepares students with the required knowledge, skills, and attitudes to become professionals with expertise relevant to the Information Technology-based environment's demands. The BSHRM curricular program addresses the needs of fast-food chains, restaurants, and resorts and makes sure that HRM graduates are efficient, competent, and globally competitive. Master in Maritime Administration is designed for marine officers, entrepreneurs, and other non-deck or engine officers who are employed either in private or government organizations involved in shipping, ports, customs, logistics, and related industries. Those in maritime training and educational institutions are also encouraged to enroll in this course. Completing the MARAD program will enable the graduates to acquire broader knowledge and skills in either private or government maritime organizations' management and operations. This provides them better opportunities to pursue other higher personal endeavors, whether in business or career/professional advancement. Asian Institute of Maritime Studies (AIMS) is a merchant marine college in Pasay City, the Philippines, that provides highly technical learning in maritime education. AIMS is one of the top-performing maritime schools in the Philippines. AIMS was founded in 1993 by Captain Wilijado P. Abid along with his friends. Sometime in July 1993, thirteen educators and merchant marine officers established an institute of higher learning, the Asian Institute of Maritime Studies. The forerunners behind AIMS, namely: Capt. Wilijado P. Abid, a former Navy Officer and a maritime educator in training and upgrading Atty. Santiago N. Pastor, a corporate lawyer, banker, and educator Dr. Felicito P. Dalaguete, a marine officer and an academician with expertise in marine education and training Mrs. Jayne O. Abuid, a businesswoman Arlene Abuid-Paderanga, Ed.D., a management specialist with a background in Architecture and Design, along with other incorporators. Thus, on 16 August 1993, AIMS was legally registered as a non-stock educational institution and was issued government accreditation by the Commission on Higher Education (CHED) to offer Customs Administration and Merchant Marine courses. AIMS is located at Roxas Boulevard fronting Manila Bay. The campus, with its training facilities housed at AIMS Tower, was opened. In 1999, another site at A. S. Arnaiz Ave. Corner F. B. Harrison St. was inaugurated to greet the new millennium towards more intensive and comprehensive education and training. In 2005, a new site (a six-story building) was opened at Roxas Boulevard to house the Maritime College. The shack is also expected to house the Maritime Knowledge Exchange, where libraries and an envisioned museum (Museo Maritimo) will be opened to the public. View full university

The Asian Institute of Management (AIM) is an Asian pioneer in management education. The Institute was founded in 1968 by a consortium of prominent business leaders, Philippine academic institutions, and the Harvard Business School.AIM is the first school in Southeast Asia to receive accreditation from the US-based Association to Advance Collegiate Schools of Business (AACSB), globally recognized as having the world's highest standards. Throughout its history, the Institute has sought to empower students to thrive in challenging, rapidly shifting environments. It achieves this by encouraging a more considerate, effective, and sustainable approach to business in society. Our mission is to sustain Asian businesses and societies' growth by developing professional, entrepreneurial, and socially-responsible leaders and managers. One of our goals is to foster a student population that mirrors Asian cultures and economies' diversity and character. Assembling such an eclectic community requires us to look beyond an applicant's individual qualities and consider work experience, industry sector, nationality, and gender. We appreciate candidates who can show a clear connection between their educational preparation, what they are doing at present, and what they want to do in the future. We look for candidates with singular and unique experiences and accomplishments. If you have planted your nation's flag on K2, designed an app, founded a disruptive startup with college buddies, or worked in disaster relief programs as a volunteer, we would like to hear your stories and allow other students to learn from your experiences. We look for candidates who can think clearly and voice their opinions in a manner that their professors and classmates will understand. Clarity of thought also includes the ability to organize ideas so these can be presented logically. These skills become invaluable assets in the classroom, where time is limited and airtime a precious resource. We look for candidates who possess the resilience and capacity to graduate from the Institution's programs. Admissions test scores are one way to measure the quantitative, verbal, and reasoning skills necessary for completing studies at the graduate level. But the test measures only potential — although it would not hurt to have a lot of it. We also look at how applicants fared while taking earlier courses. Academic distinctions are noted favorably, as these indicate the student's likelihood to excel at AIM. Finally, we look for candidates who have held leadership positions in school and at work across different industries. If you have a leadership story that's interesting and somewhat unique, then we'd like to be the first to hear it. For over 49 years, the Asian Institute of Management has been molding industry titans and driving positive social transformation. Today, we offer an immersive kind of management education that is meaningfully different yet entirely relevant to an emerging Asia. With more than 43,000 alumni from 80 countries occupying various leadership positions worldwide, the Asian Institute of Management reinforces its commitment to contributing to Asian enterprises and societies' significant growth. As we look forward to the next 50 years and beyond, we reaffirm our mission to lead, inspire, and transform. Since it was founded in 1968 by the Harvard Business School and academics and prominent business leaders of the Philippines, the Institute has been committed to contributing towards sustaining the growth of Asian businesses and societies by developing professional, entrepreneurial, and socially responsible managers leaders. With our new logo, dubbed the Nexus, AIM does not just sit at the heart of fluid change but leads, inspires, and transforms the forces that exist around it — ultimately changing the perception of what an educational institution can be. Organizations rebrand at different periods in their history. For AIM, the rationale for rebranding is anchored in our efforts to modernize, expand, and pivot. As Asia changes, so must business — and so must we. To kick off our 50th-anniversary celebrations, we begin this year with a new logo that not only represents the emergent dynamism of our Institute but the rapidly occurring changes within our region as well. The Nexus embodies and embraces fluidity, given the nature of our times. Yet it remains rooted in the heritage and guiding principles of our founding families. As the shape of the old shield morphs into the new Nexus, AIM continues to serve as a focal point where business, government, and society converge, connect, and synergize. The homage to legacy and heritage is most evident in the continued use of green and blue (honoring De La Salle and Ateneo universities) and yellow. Those colors have taken on additional meaning, now also representing the land (green), sea (blue), sun, and human spirit (yellow), which evoke our regional character. Purple, the only new color to our palette, represents the shared prosperity — social, spiritual, and financial — that these elements come together to produce. The Nexus gives the school an energetic and vibrant identity, one designed to change and evolve in digital and non-digital applications and convey our ability to adapt and respond to challenges present and future. View full university