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We are a new school that draws on a long and established history of educational excellence. The pioneering work of Frances Mary Buss, 160 years ago, in North London, paved the way for an exciting and inclusive movement in the education of young women. NLCS UK has gone on to build on this innovative approach to education and prides itself on its clear vision of academic excellence and passion for subject knowledge and integrity, as well as its holistic approach to all aspects of an exceptional education. Here at NLCS Jeju, we are building on these foundations to create an optimal environment for our community. If you were to ask current parents why they chose NLCS Jeju, they would tell you that the students here are cheerful, balanced, at ease with themselves and each other - yet excited and enthused by the challenges before them. They might add that we succeed in combining academic excellence with a wealth of co-curricular opportunities, all underpinned by a deep commitment to the individual needs and enthusiasms of each pupil. Whilst we enjoy excellent facilities in a prime location, it is our people that make our school a special place. Our staff embodies a wide range of experience and a wealth of enthusiasm. Our parents are tremendously supportive and contribute a huge amount of time and energy to supporting our activities and events. Our students throughout the School are a real delight to teach and have a genuine appetite for learning. If our ethos appeals to you and your son/daughter, then please contact us to find out more. Whilst we hope that our website provides valuable information, there is no substitute for visiting us only then will you truly feel what makes our school a special place to work and to learn. We are a school that prides itself on the ambitious education we deliver. In part, this is possible due to the inspiration we draw from our mother school, NLCS UK, and the important bond that has developed between the two institutions. We are fortunate that our relationship is genuine and close. We have benefited greatly from NLCS UK carrying out regular inspections and monitoring visits of our school, as well as interviewing and training all our new staff at NLCS UK. As the school has grown and developed, we have inevitably carved out our own identity and we are proud of how this is emulated in our aims which, whilst rooted in the pioneering work of NLCS UK, have been adjusted to fit our sense of what makes for a world-class, holistic, international education in Korea. The aims of our Junior School are to provide an ambitious educational program for all our students and to enable each one to develop academic confidence and independence in his or her learning. Our Junior School is a friendly and warm place for boys and girls aged 3 to 11 (Nursery – Year 6). The class sizes remain small to ensure quality interaction between students and teachers. Within this supportive community, the students absorb themselves in the fun and adventure of learning. Currently, we have 315 students, of which over 20% are international students from China, Japan, the UK, and New Zealand. Our highest priority is to maintain a team of outstanding teachers who will inspire and encourage each student. Students in the Junior School follow a curriculum based on that of NLCS UK. This is an academically ambitious program of learning where our teachers create an environment in which children can actively discover new skills, knowledge, and understanding. We aim to develop internationally-minded young people with an understanding of their responsibility to each other and the wider community. To promote positive attitudes and raise self-esteem, we hold weekly Celebration Assemblies for the whole school. In addition, every child in the Junior School, from Years 3-6 belongs to a House, just as they do in the Senior School. As part of a House team, students learn to work with one another, supporting and leading different ages, as well as engaging with the fun of the school-wide House competition. The Senior School provides a rigorous academic education taught by highly qualified, knowledgeable, and inspiring teachers through lively, active lessons. Students are challenged to think for themselves and to develop their minds independently. In the Senior School, we pride ourselves on working closely with families and students to ensure that all children have high academic aspirations and achieve the success needed to ensure they can enter the foremost universities worldwide. The curriculum at NLCS Jeju is based largely on that of NLCS London. In Key Stage 3 (years 7 to 9) departments write their programs of study that aim to provide students with the knowledge base and skills to take the subjects further but also to develop a love of learning for that subject. In Key Stage 4 (years 10 to 11), students work towards their IGCSE course, and in Key Stage 5 (years 12 to 13) students follow the International Baccalaureate (IB) Diploma. North London Collegiate School Jeju was founded in 2011 as a Boarding and Day school. We are located on the amazing island of Jeju, in South Korea, but our proud heritage is from the United Kingdom, wherein 1850 education pioneer Frances Mary Buss established the North London Collegiate School. NLCS Jeju has become, in a short period, a reference for excellent international education in Asia, providing an aspirational academic education taught by highly qualified, knowledgeable, and inspiring teachers through interactive, thought-provoking lessons. The strategic geographical location of this island makes NLCS Jeju a suitable school for students from Korea, China, Japan, Russia, and the rest of Asia. Ours was the first international school to be opened as part of the Global Education City on Jeju Island, which is becoming the center of English education in Korea and the educational hub of Asia. We exist to give our students an exceptional platform for life after school. We are immensely proud to say that our students obtain places at the most prestigious universities around the world, and we are confident you will too.

We are one of the largest, most diverse universities in the UK with over 120,000 students in London, and a further 50,000 studying across 180 countries for a University of London degree. World War II began just a few years after the administrative offices moved into their new headquarters, and Senate House was involved from the start as well as the roof's transformation into an observation post for the Royal Observer Corps, the Chairman of the Court of the University, Lord Macmillan, was appointed the first Minister of Information. While situated in the Senate House, they oversaw campaigns such as the Home Publicity campaign production, including the famous 'Keep Calm and Carry On' poster. However, it was a controversial office due to its responsibility to censor official news. The Committee of Imperial Defence (CID) justified the new Ministry concerned by arguing: "…the national case to the public at home and abroad in time of war. To achieve this end, it is not only necessary to provide for the preparation and issue of National Propaganda, but also for the issue of 'news' and for such control of information issued to the public as may be demanded by the needs of security." When the Ministry moved into Senate House in September 1939, the Central Administration staff relocated to Royal Holloway College until the War Office occupied the space in 1941. They were moved to Richmond College. While closed to the public, the Ministry used Senate House Library as a reference library during their occupation, which caused some strains between Library staff and those of the Ministry. The Library planned to remain in situ for the war's duration by closing its doors to readers and carrying on as a 'mail-order' service. However, requests by the Ministry to use the Library's Map Room left the University Librarian fearing that his collections were at risk, with complaints sent to Macmillan referring to the guests' stay as an 'annexation' and 'occupation.' Despite the reservations, the Press Room was set up in the Beveridge Hall and was in operation as the war was declared. In a written criticism of the Ministry, Norman Riley described the press room as: "One good big story nearer harsh reality… Day and night, there is a clatter of typewriters and a babel of different tongues. Day and night smoke wreaths towards the ceiling. … On a dais extending right round the room is fifty to sixty telephone boxes, most of them with direct lines to Fleet Street offices." Riley described the second and third floors as: "labyrinthine, (with) carpeted corridors… scores of them, occupied by experts on India, religion, broadcasting, films, public meetings, propaganda, politics or nothing in particular". The University's Assistant Clerk of the Court recorded that: "it was sad to see [Senate House] vandalized by crude improvisations and the scruffiness that seems to prevail in all minor government offices." As the needs of the Ministry were different from that of the University, the strain on Senate House quickly became apparent. The Senate minutes of 11 December 1940 noted a deficit of £506, equivalent to £29,797.04 today. Due to an 'urgent' request of the Ministry to annex the Macmillan Hall for use as a bar and small restaurant for the Press. The Maintenance Officer noted that: "The hot service, where the meals were prepared, was designed for the service of University banquets, with elaborate hot plates, tea boilers, etc. Its running costs were consequently high, the electricity alone costing as much as the 30s every 24 hours, and were not justified by the small number of meals served." Literary descriptions of Senate House while the Ministry was in situ are less than flattering, with Evelyn Waugh's character in Put Out More Flags finding it challenging to enter the building, thinking that 'all the secrets of all the services might have been hidden in that gross mass of masonry.' Graham Greene described 'the Ministry' as a 'high heartless building… where the windows were always open for fear of blast and the cold winds whistled in' (Penguin New Writing). In 1858 we became the birthplace of long-distance learning, allowing students to study for degrees outside of London, spreading higher education worldwide. We also introduced many new subjects into university education, including modern languages and laboratory science. We were the first to allow external students to continue to earn a living while studying and to study privately and take exams without coming to London. Since these beginnings, we have continued to accrue new member institutions, vastly expanding our membership and academic catalog. Each year, our 'Foundation Day' celebrates the anniversary of the foundation stone's laying, and since 1903, honorary degrees have been bestowed to, among others, Prince of Wales and Winston Churchill. The University had a significant impact on those serving during the First and Second World Wars in the Armed Forces or had been prisoners of war. Many continued studying and passed exams, ultimately paving the way for a life after the wars. To the present day, our degree programs can be accessed by prisoners in some countries, allowing for new opportunities or a fresh perspective of the world.

The School of Advanced Study at the University of London brings together nine internationally renowned research institutes to form the UK's national center to support researchers and the promotion of research in the humanities. The School Provides a research base for an international community of scholars, Inspires, develops, and supports innovative research initiatives and networks, Enhances the dissemination of the research of others, and related activities, beyond what they or their institutions could achieve alone, Provides specialist research training at master's, doctoral, and postdoctoral levels - locally, nationally, and internationally, Adds value to the work of researchers in the humanities and social sciences throughout the UK. Founded in 1994, the School of Advanced Study at the University of London is the only institution in the UK that is nationally funded to promote and facilitate humanities research. It performs a vital role as a driving force for knowledge sharing across the humanities in the UK and beyond. It receives special funding for this purpose from the Higher Education Funding Council for England (HEFCE). The School's mission is to maintain and develop the resources of its nine-member institutes, many of which have long and distinguished histories to benefit national and international research communities. The School achieves its mission by The School's location within the University of London precinct in Bloomsbury, central London, allowing easy access to London's rich cultural amenities. The institutes benefit from visiting researchers and guest speakers working in government, diplomacy, business and development, the cultural and heritage industries, and other universities from around the world. The School of Advanced Study brings together nine national research institutes at the University of London to form the UK's national center to support and promote research in the humanities and social sciences. The University of London is a federation of 18 independent member institutions of outstanding reputation, and the School of Advanced Study and several other acclaimed central academic activities and services. For more information, please visit the Structure of the University. The School of Advanced Study is accountable to the Vice-Chancellor and the Collegiate Council, which are accountable to the Board of Trustees of the University for its conduct and its member institutes. The Constitution of the School is included in the University's Ordinances.

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.

The London Film School is the first established international School of film technique in the world, at 60 in October 2016. The School has contributed significantly to the development of film education in Britain and across the world. Rather than creating a national cinema, as so many government-funded schools have done, LFS from the outset fostered a broad, craft-based culture of excellence with students from more than 80 countries. At present, over 60% of the School's students are from outside the UK. In October 1956, the Principal of the Heatherley School of Fine Art, Gilmore Roberts, set up a short course in filmmaking, but before the applicants could enroll, he found that his School had been sold from under him. He decided to continue the course independently, but could hardly have imagined that over sixty years later a thriving, international school, descended from this embryonic idea, would be working in a converted warehouse in Covent Garden, London. After precarious early days, the School settled in Brixton as the 'London School of Film Technique.' It was set up around the belief that the future health of filmmaking in Britain could be promoted by properly designed formal training for people entering the industry, then run on a traditional apprenticeship basis. Since there was little sign of any official action to carry out these plans, a group of enthusiasts decided to take the traditional British way and constitute such a school. The approach to the old School, through a gaunt passage and up winding brick stairs to a handful of rooms over shops in Electric Avenue, Brixton, was likened by an intrepid visitor to a set from "The Cabinet of Doctor Caligari". In the early 1960s, the School moved to Charlotte Street's premises in the West End and was renamed The London Film School. The 18th-century warehouse in Covent Garden, where the School has been since the mid-1960s, maintains a similarly dramatic and individual character. In 1974 the School was renamed as LIFS, the London International Film School., but reverted to The London Film School in 2001 and London Film School in 2017. The original constitution, which remains in force, is very unusual. The School is a registered charity, a non-profit making company, limited by guarantee. All students become members of the Association, and, together with the other members, elect a board of governors on which they have representation. The board of governors has the overall responsibility for the management of the School. The previous Chairman was the internationally renowned director and LFS graduate Mike Leigh. The School has always been entirely independent and remains so following the validation of its courses by the University of Warwick and the University of Exeter. London Film School's current Chairman is Greg Dyke. To celebrate the School's 50th anniversary in 2006, a microsite was created. The site contains a wealth of interviews with staff, ex-staff, and alumni.describing their experiences at the LFS, feelings, and hopes for the future of the School. There are also stills libraries and documents' archives: Visit the LFS Time-Tunnel. In 2016 The London Film School remained one of only a few remaining independent creative specialist conservatoires. We continue working hard to remain a leading center for film education. LFS is built around a conservatoire model, providing a hothouse environment for intense creative work. Our MA programs in Filmmaking, Screenwriting, and International Film Business are recognized by Creative Skillset as the industry standard and at a level of professionalism that has delivered us the status of a Film Academy. We are one of only three such academies in the UK. With our MA Filmmaking, there is no pre-specialization. Instead, we believe that to find your filmmaking voice; you need to understand filmmaking as a whole. You will experience and be provided with a full education in all the craft areas. The experience we offer here is built around the notion that filmmaking is a collaborative process, not a product. Our students engage across all disciplines, with their fellow students and staff. Our MA Screenwriting provides a unique opportunity to develop a full-length feature film script, with individual mentoring and guidance from industry mentors. Our screenwriting students have opportunities to work with our filmmaking students to make several short films across the year. In a fast-changing media landscape, the need to understand digital strategies and new funding models is addressed in our MA International Film Business; a course runs in conjunction with the University of Exeter. With modules in international finance, world cinema, and a field trip to the Berlin Film Festival, it prepares students for careers in programming, exhibition, and distribution. At LFS, we nurture and respect the imagination of our students. We believe it is important to experiment, challenge conventions, explore new modes of storytelling, and find new ways to connect with audiences. Through this, we can set up a dynamic dialogue with the screen industries and shape and influence the future. Our staff and visiting lecturers are connected to the UK and global industries, bringing their experiences into the everyday practice of teaching here at LFS. We balance the mastering of technical skills with the creative development of ideas. Alongside that, you will also engage with the new challenges facing screen storytellers in an ever-changing landscape. We apply that same imagination and experimentation to thinking about new business models and how to develop your career as an independent filmmaker. We also look to the future. Our graduates have gone on to make substantial contributions to world cinema and global storytelling. Going forward, we expect no less, but now the playing field is more significant. Outside of cinema, we see our storytellers and our filmmakers working on television and across new platforms. As film and television converge, as new platforms emerge, our graduates will confidently explore how to adapt their skills and expertise in filmmaking to tell compelling stories in any medium, on any platform, in any place.

Welcome to the London Electronics College web site. Our goal is to provide you with useful information about the college. We hope this makes it easier for you to select us as your place to study. The London Electronics College is a center of adult learning providing technical training since it was established in 1892. Courses have moved with the times - several new courses have been introduced in the last few years, more this year. Small classes and a friendly environment help make learning enjoyable and rewarding. The college is very close to the exhibition center in Earls Court and a twenty-minute walk from Olympia and Holland Park. The area is well served by both buses, the tube, and rail.

SJS is the dynamic hub that leads Anglo-Jewry in the provision of quality teacher training programs, academic degrees, and first-rate adult education courses. Our graduates teach in schools across the Jewish world and make a significant impact on the future of Jewish education. With our new online degrees, LSJS widens its reach to train and teach educators wherever there is a Jewish community around the globe. We pride ourselves on being a warm, friendly, and supportive organization. With over a hundred and fifty years of experience in training and educating teachers, rabbis and leaders, we are deeply rooted in Jewish tradition and ready to address and make the most of what the modern world has to offer. Raphael is a graduate of the Jerusalem Fellows program at the Mandel Leadership Institute in Israel. In 2005 received an MA (with Distinction) in Adult Education at the Institute of Education in London. He is the Torah L’Am crash course creator and is the author of the Torat Hadracha and Jampacked Bible educational study guides. He was the first Head of faculty of the Florence Melton Adult Mini-School UK. He was the Director of text-based Jewish education at the UJIA Centre for Informal Jewish Education. He received rabbinic ordination after studying at the Kollel of the Judith Lady Montefiore College. The semicha was given by Dayan Saadia Amor (Rosh Beth Din of the Sephardi Beth Din UK and Rosh of the Montefiore Kollel), Rabbi Dr. Abraham Levy (Emeritus Spiritual Head of the Spanish & Portuguese Jews’ Congregation and Honorary Principal of the Judith Lady Montefiore College), Dayan Ezra Basri (Former Av Bet Din of Yerushalayim) and Emeritus Chief Rabbi Lord Jonathan Sacks (Former President of LSJS). He completed a Ph.D. in theoretical physics in 1999 and published several papers on Quantum Chaos Theory. He is a leading Jewish educator in the UK and teaches at conferences, seminars, synagogues, and Jewish community centers. In 2008 he was ranked 26th in the Jewish Chronicle Power100 list of the most influential people in UK Jewry. On a cold winter’s day in November 1855, Chief Rabbi Nathan Marcus Adler opened Jews’ College in Finsbury Square, in the heart of London. As early as 1841, Sir Moses Montefiore initiated a training college for religious leaders. Within a short period, the College produced scholars of standing who served Jewish communities in Britain and across her Empire. A quarter of a century later, in 1881, the College outgrew the Finsbury Square site and moved to Tavistock Square, close to University College, where it was hoped that Jews’ College students would be able to combine their religious studies with a university degree course. In 1904, the University of London granted an Honours degree in Hebrew and Aramaic, all of the students being from Jews’ College. In 1932, the College moved to Woburn House, a purpose-built communal center housing many organizations serving Anglo-Jewry. In the last seven years, LSJS has grown into a world-class learning center. On its Hendon campus, there are some fifty teachers providing adult education courses, degrees, and teacher training programs for over seven hundred students. LSJS’s imaginative courses, high intellectual standards, educational tours, and outreach to synagogues, impacting thousands of people, have created a buzz across Anglo-Jewry. London School of Jewish Studies is a world-class center of Jewish scholarship and teaching that inspires our community with a lifelong love of Jewish learning and practice. Our mission involves eight major commitments: Educate adults by increasing their Jewish knowledge, improving their textual skills, and building their confidence as independent learners. To encourage all our students to pass on their knowledge both at home and within their communities. Develop a faculty of outstanding educators who teach with respect, openness, intellectual rigor, and creativity. To study with Yirat Shamayim, a profound reverence for God, to strengthen character, guide actions, and elevate lives. To exchange ideas at the highest level through academic research and the advanced study of traditional Jewish texts. To promote the full participation of women in Jewish learning. To deepen our community’s understanding and love for Israel. To examine critical issues facing modern society to develop a Jewish response and promote social action.

The London School of Science & Technology (LSST) is a privately managed higher education college which was founded by Mr. Syed Zaidi in 2003 with the vision to support local communities and encourage social cohesion. Through his successful leadership, LSST has grown to become one of the leading institutions of its kind, widening participation to include anyone with a desire for education. With a student population of 2,000, the diversity of our learners reflects our ethos – to provide education to all students, regardless of their background and upbringing. We recognize that the conventional route into higher education does not work for everyone; therefore, we focus on what qualities our prospective students can bring to their learning experience rather than their qualifications. Our focus is on you – which is why we offer a flexible timetable to allow you to fit your studies around your daily responsibilities. Our headquarters are based at our London campus in Alperton, which houses our Senior Management Team and all central administrative functions. We have expanded our reach to include campuses in Luton and Birmingham, with each Campus having its management, administrative and academic teams. At LSST, we pride ourselves on offering a quality learning experience. The intimate nature of our institutions allows our dedicated staff to provide direct one-to-one support to our students, guaranteeing a rewarding and fulfilling route to success. Our current academic portfolio consists of career-focused courses delivered at Levels 3 to 6, particularly in the fields of Business (with several pathways), IT and Computing, and Hospitality Management. LSST is a new concept in higher education that is designed to integrate study into the life that you lead. Gaining higher-level skills and qualifications is essential, but sometimes it can be difficult or virtually impossible to fit traditional study into your life. That is why we have designed this new approach to learning. LSST is designed specifically for people who want to benefit from high-quality courses but who have decided that the traditional student experience is not for them. We provide a focused teaching and learning environment that will lead to academic and professional qualifications. Moreover, this is precisely where our commitment lies. As well as making sure that our courses meet the criteria for an academic qualification – wherever possible, we have designed our courses around the standards for professional qualifications. We want every single student that leaves LSST to have the relevant skills and knowledge that will help them secure employment in their chosen profession – so you have the potential to achieve an academic qualification plus a professional qualification, which could help make you even more attractive to employers. We offer a structured teaching week with the flexibility to choose morning or afternoon classes, wherever possible and numbers permitting, to help you study around your other commitments. This can be an ideal option if you are a mature student returning to education or need to fit your studies around your job. LSST puts you in charge. You manage your studies to suit your work responsibilities, your commitments, your lifestyle – working towards an academic qualification is challenging, but it should not be a chore. Our course teams contain both academics and practicing professionals. They aim to work together to help you discover your subject from all angles, the theory, and the practice. Moreover, unlike many other institutions, our tutors maintain high levels of class contact and offer support to help ensure you are learning throughout your time at LSST. LSST validates all of our awards, so you can be confident that you are studying at the university level and be assured that the content is of high quality. The fees that you pay at LSST are significantly lower than those at many other comparable institutions. Fees cover all of your classes, online tutorials, some of the learning materials, and access to the College Learning Resource Centre. As a student at LSST, you also have reading rights to LSST. We firmly believe that LSST gives you access to quality and relevant learning experience at a price that represents excellent value for money. We also believe that you will be able to judge the returns on your investment through your improved career prospects. Here at LSST, we ensure that we promote tolerance and respect for all cultures, faiths, and lifestyles through our vision, values, relationships, and teaching. We must prepare our students for life in modern Britain and to keep them safe. To that end, through our practice and academic delivery, we have incorporated the full set of British Values into everything that we do.

Loughborough University London is an exciting cluster of innovators and creative makers, known collectively as Here East. Here East is bringing together an emerging breed of forward-thinkers and digital makers through education, business, technology, and media. We work alongside our collaborators to drive forward creativity and entrepreneurship across London. Loughborough University London offers a collaborative, innovative, and inspiring learning environment, bringing together world-leading scholars, dynamic organizations, and creative individuals with tomorrow's emerging talent and leaders. You will not only develop an in-depth knowledge of your chosen subject area. However, you will also gain cross-disciplinary experience, giving you the breadth of skills and experience to thrive in your chosen career. You will learn from and network with pioneering thought-leaders from various organizations –multi-national companies to small entrepreneurial start-ups, the private and voluntary sectors, and the eminently creative local London community. Our programs, which combine real-world learning with theory-rich lectures, are delivered through our Institutes: Institute for Digital Technologies Institute for Design Innovation Institute for Innovation and Entrepreneurship Institute for International Management Institute for Sport Business Institute for Media and Creative Industries Institute for Diplomacy and International Governance Our vision for Loughborough University London has been shaped and informed by the University's existing commercial partners and collaborators, including several of the world's most iconic brands. We run regular keynote speaker programs and seminars and welcome lecturers from some of the world's most influential business leaders, entrepreneurs, and public and voluntary sector organizations. All have recognized the need to invest in the pipeline of future talent to recruit people with the skills, drive, and creativity to compete and thrive in a globally competitive environment. Loughborough University London was founded on Loughborough's award-winning reputation for research dynamism and creativity and its enterprising outlook and unrivaled opportunities for students and alumni. Loughborough University's history dates back to 1909 when the institute opened to attend evening classes in technical subjects. Now, over a century later, Loughborough University has flourished into a truly exceptional, internationally-renowned university, offering taught and research opportunities in the East Midlands and East London. Our students learn from influential thought leaders, pioneering researchers, and creative innovators and are engaged with their sector's latest developments. Our collaborations with leading public and private sector companies and organizations mean real-world issues and genuine industry challenges lead our programs. The Collaborative Project is an important constituent part of many of our programs. It enables students to benefit local, national, and global society, which plays an instrumental role in their success. Loughborough University London offers you An outstanding quality of education from an internationally-renowned university. An award-winning living and learning experience in one of the world's most dynamic cities. A campus focused exclusively on postgraduate study and research. Full or part-time options to suit your commitments and lifestyle. Opportunities to learn from some of the world's leading teachers and innovators. Unrivaled partnerships with industry.

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.

In 2016, Brunel celebrated 50 years as a university. However, our history can be traced back much further to 1798 through our predecessor colleges of Borough Road College, Maria Grey College, Shoreditch College, and the West London Institute of Higher Education and as well as through Acton Technical College then Brunel College. Our rise since 1966 has been impressive, and our reputation grows year on year. A university of 12,746 students – 3,309 students engaged in postgraduate and research study – our unique approach is to combine academic rigor with the practical, entrepreneurial, and imaginative approach pioneered by Isambard Kingdom Brunel. The decision to be named after Isambard Kingdom Brunel was taken after much discussion. Rather than name the new College after a location, Dr. Topping, the first Vice-Chancellor of Brunel University (and former Principal of Brunel College), pleaded that the name should be a well-known person preferably an engineer or scientist associated in some way with Middlesex or Acton. The agreement was reached in March 1957; that person would be Isambard Kingdom Brunel. Isambard Kingdom Brunel (1806-1859) is one of the great British engineers of the 19th century. Isambard was born into an industrious family in 1806, and the Sophia Kingdom worked for the Royal Navy and father Marc Brunel, a prominent French engineer. Isambard took on formal training as an engineer and built twenty-five railways lines, over a hundred bridges, including five suspension bridges, eight pier and dock systems, three ships, and a pre-fabricated army field hospital. To add to this, he was a keen social engineer, building housing estates, churches, and hospitals. When Brunel was awarded its Royal Charter in 1966, we were given a distinct purpose and an incredible opportunity. The campus was the home of technological education, championing innovation and advancement, and giving the UK the knowledge base it needed to compete on the international stage. We conceived a brand of education, and later research, which was overwhelmingly geared towards the needs of industry and, echoing the spirit and vision of our namesake Isambard Kingdom Brunel, we did so with flair and rigor. Our ambition was to equip students for the world of work and address society’s global scale challenges. The challenges have changed, but our aims are as innovative and ambitious as they always were – to develop research and educational programs informed by and tailor-made for those who benefit and give students the academic education and personal skills needed to succeed in the real world. This publication identifies five distinct areas of focus – each of which underpins our vision until 2030. It recognizes the values upon which Brunel’s success is founded. Moreover, though our strategy as educators and innovators will change in the intervening years, these goals, values, and vision will remain at the heart of everything we do and the driving force behind our future achievements, ensuring Brunel continues to meet the needs of a changing world until 2030 and beyond.

Is it possible to teach fashion? That was why Giulio Marangoni, famous for his clothes, which were already being worn by the Italian aristocracy, asked himself in 1935. To answer this question, he founded the Istituto Artistico dell’Abbigliamento Marangoni or the Marangoni Artistic Clothing Institute in Milan. It was a school to train professionals and technicians specializing in the field of fashion. Istituto Marangoni has never stopped believing in the value of training, constantly updating its programs to ensure they are in line with Italian and international market needs. In the past few years, Istituto Marangoni has opened four new schools: London in 2003, Paris in 2006, Shanghai in 2013, and Milano Design in 2014. Istituto Marangoni now opened the new School of Fashion, Art & Design in Florence in September 2016, and recently in Shenzhen (2016), Mumbai (2017) and Miami (2018), the international capitals of fashion, design, and luxury. The teaching spaces of Istituto Marangoni have tested the talents of four generations of professionals, hailing from 106 different countries and representing the heritage of our school. Today Istituto Marangoni continues to successfully ‘teach fashion,’ as its founder wished. It teaches design, which has many contact points and overlaps with the world of fashion: color, materials, and creativity. With a wide range of course possibilities, preparatory, three-year undergraduate, and master’s courses, Istituto Marangoni has always maintained the goal of training the professionals of tomorrow in critical sectors, such as design, communication, and managerial coordination. To excel as a center of professional and creative learning in the Fashion, Art, and Design fields to nourish international industries, providing talented Istituto Marangoni graduates from all over the world. We strive to achieve this mission by offering an extensive and detailed educational portfolio that is continuously updated to match industry demands and evolution. Achieving the highest academic standards with modern and dynamic curricula focused on results. We integrate the spirit of Italians into the experience of students daily through both curricula and the School experience. We are celebrating the global and multicultural reach of Italian culture through Fashion, Art, and Design. We are also supporting and developing the potential of our teaching and administrative staff using constant and punctual training. Placing Istituto Marangoni at the center of the Fashion, Art, and Design cultures, thanks to our excellent selection of locations in leading world cultural capitals and further strengthening historical and recent connections with the most prestigious companies and personalities in the luxury Fashion, Art and Design market. Since 1935, this has been the mission of Istituto Marangoni, beginning with fashion and extending to design, always to provide those who choose Istituto Marangoni for their training with the best means to express themselves creatively. Today Marangoni Institute is an established and recognized aesthetic laboratory of European-style culture with a specifically Italian imprint. Working with the most exciting names in fashion and design, teachers can pass on their expertise to train the excellence of tomorrow’s industry professionals, enabling them to contextualize classroom learning in the realities of the marketplace. The path includes constant contact with the best companies in fashion and design, who look to the Istituto for new individuals to work in their companies. In addition to a variety of long and short courses in fashion and design in the traditional schools, the new school in Florence will include an intense program of studies dedicated to art, encompassing History of Art, Art Management and Multimedia Art. Students at Istituto Marangoni are given the best tools to stimulate their growth and are equipped to face the working world confidently. Courses consist of constant contact through the faculty with the most valuable companies in the sector. In the schools in Milan, Florence, Paris, London, and Shanghai, students from all over the world meet and interact through a continuous exchange of ideas, projects, stimuli, and vision. There is one common denomination to this experience: the evolution of an aesthetic value that contributes to clarifying the future choices of profession for our students.