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For nearly 140 years, Middlesex University London and its predecessor institutions have been home to innovators and change-makers. We are a progressive London university that puts our students first and provides expert teaching informed by inspiring research and practice. We boast one of the most diverse, multinational, and multicultural communities of students and staff of any university in the UK, with almost 19,400 students and 1,900 staff from 140 different countries based at our modern north London campus in Hendon alone. Middlesex University London generates more than £280 million a year for the Barnet economy, supporting some 3,800 local jobs. We work with employers to make sure that what our students learn is what employers need, and we strive to transform our students' lives so that they have an excellent experience while they are with us and a solid foundation for inspiring careers when they leave us. Middlesex's flagship London campus combines modern facilities and expert teaching with the advantage of studying in one of the most diverse and exciting cities on earth. In recent years we have invested more than £200 million to transform our London campus into a state-of-the-art center for excellence, with facilities and equipment that rival those of the world's top universities. That investment included a new purpose-built center for art, design, media, and performing arts students and dedicated labs and studios for those studying science, technology, and health courses. Our most recent addition, the Ritterman Building, is an award-winning, environmentally-friendly development packed with the latest equipment and teaching facilities. Whatever you study at Middlesex London, you will have access to the best possible tools to help you achieve success in your field. Middlesex London is also a beautiful place to study. At its heart is the historic College building, centered around an expansive courtyard where students and staff can meet in a relaxed atmosphere. There are also many other open areas where you can socialize in exhibition spaces, cafes, and parks. A short journey on the Northern line will take you into central London, where you can enjoy all the historical, cultural, and social experiences unique to our great city. Ranked as the Top Modern University in London. - (Complete University Guide, 2017) £200m invested in outstanding facilities for learning and teaching. 91% of all our graduates are in employment within six months of graduating. 90% of our research is internationally recognized. - (REF, 2014) Ranked Top 3 in London by our students in half of our subjects. - (National Student Survey, 2013) Ranked in the Top 10 for Graduate Salaries in the UK. - (The Times Higher Education, 2011) We offer more than 300 Undergraduate and Postgraduate programs. One hundred forty nationalities represented by students at our London campus.

NYU Abu Dhabi Mission NYU Abu Dhabi is pioneering a new model of higher education for a global world, dedicated at once to excellence in teaching and research and to advancing cooperation and progress on humanity's shared challenges. Drawing on the NYU global network's strengths, it offers an outstanding liberal arts and sciences education to students from the United Arab Emirates, the United States, and around the world, with a distinctive focus on intercultural understanding and leadership. It supports innovative research and graduate education programs that push forward the frontiers of knowledge and responds in powerful and interdisciplinary ways to vital global and local challenges. NYUAD advances NYU as a model university for the 21st century and contributes in multiple ways to the development of a sustainable, knowledge-based economy in Abu Dhabi. Global University NYU New York, NYU Abu Dhabi, and NYU Shanghai form the backbone of NYU's global network of degree-granting campuses and academic centers across six continents that enable students' seamless international mobility faculty in their pursuit of academic and scholarly activity. The first of its kind, this global university represents a transformative shift in higher education, one in which the intellectual and creative endeavors of academia are shaped and examined through an international and multicultural perspective. Designed to draw the most talented and creative students and faculty from around the world, it enables those students and faculty to circulate throughout the network while retaining access to the University's intellectual community and resources. NYU Abu Dhabi's international composition, rigorous academic program, innovative research capacity, and the location at the crossroads of the Arab world creates valuable opportunities for faculty and students across the global network to engage in academic dialogue in the Middle East and beyond.

Students of the Odesa Academy of music pass their practical training and its graduates successfully work at the Odesa National State Opera and Ballet Theater, the Odesa National symphonic orchestra, the Odesa theatre of musical comedy, the V. Vasilko Odesa Academic Ukrainian Music and Drama Theater, in many concerts, scientific and educational institutions of Odesa, Ukraine, Autonomous Republic of Crimea, in Russia, France, Finland, Germany, Poland, Italy, Austria, Yugoslavian republics, the USA, Canada, Mexico, Latin America, China, Vietnam, and in many other countries of the world. The Odessa conservatoire (for the time being – the Odessa national A. V. Nezhdanova academy of music) was created on donations of V. A. Orlov, the chairman of Management of the Odessa branch of IRMS(the Imperial Russian Musical Society), and those of other members of this branch, as well as due to the decision of the Main Management of the Russian musical society based on the Odessa musical school (founded in 1897) on the 8-th of September 1913. On the Russian empire's territory, the Odessa conservatoire became the fourth higher educational musical institution – after St.-Petersburg, Moscow and Saratov conservatoires. The Odessa conservatoire's fast development was provided by the attraction of outstanding teachers-musicians from Italy, Poland, Czechia, Germany, Austria, St.-Petersburg, and Moscow. A Polish composer, a pianist, a conductor and a musicologist Witold Maliszewski (Witold Iosifovich Malishewski) – N. A. Rimsky-Korsakov's disciple – became the first rector of the Odessa conservatoire. Therefore the Odessa conservatoire turned into a higher educational musical institution of the European level from its very beginning. Among the scientific and pedagogical professional community of the Academy are worthy of being noted: Four academicians 41 professors 11 doctors of sciences 89 senior lecturers 76 candidates of science 9 National Artists of Ukraine 32 Honored Artists of Ukraine 17 Honored Workers of arts of Ukraine 6 Honoured Workers of the culture of Ukraine and 1 Honoured Worker of education of Ukraine The scale of W. Maliszewski's creative activities was tremendous. He entered into the Odessa conservatoire history as its talented principal and a musician and as a progressive public figure. E.g., in 1917, the first rector addressed the congress of directors and senior teachers of conservatories in Petrograd. "The southern musical bulletin," wrote: "Only the director of the Odessa conservatoire Professor W.Maliszewski who had girded up his loins for the congress offered six very considerable and important questions to its consideration: 1) separating of musical schools from conservatories 2) the relation of the state to IRMS 3) revision of rights as to diplomas and certificates 4) cancellation of the category of free listeners in conservatoires 5) revision of military privileges 6) on returning of the new Statute of the Conservatoire from the ministry and its consensual formalization". In the first year of the Odessa conservatoire's existence, 396 pupils from 603 persons who submitted their applications for entering this educational institution were enrolled. Along with that, 395 persons were transferred from the musical school. The most significant number of pupils was accepted in piano classes, a smaller quantity – in violin, vocal, wind instruments, necessary orchestral instruments and music theory classes. From the beginning of the existence of Conservatoire vocal and young opera classes make themselves known alongside numerous piano classes. J. Reider, D. Delfino-Menotti and Palibina were chief teachers in these classes during those years. In 1913 N. Baryshev, a performer of the opera theatre having stage director's abilities became the opera class's head. Using N. Baryshev's efforts, the opera class realized its best performances. The bright culmination of the opera class's work became "Concerts devoted to national epic" arranged by N. Baryshev at the city theatre in 1916 where students of the conservatory's final year were acting. N. A. Rimsky-Korsakov's operas "Kashchey the Immortal", "Vera Sheloga" and fragments from "The Tsar's Bride" accompanied by the conservatoire orchestra under W. I. Maliszewski's direction were executed. Thus, the first turn-out of vocalists confirmed that the Odessa conservatoire became really "a musical and singing conservatoire" – as musical figures of the city dreamed about it long before its opening. Notably, all these structural changes were perceived only as external factors. No reorganization could extinguish the spirit of creativity reigned in the Odessa conservatoire and educational institutions connected with it. The Odesa Academy of music renders methodical assistance and provides teaching personnel for Odesa, Kherson, Mykolaiv, Uman, Ternopil, Simferopol, Kirovograd, Kryvyi Rih; it works in close cooperation with the South Ukrainian national pedagogical university K. D. Ushinsky. Almost all Odesa branch members of the National Union of Ukraine are graduates from the Odesa conservatoire. Teachers of the South Ukrainian national pedagogical university K. D. Ushinsky, of the Odesa school of culture and arts K. F. Dankevich, of the Odesa special Prof. P. S. Stolyarsky music school, pass their training at the Odesa Academy of music.

The Mykola Lysenko Lviv National Music Academy is the successor of the rich artistic, educational, and scientific traditions of the Conservatory of Galician Music Society, the Mykola Lysenko Higher Musical Institut, The Karol Szymanowski Conservatory, and the Faculty of Musicology of Lviv University. The academy, which arose from renaming and combining these institutions, is the oldest higher musical school in Ukraine and one of the oldest among Eastern and Central Europe. The system of higher music education in Galicia, from its beginning until the mid-twentieth century, has always been incorporated in the evolution of higher music education in Europe. However, after 1939, for many decades, the Ukrainian system of higher musical education was completely separate from the natural processes of music education in Europe. Citizens of Canada, China, Croatia, Germany, Greece, Iran, Italy, Poland, Slovakia, and the USA studied at the Mykola Lysenko Lviv National Music Academy at different times and under various international agreements and programs. In 2000, the International cooperation unit was set up to work with international students., The unit's task was to ensure the proper organization of the reception, training, and visa support of foreign citizens. The Vice-rector heads the International cooperation unit for international relations – assoc. The Prof. Ostap Maychyk Learning process supervises Ms. Maria Savchuk Yuriy Hryhorash is responsible for documentation of passport and visa services and health insurance. The academy's medical point can serve international students (located at Zelena str., 96 at Student house and Municipally clinic No.1 at Rus'ka str., 20. Ukrainian insurance company "PROSTO strakhuvannya" ["JUST insurance"] is a leading partner of the Academy for Health insurance of foreigners. Foreign students receive a "Certificate of emergency medical aid to foreign citizens."The licensed amount of international students for every year is 50 people. Our goal for the next five years should be to fully overcome the long-term historical isolation through a qualitative change in the structure of education in the Mykola Lysenko Lviv National Music Academy via combining deep traditions with the best actual trends of music education in Europe. To achieve this goal, we should realize several objectives. Objectives of our academy are: Intensification and further development of cooperation between the Academy and partner institutions in Europe and elsewhere. Establishing new contacts with music academies and other musical institutions in Europe and elsewhere. Further development of the academy's curriculum under the new legislation on education and actual trends of European music education. Changing the programs of subjects based on known European music universities and partner institutions of the European Union and Norway and post-Soviet countries that integrate its education system into the European educational process. Broadening the use of new technologies in the educational process. Broadening alternative forms of education (workshops, master-classes, courses, etc.) with broad participation of foreign experts. Increasing the number of subjects from the field of jazz music and creating the jazz department to get specialization "jazz musician" for students. Development and broadening of the Experimental educational studio for electroacoustic music and audio recording. Broadening of the number of disciplines from the field of "Music production" and "Music computer technologies" in the curriculum with the ability to get specialization "sound engineer," "sound register," "electroacoustic composition," etc. for students. Development and broadening of the subjects from the field of interpretation of renaissance, baroque and early classical music with the perspective of the ability to specialize for students "specialist in the field of historical performance." Implementation and development of the programs of staff and students mobility. The academy allows students to live at Student House for 300 places. The Student House is located at Zelena str., 96. It is near the city center and the academy's main building (about 20 minutes walk). There are also few guest rooms, rehearsal rooms of the jazz department, and a small cafe at the Student House.

Princess Galyani Vadhana Institute of Music, Thailand, is a unique music conservatory with a contemporary approach to classical music. Initiated in 2007 as a royal project celebrating the 84th birthday of Her Royal Highness Princess Galyani Vadhana Krom Luang Naradhiwas Rajanagarindra. The Princess has graciously given her name to the new endeavor, the Princess Galyani Vadhana Institute of Music or PGVIM. Her Royal Highness Princess Galyani Vadhana's interest in a music-focused not only on her support for musicians but also on the right audience with an unmatchable understanding of music. With the spirit of an exceptional teacher and her vision, she also emphasized the educational aspect of music and artistic development. Her Royal Highness Princess Galyani Vadhana has consistently supported musical organizations and activities through various funding sources, including "The Fund for Classical Music Promotion under the Patronage of Her Royal Highness Princess Galyani Vadhana." The "Princess Galyani Vadhana Institute of Music" was also established after her graciously grant her name to the Institute in 2007 during her 84th birthday, with the goals to develop new talents in music as educating and expanding knowledge of music to general audiences in Thailand. Following her royal vision to educate new audiences as well as developing an international standard for Thai musicians, through our Youth Orchestra, Community Choir, Education Populaire, and Audience Development Project, the Institute aims to create platforms for students, musicians, professionals, and general audiences in order to exchange their musical experiences, make dialogues and share their love of music. The Institute's goal is to be a leading international conservatory of music. With our mission to develop young talents, our creatively designed curriculum shall provide the student's opportunities to learn the skill of music-making while developing their understanding of music as a tool for the advancement of man and society's harmony. Starting from 2014, the Institute will recruit 30 qualified students per year, alongside our many activities aim to promote a more in-depth understanding of classical music within the contemporary context of the World. On this auspicious occasion to honor Her Royal Highness Princess Galyani Vadhana, the gracious patron of classical music in Thailand, Princess Galyani Vadhana Institute of Music creates regular musical activities for musicians and general audiences. Following her vision to educate new audiences and develop an international standard for Thai musicians, the Institute has established platforms for students, musicians, professionals, and general audiences to allow them to exchange their musical experiences, make dialogues, and share their love of music. This music conservatory has continuously received full support from the government. The Act of Princess Galyani Vadhana Institute of Music was graciously announced on the 25th of May 2012. The Institute is from now on ready to fulfill the aspiration of Her Royal Highness Princess Galyani Vadhana Krom Luang Naradhivas Rajanagarindra at full capacity."

In March 2014, Prof. Rico Gubler, saxophonist, composer, and jurist, assumed the University of Music Lübeck. Having studied saxophone with Iwan Roth in Basle, with Marcus Weiss in Zurich, and with Jean-Michel Goury in Paris, Rico Gubler started to specialize in contemporary music, free improvisation, and in the live performance of electronic music. In 1997 and 1998, he was awarded the Migros Cooperative Association (Migros Genossenschaftsbund) and the Ernst Göhner Foundation. Afterward, he studied composition with Balz Trümpy in Basle and Salvatore Sciarrino in Florence. In 1998 he won the Prize of the Club de mécénat Suisse en France. He was supported by grants from the Künstlerhof Schreyan in Lower Saxony (2001), the Landis & Gyr Foundation, from the Royal Academy in London (2001/02), and Dr. Robert and Lina Thyll-Dürr Foundation (2004). In 2004 he was awarded a working year from Zurich's city for his work as a composer in 2005 for his work as a performer. In addition to performances as a soloist at the Donaueschinger Musiktage, the Steirischer Herbst, Wien Modern, the Salzburger Festspiele, the MaerzMusik Berlin, and the Biennale München, Rico Gubler has played in various chamber music formations. He has developed artistic contacts with the Klangforum Wien, the Ensemble Aventure, the Ensemble Phoenix Basel, the SWR Orchestra Baden-Baden, the Tonhalle Orchester Zurich, the Kammerorchester München, the Orchestre de Chambre de Neuchâtel, and the Philharmonische Werkstatt Schweiz. Next to his creative works, Rico Gubler studied Law in Zurich and graduated with Lizenziat II. From 2004 to 2014, he taught saxophone and chamber music at the Lugano Music Conservatoire. From 2010 to 2014, he was director of a study program and part of the leading team at the University of Music in Basle. Martin Hundelt is responsible for the Bachelor of Arts and Master of Arts programs. He was a professor of voice at the University of Arts in Berlin from 1993 to 2012. In 2001 he started lecturing at the MHL. He studied voice at the MHL in the class of Prof. Ute Niss. As a concert singer, he performs internationally on various stages and festivals. Moreover, as an opera singer, he was engaged in productions by the Vienna Chamber Opera and the Hans-Otto Theatre in Potsdam. Radio and television recordings by NDR, HR, BR, SWR, and Danish and Czech radio channels document his work. The University Library of MHL is the information center and the University's primary area of learning. As an academic library specialized in music, it supports both students and instructors in their studies, teaching, research, and artistic skills by procuring and supplying specialist information in print or electronic form. It makes available a comprehensive stock of media, which is aligned to the needs of the University. It also facilitates access to information available worldwide. The acquisition of competence in media and research skills is promoted through introductory talks and training sessions. The MHL Library offers an attractive and up-to-date supply of technical equipment and expertise. The extensive body of complete academic scores and all other library collections are systematically displayed openly for public access and borrowing. Reference books, complete scores, audio, and audio-visual media can be used exclusively in the library. 100 years MHL. In 2011, the University of Music Lübeck celebrated its anniversary with more than 50 special events and projects. From a private initiative, professional music education was born in Lübeck back in 1911. Founded according to the first German Conservatory model of Felix Mendelssohn Bartholdy in Leipzig, the piano teacher Louise Kaibel opened the Lübecker Konservatorium der Musik in »Schüsselbuden No. 2«. Throughout history, the institution changed it is rank and status several times. Until the State of Schleswig-Holstein's only training center for music professionals granted the school-university status in 1973. Outstanding artists, such as the composer Hugo Distler, have worked in the predecessor institutions' management and training. They laid the foundation for developing MHL, which is an internationally acclaimed center of education. Communication is essential for MHL. Inwardly, it supports the triad of artistic creativity and productivity, scientific knowledge, and pedagogical teaching. Outwardly it conveys an image between MHL and outsiders and prospective students, visitors, guests, and representatives of culture, society, politics, and the media. The areas Artistic Administration (KBB), Marketing and Press office are responsible for coordinating and implementing external and internal communication of MHL. Contact persons can be found at the Haus der Kommunikation at Großen Petersgrube 27. The subject area Marketing's primary task is the best presentation and positioning of the MHL in the public eye. After presenting MHL events, ideas, and products, questions concerning target groups are essential, just as is their pricing. Corresponding analyzes, target definitions, and planning strategies are also part of this and operational implementation and monitoring. Marketing is responsible for external communication, both editorially and for the production and distribution of all print products such as evening and monthly programs, posters, postcards, ads, and image products. The final editing of the MHL website is also an integral part of Marketing's activities.

We want to initiate a dialogue with graduates, former teaching staff, and students of the HfMDK. We want to keep in touch with you, win you as a friend of the University, and in the meantime, we endeavor to broaden the scope of artistic programs of study with your help through an alumni network. As an alumnus or alumna of the HfMDK, you will receive the university magazine "Frankfurt in Takt" and our monthly events letter by email. Furthermore, you will be invited to academic celebrations at the University and to the "Kunstübungen - exercises in arts" of the "Friends of the University". Please fill in the Alumni membership form and post or fax it (+49 (0) 69-154 007 161). Your membership in our Alumni network is free. Please keep an interested, sympathetic but critical eye on the Frankfurt University of Music and Performing Arts development. Attend our events, visit us, keep in touch! We would be delighted. The Frankfurt University of Music and Performing Arts has its origins in Dr. Hoch's Konservatorium, a foundation established by the Frankfurt burgher, Dr. Joseph Hoch, in 1878. The founding Principal Joachim Raff and his successors were able to attract renowned and internationally distinguished artists as teachers at the University, such as the pianist Clara Schumann, Engelbert Humperdinck, and the cellist Hugo Becker. During the pre-World War One period, many students from all over the world studied in Frankfurt. Some of them were going on to become famous, such as Eduard McDowell, Percy Grainger, Ernst Toch, Otto Klemperer, Hans Rosbaud, and Paul Hindemith. After 1918, the Conservatorium attracted attention through new, innovative courses and contents which were promoted by Bernhard Seals, who was appointed Principal in 1923: these included founding an opera school, early musical education for very young children, courses for adults as well as the first German jazz class in 1927. We are the State of Hesse's University for music, theatre, and dance and an essential institution in Hessian cultural life. We act by our social mandate, and our community is international. We profile ourselves as active partners in an extensive field of regional, national, and international networks and renowned cultural institutions. The principles of freedom of art, generosity, intuition, and passion helped shape the University's spirit. Individual self-determination, acceptance of divergent views, and critical awareness all play a role in our identity. We generate innovation and interest in interdisciplinarity, and we provide freedom for experimentation, new working methods, and artistic research. Our artistic, educational, and scientific practice reflects the need to protect, maintain, and reinterpret our cultural legacy, and we help shape contemporary developments. We promote the participation of all citizens in the arts. We respond to changes in professional opportunities and rise to the challenges of demographic change, globalization, and digitalization. The University's central task is to train students to become professional and socially responsible artists, educators, and scientists, both in the teaching of the arts and in scientific research. Our educational concept is based on the values of the Enlightenment but at the same time takes 21st-century demands into account. In addition to focused, targeted working, the successful completion of a study course is also dependent on the availability of free space for independent artistic practice, self-discovery, and creative leisure. Students' intensive supervision characterizes the unique quality of the education provided at our University on a one-to-one basis, the employment of teachers who are artistically and scientifically active, the combination of theory and practice, and our diverse involvement projects and partnerships. The University is open to cooperation with civil society to expand our study offer and raise funds. We encourage lively discussions and facilitate participation and engagement. We treat each other with respect – in mutual recognition of individual skills – and create an atmosphere in which authenticity and creativity flourish. We see diversity as enrichment and do not tolerate discrimination in any form. We work actively towards the elimination of selfishness, bullying, and the abuse of power. We strive for improvement, using continued reflection. We see conflicts, errors, and mistakes as opportunities for change. It is based on this mission statement that we – the students, teachers, and administrative staff of the University – are developing our benchmark for quality and evaluation, and in doing so, shaping the future of our University. Frankfurt am Main, February 10, 2014 The Institute of Contemporary Music (I z M) was founded in June 2005. The concept behind it is to act as an interface between the departments, offering teaching in contemporary music for all departments of the University. This includes workshops, colloquia, guest lectures, excursions, lecture series, and symposia. The I z M initiates interdisciplinary projects and collaborates with local and national institutions, including the Ensemble Modern, the Hessischer Rundfunk, the Frankfurt Opera, the Archive Woman and Music, the State Theatre Wiesbaden, and the Donaueschinger Musiktage festival. The Institute mirrors events of local and national cultural life, bringing them into the University. In this way, the I z M promotes contemporary music both inside and outside University walls. It organizes regular events for the broader public, including the «Shortcuts» when teachers and students perform extracts from their ongoing work every two weeks. Since September 2007, the Shortcuts are also held on every third Tuesday of the month at the Museum Wiesbaden. Under the label «Ensemble I z M,» students work together on projects in different lineups. In winter semester 2006/2007, the Ensemble Modern and the HfMDK set up the master course.

Based in the home-town of German Classicism and rich in tradition, the University of Music FRANZ LISZT Weimar is an institution of higher education for young musicians, academics, and ambassadors of music from across the entire globe. It is indebted to the legacy of Franz Liszt, who successfully combined in his person composer, virtuoso, ensemble musician, pedagogue, and pensive philosopher. The institution aims to compete with the world's most renowned music academies. The envisaged outcome of education at Weimar is the ideal artistic, academic, and pedagogic personality — a figure expressed equally well in performance, musical research, and music mediation. Such a person has commanded a pool of general knowledge regarding the world's and Europe's cultural heritage and holds deep insights into contemporary culture. They are confident music entrepreneurs, active in diverse areas. They have obtained the skills necessary to be successful in the international cultural sphere. The University of Music FRANZ LISZT Weimar gives particular weight to a strong sense of team-spirit in teaching and performance alike, in its dialogue with scholarship, and its many co-operations with the professional music world. It supports personal initiatives and encourages the distillation of an individual profile. The school's teaching centers around the modern musician as an ensemble player who brings to life artistic ideals across diverse periods and styles in various settings and contexts, from musical performance and scholarship to music mediation. The LISZT UNIVERSITY provides broad, cosmopolitan competencies relevant to the current fields of musical performance, scholarship, and music mediation. It seeks to reflect and communicate the world's music in as many facets as possible and pays particular attention to transcultural transfer processes. In an exemplary manner, the LISZT UNIVERSITY is engaged in promoting exceptionally gifted children and adolescents from an early age. Consequently, it includes in its educational portfolio the Music High School for talented musicians at Schloss Belvedere. The University of Music FRANZ LISZT Weimar is proud to have its home in the Thuringian town of Weimar. It grasps the opportunities offered by its historical rootedness in this region: in its close ties with other cultural institutions in the state of Thuringia and intellectually, continuing the tradition represented by this heartland of culture and European art music. It dedicates its work to the promotion of the Baroque music of the country's churches and residencies, the music of Weimar Classicism, and the efforts of Franz Liszt and his circle surrounding a renovation of music during the nineteenth century. Weimar's living tradition of the Bauhaus movement also suggests the active engagement with the music of the historical and contemporary avant-gardes, with particular weight being given to interdisciplinary considerations. Weimar is an excellent choice to study music: the classical city situated on the Ilm has approximately 950 students with almost ideal studying conditions. Four wholly renovated and historically essential locations are distributed around the city but are within walking distance. One can study almost every music aspect: all orchestral instruments, piano, guitar, accordion, voice, theatre, organ, early music, composition, conducting, school music, and music pedagogy. Also, jazz and music theory, musicology, and arts management are offered. Those who decide to study at the University of Music FRANZ LISZT Weimar receive the best quality teachers in a European city of culture. A lively history including Goethe and Schiller and Bach and Liszt greets the students, just as today's active organization. We can take the ultramodern studio of electroacoustic music as such an example, which works in co-operation with the neighboring Bauhaus University. Other examples include the first children's university at a German school of music and an international branch - the German School of Music Weimar in South Korea. Franz Liszt first had the idea to establish a school of music in Weimar: already in 1835, he had thoughts about the establishment of "progress schools of music". Highly-qualified instrumentalists had to be sought after to make the orchestras efficient enough for the new music of their time. For a long time, Liszt fought to establish a training center for orchestral musicians in Weimar. However, in 1872, Liszt's pupil Carl Muellerhartung realized this dream and established the first orchestral school in Germany.

The College of Catholic Church Music and Musical Education in Regensburg (HfKM) is an internationally leading educational institution for church music. Its 170 students currently come from 12 countries around the world. The College's focus has always been an artist as well as a pedagogical orientation towards education, in which church music students are also prepared for their liturgical and pastoral responsibilities in the changing structures of deaneries and parishes. Based on the great significance of the liturgy for the church's life, it is obvious how necessary it is to develop church musicians and music educators who are prepared for their occupations in the artistic and pedagogical sense and about their entire lives. The close connection between study and life at the College of Catholic Church Music and Musical Education in Regensburg (HfKM) offers the best conditions for such preparation, in addition to the educational opportunities at large state colleges and universities. When HfKM College was established, it adhered to the standards that also apply to other music colleges. About the College's competitiveness, we wanted to strive toward parity, not uniformity. Main criteria include the respective state regulations and the requirements cited in the regulatory statutes of the Apostolic Constitution Sapientia Christiana (Art. 45 ib Ord) and the applicable regulations of the Bavarian State Ministry for Sciences, Research, and Arts. The College's structure and its relation to its church trustees are established in its constitution and in the study and examination regulations, which also follow the Apostolic Constitution's requirements. A community of young people who strive toward the same career goal makes it much easier to grow into church music-based and educational service. Regular, joint church services hone a keen sense for liturgical work concerts where students from all major subjects participate uniquely promote artistic growth. St. Andreas's Parish Church has served as a college church since 1976, and our concert hall offers ideal conditions for both. In Regensburg's city and region, there is a wide variety of cultural offerings that are both utilized and enriched by the College. The Church Music School of Regensburg is established by Franz Xaver Haberl and becomes the first Catholic church music school in the world. It has enjoyed international prominence beyond the German-speaking world since its inception. Bishop Antonius von Henle takes over the school as a "church foundation." Prince Regent Luitpold grants the foundation—which today is known as the Church Music School Foundation of Regensburg (Stiftung Kirchenmusikschule Regensburg)—state accreditation. By decree of the academic congregation, following a temporary decree from 1959, the Church Music School of Regensburg becomes permanently affiliated with the "Pontificio Istituto di Musica Sacra" in Rome. After being accredited in 1967 by the Bavarian State Ministry for Education and Culture, it is retroactively transformed into the "Academy of Catholic Church Music and Musical Education" as of 1 January 1973. Cooperation agreements from the years 1989 and 1999 with the College for Music and Theatre in Munich enable the administration of degree examinations. The "Church Music School Foundation of Regensburg" ("Stiftung Kirchenmusikschule Regensburg") changes its statutes through a decision of its foundation board and upon permission of the Bishop of Regensburg in order to adapt them to the new purpose of the foundation and the institution's legal position as a church foundation under public law. Upon agreement with the Bavarian and German Bishops' Conference and with the Congregation for Catholic Education in Rome, the Most Reverend Bishop of Regensburg, Manfred Müller, on his 75th birthday, the Festival of St. Albertus Magnus, Bishop of Regensburg, signs the decree for the establishment of the "College for Catholic Church Music and Musical Education of Regensburg" with sponsorship from the "Church Music School Foundation of Regensburg" ("Stiftung Kirchenmusikschule Regensburg"). On the festival of the patron saint of church music, St. Cecilia, a Pontifical Mass and ceremonial act take place on the occasion of the College of Catholic Church Music and Musical Education of Regensburg. Completion of the total refurbishment of the College and, at the same time, enhancement of its church-music and music-education related profile through the implementation of the European Academic Reform (Bachelor's/Master's Degrees). Church Music (with a concentration in an artistic core subject starting in the 5th semester), Conducting/Choir Direction, Instrumental Pedagogy (Organ, Harpsichord, Piano, Violin, Viola, Violoncello, Flute, and Recorder), a concert subject (Organ, Harpsichord), Vocal Pedagogy. Church Music (with a concentration in an artistic core subject), Conducting/Choir Direction, a concert subject (Organ, Organ Improvisation, Harpsichord), Music Pedagogy with an artistic core subject (Organ, Organ Improvisation, Harpsichord, Piano and Voice), Music Theory/Church Music Composition, Gregorian Musicology, and Liturgical Song. This study is based on instructional collaboration in artistic, scientific, and practical mediation fields between the University and the College of Music. It can be pursued in a music/non-music subject combination (Gyv) or intensively in two music subjects (God). After completing an aptitude test, young talents can be accepted permanently until they have received their school-leaving certificate. We allow guest auditors to take two semesters of private lessons in one subject and participate in theoretical subjects upon completing an assessment test.

Founded in 1919, AUC is a leading English-language, American-accredited institution of higher education and center of the intellectual, social, and cultural life of the Arab world. Its community of students, parents, faculty and staff, trustees, alumni, and other generous sponsors represent more than 60 countries. The University stands as a crossroads for the world’s cultures and a vibrant forum for reasoned argument, spirited debate, and understanding across the diversity of languages, facilities, and human experiences. The University offers 36 undergraduate, 44 master’s, and two Ph.D. programs rooted in a liberal arts education that encourages students to think critically and find creative solutions to conflicts and challenges facing both the region and the world. The University’s educational assets include the most extensive English-language academic library collection in Egypt, three modern theaters, and 15 cross-disciplinary research centers. The University’s modern, 260-acre New Cairo campus constitutes a visionary investment in the future of Cairo, Egypt, and the region — a state-of-the-art facility for advanced research, innovative teaching, lifelong learning, and civic engagement. Chartered and accredited in the United States and Egypt, The American University in Cairo is an independent, not-for-profit, equal-opportunity institution. AUC is a premier English-language institution of higher learning. The University is committed to teaching and researching the highest caliber and offers exceptional liberal arts and professional education in a cross-cultural environment. AUC builds a leadership culture, lifelong learning, continuing education, and service among its graduates and is dedicated to making significant contributions to Egypt and the international community in diverse fields. Chartered and accredited in the United States and Egypt, The American University in Cairo is an independent, not-for-profit, equal-opportunity institution. AUC upholds the principles of academic freedom and is dedicated to excellence. Our vision is to be a world‐class university internationally recognized for its leadership and excellence in teaching, research, creative expression, and service. We build on our existing strengths to become the leading University in the Middle East and the destination of choice for students and faculty members from around the world seeking in‐depth cultural exposure, combined with outstanding academic programs, cutting‐edge research, as well as an ethically engaged, diverse community of scholars. The rooms are also equipped with heating and air conditioning and high-speed wireless internet. Units share a kitchenette with a hot plate, kettle, fridge, and microwave. Resident can watch TV, dine, socialize, or study in the common areas. In the common area, there are several study rooms and a computer lab open 24/7. The on-campus residence allows visitors during certain hours and can accommodate overnight visitors based on room availability. The residence is also equipped to assist students with special needs. This summer, AUC students traveled to Beirut, Lebanon, as part of a new course titled, The Arab Spring in Arab Eyes: Perceptions and Reflections from the Arab World. Through this course, the students were able to participate in face-to-face dialogue with their counterparts from the American University of Beirut (AUB), discussing social and political movements in the Arab region due to the Arab Spring addition to visiting NGOs, historic sites, and refugee camps. “Merging the extracurricular with the academic and learning-by-doing is extremely beneficial to students,” said Mohamed Menza, affiliate assistant professor and director of dialogue in the Office of the Core Curriculum. “It allows them to get to know what is happening on the ground and augments their understanding of the region. This course is particularly beneficial to Egyptian students at AUC, as this kind of exposure enhances students’ knowledge about themselves and Egypt as a part of the Arab region. They can expose themselves to other viewpoints and other students’ realities.” The American University in Cairo is the region’s premier English-language liberal arts University — your portal to Egypt, the Arab region, and the world. Our 260-acre, state-of-the-art campus in New Cairo is home to more than 7,000 undergraduate students from across Egypt, the Middle East, and beyond, who are hungry for new perspectives and global experience. Through its high-quality, liberal arts education in its six schools, AUC provides students the opportunity to think critically, engage with the world’s religious, political, and cultural disciplines, and find creative solutions to conflicts and challenges facing both the region and the world. They are guided by faculty, trained at the world’s top universities, and conducting research that has a significant impact in communities near and far. When they graduate, our students join a network of alumni who take leading roles in every field, on every continent.

The history of the Academy of Music in Łódź goes back to the early years of the 20th century. At this time Helena Kijeńska-Dobkiewiczowa founded a Music Conservatory, where she gathered a team of outstanding musicians and teachers. After WW II, the school was reactivated, first as State Music Conservatory, which was given on March 1, 1945 - according to a document of July 30, 1945 - a palace of Łódź factory owner, Izrael Kalmanowicz Poznański, situated at 32 Gdańska St. From April 1, 1946 - by the Decision of the Ministry of Culture and Art of Feb 1, 1946 (Journal of Regulations of Min. of Culture and Art No 2 of Jul 8, 1946) - the State Music Conservatory became the State Higher School of Music. From December 1, 1981, the School changed its name to Academy of Music (Journal of Laws No 31 of Dec 12, 1981), and on July 2, 1999, it adopted the name of Grażyna and Kiejstut Bacewicz (Journal of Laws No. 62 section 683 of December 29, 1981). Under the decision of December 1, 1992, the Academy was given the second building at 79 Kilińskiego Street, where the Main Library, together with the Record and Tape Library and reading room, has been situated since Oct 1, 1993. Some classes, for students of art education, music therapy, eurhythmics, and others, take place there as well. The Academy of Music in Łódź emphasizes the internalization of education and improving its quality. Therefore an important point of the institutional strategy is to extend its international relations. Our Academy is an active participant in Erasmus+ (PL ŁÓDŹ04), exchanging its students and teaching staff with 50 institutions from Europe (including Germany, Italy, Austria, Belgium, United Kingdom, and other countries). The 10th International Summer Masterclasses for Wind Instruments The Grazyna and Kiejstut Bacewicz Academy of Music in Lodz would like to warmly invite pupils, students, and graduates of music schools and academies of music to participate in the 10th...

The Fryderyk Chopin University of Music teaches at six departments in Warsaw and the Department of Instrumental and Educational Studies in Białystok. The following fields are covered: composition and theory of music, conducting, instrument studies, vocal studies, music artistic education, church music, dance, and sound engineering. The University offers first level (junior) and second level (senior) courses. It launched postgraduate doctoral studies in the academic year 2006/2007. Another form of paid studies is also offered, i.e., postgraduate artistic traineeships. The costs of running these studies are covered entirely by the participants. The courses at the different departments are run according to curricula passed by the respective faculty councils and accepted by the FCUM Senate. From the academic year of 2012/2013, the curriculum also covers general music and major modules, which consist of separate subjects such as Piano, Conducting, Solo Singing (main module) Accompaniment (major module) Aural Training, History of Music with Literature, Music Forms (basic module) Foreign Language, Physical Training (general module) Philosophy, Aesthetics, History of Art, Art of the 20th Century, History of Film (humanities module). Group classes have an open forum. Students who are scientifically and artistically active, students who are preparing for international competitions or other significant artistic or scientific endeavors, and students who are suffering serious hardship or are temporarily ill may study according to an individual plan and program specified by the faculty council. About 150 students graduate from the FCUM every year. The University has nearly 900 students. The different departments’ teaching programs are rooted in the history of the University and related to its evolving structure. Hence several departments teach the same field of music (Departments 2 — 6) whereas others combine several fields (Department 1 or the Department of Instrumental and Educational Studies in Białystok). Some fields can also be studied at various departments (e.g., instrumental studies at Departments 2 and 3 or the Department of Instrumental and Educational Studies in Białystok).

The history of the Karol Lipiński Academy of Music goes back to November 1948, when Wrocław received a State University School of Music. At the time it was the fifth university in the city and the seventh university school of music in Poland. Initially, it exclusively had the Teaching Department in 1949 the Vocal Department was set up, and in 1950 – the Instrumental Department and the Department of Theory of Music and Conducting, and was extended shortly afterward with the Section for Composition. The four-department structure has survived with only minor modifications throughout the history of the school, with the number of fields of study offered to students being gradually increased. 1972 saw the establishment of the Section for General and Applied Music Therapy – the first research institution of its kind in Poland – and the initial enrollment of students who wanted to study the subject. In 2001 the Academy set up the Section for Jazz Music, and so became the second center in Poland (after Katowice) to train professional jazz musicians. In 2002 the Instrumental Department began accepting students who desired to specialize in playing Baroque/period instruments. In 1981 the name of the institution as a whole was changed from the State University School of Music to the Academy of Music. At the same time, it was named after Karol Lipiński (1790-1861), an outstanding violin virtuoso, who in 19th-century Europe was regarded as an equal to Niccolò Paganini. A major fact in the later history of the school was the change of its location in 1993, which ensured the integration of the academic community that had previously been spread among several buildings. In 1998, to celebrate the 50th anniversary of its establishment, the Academy granted its first honoris causa doctorate it was given to conductor Tadeusz Strugała, one of its most eminent graduates. In the following years, the honorary title of doctor was conferred on other outstanding artists and personalities of the world of culture, including some world-famous figures, such as conductors Kurt Masur (1999) and Stanisław Skrowaczewski (2004), and singers Maria Fołtyn (2000) and Teresa Żylis-Gara (2003).

The Feliks Nowowiejski Academy of Music in Bydgoszcz was established on 1st October 1974, as a branch of the State Higher School of Music (SHSM) in Łódź. Its opening filled a gap on the map of centers for higher education in music in the triangle formed by Gdańsk, Warsaw, and Poznań. The School started supplying professionally educated musicians to various institutions in the Kujawy and Pomerania region (including the Pomeranian Philharmonic Hall, Opera Nova, a variety of orchestras and chamber music ensembles, as well as lower-tier music schools in Bydgoszcz, Toruń, Włocławek, Inowrocław, Grudziadz, Chełmno, and Chełmża). The demand created by these institutions, in turn, provided a stable setting for the School’s dynamic development. The Bydgoszcz Branch of SHSM in Łódź was emancipated into an independent institution in 1979. It then received the name of Feliks Nowowiejski, the great Polish composer. Originally, it was divided into two main departments (the Faculty of Instrumental Music and the Faculty of Music Education) but the following year two further ones were added – the Faculty of Composition and Music Theory, in addition to the Faculty of Vocal Music and Drama – for a total of four. It has been operating in this form ever since. In 1982 the School was renamed the Feliks Nowowiejski Academy of Music. Its scope of study programs has been expanding steadily, to include many emerging trends and new artistic professions, which has enabled the Academy to become an active participant in shaping contemporary musical culture. The Feliks Nowowiejski Academy of Music offers a wide range of programs in which students may develop their artistic talents. It trains composers, instrumentalists, singers, cantors, symphonic conductors, choirmasters, teachers, sound engineers, and music theorists. The teachers are comprehensively selected and highly specialized. The Academy is open to the latest trends in education. These features make it a fit place both for proponents of teaching methods based on twentieth-century traditions as well as for advocates of historically informed performance techniques and the use of reconstructed early music instruments. Former reservations of the academia against genres of music that were not traditionally taught have all but vanished. Nowadays, students may freely develop their talents also in jazz and popular music.

The Karol Szymanowski Academy of Music in Katowice was founded in 1929. Located in a beautiful neo-Gothic building the Academy holds a variety of artistic events such as concerts, master classes, workshops, competitions, and conferences both on national and international levels, combined with didactic activities. The Academy offers full-time as well as part-time BA, MA, post-graduate and doctoral studies adjusted to European Credit Transfer System (ECTS). The organizational structure of the Academy consists of two departments: Composition, Interpretation, Education and Jazz Department, and Vocal-Instrumental Department. Studies are offered in many fields: composition, conducting, music theory, eurhythmics, music education, music therapy, jazz interpretation, instrumental and vocal performance. The school prides on its spectacular Concert Hall for 480 people which meets the latest spatial and acoustic requirements. The building is also the seat of one of the largest music libraries in Poland.Being a member of AEC (Association Européenne des Conservatoire, Académies de Musique et Musikhochschulen) and other music organizations The Karol Szymanowski Academy of Music in Katowice is very active on national and international arena. This includes co-operation with numerous music schools all over the world including more than 30 partner institutions within LLP-Erasmus Programme. Since the academic year 2011/2012, the Karol Szymanowski Academy of Music in Katowice has been offering paid studies in given specialties in the English language. Bachelor’s degree programs in the field of instrumental performance last six semesters after the completion of which the bachelor’s degree is awarded. It enables access to master’s programs. Master’s degree programs in the field of instrumental performance last 4 semesters after the completion of which the master’s degree is awarded. It enables access to the third-cycle studies. If you want to spend a part of your studies in the Karol Szymanowski Academy of Music in Katowice as an exchange student, you should apply through the international coordinator at your home institution. You should contact your international coordinator well in advance as it may take some time to prepare your application. The deadline for applications for both semesters in our school is 30 April of the previous academic year. Until then your local international coordinator should have forwarded your application to us. The application along with the recording is forwarded to the Academy Selection Committee / Head of Department who evaluate it. They decide if the applicant has the sufficient level to be admitted. The result of your application is sent to your international coordinator. Please be aware that even though you have spoken with a teacher here at the Academy and he/she has expressed interest in accepting you in his/her class it is not certain that we can offer you a study place. It is only when you have an official letter from our Erasmus coordinator offering you a study place that you have been accepted. European Credit Transfer System has been designed by the European Commission to prepare procedures to guarantee recognition of periods of study abroad. This system allows higher education institutions to recognize students’ achievements by using clear “measures”- credits. ECTS credits are allocated to course units based on the workload students need to achieve expected learning outcomes. They reflect the workload each course unit requires in comparison with the entire workload a student needs to complete an academic year in a given institution which includes: lectures, practical work, seminars, exams, and other forms of assessment. ECTS credits are a relative, not an absolute measure of the workload required from a student. Within ECTS 60 ECTS credits are attached to the workload of a full-time year of formal learning (academic year) and usually 30 credits – to the workload of a semester. ECTS credits are allocated to course units, and they are granted to students who have met the requirements to complete them. According to the Regulations of the Academy, it is necessary to obtain 30 credits to complete a semester. The Academy of Music's building where the Concert hall, the Library, and the patio are situated, is completely adjusted to the needs of the physically handicapped. To benefit from the free health care service, foreign citizens studying in Poland have to be insured from illness and accidents or to hold a valid European Health Insurance Card or to be insured in the NFZ (Narodowy Fundusz Zdrowia - National Fund for Health). Because of the differences in health insurance regulations in the countries of the EU and outside, future students are advised to check those regulations in their homeland, before coming to Poland. Students of the Academy of Music have the possibility of using practice rooms. Students wishing to do that are supposed to pay a Music Fund charge at the Information Desk (from Monday to Friday) or in the dormitory. The Main Library of the Karol Szymanowski Academy of Music is the oldest and the largest music library in Upper Silesia. Nowadays, the Library has 140 000 books, scores, magazines, periodicals, discs, and other documents. The Karol Szymanowski Music Academy in Katowice cooperates with many foreign universities and academies of music. The school is a member of the AEC (Association Européenne des Conservatoirea, Académies de Musique et Musikhochschulen).The Karol Szymanowski Academy of Music cooperates with the School of Polish Language and Culture University of Silesia in Katowice. Within this cooperation, the school offers regular language courses with a discount for our Erasmus students. To learn about details contact our Erasmus coordinator.

The mission of the Academy of Music in Kraków – from the beginning of its existence (i.e. for over 120 years) – has been the education of musicians – humanists in a broad context of musical culture and art, following the motto: per academia ad Astra, through, teaching musical craftsmanship in a master-student relation versatile development of gifts and talents teaching sensitivity to beauty, where tradition meets the contemporary, datum meets novum, the past meets the present opening to various forms of cultural activity, including culture formation development of artistic taste and of the ability to evaluate cultural phenomena. The Academy of Music in Kraków is one of the oldest music higher education units in Poland and Europe. It was founded as a Conservatory by the Music Society in Kraków – an organization that came into being owing to the efforts of Duchess Marcelina Czartoryska and Władysław Żeleński in February 1888. The Academy of Music in Krakow has carried out various forms of international cooperation for many years. This involvement is reflected by its membership in two important international organizations of music higher education institutions: The European Association of Conservatoires (AEC) http://www.aecinfo.org/ and the Association of Baltic Academies of Music. The main aspect of the international cooperation is our participation in the EU Programme – Erasmus+ the Academy has signed bilateral agreements with institutions of music higher education in EU member countries and candidate countries which allow students, teachers and administrative staff to get into an exchange www.erasmusplus.org.pl The Academy of Music has also signed bilateral agreements with institutions of music higher education in Kyiv, Kharkiv, and Tbilisi.

NMH offers music education founded on research and artistic development work. Our teachers are leading performers, music pedagogues, conductors, church musicians, music therapists, and composers. The high quality of education offered at the Norwegian Academy of Music is made possible by our faculty and staff of highly qualified professionals. Over 180 employees' competence spans many genres and specializations, ensuring breadth in teaching, research, and presentation. The Norwegian Academy of Music fosters healthy communities in performance, music education, academic and creative disciplines through its active working groups. Experience our students, staff, and guest instructors in concerts, masterclasses, and academic conferences. The Norwegian Academy of Music houses over 300 concerts per year, the highest concert production activity among Oslo's many halls and music venues. Many concerts are also organized in collaboration with local organizations and partners in Oslo and the surrounding area. The Norwegian Academy of Music has excellent concert halls, recording studios, the largest specialty music library in Norway, and an extensive collection of historical instruments. Rooms and suites are designed and equipped to give students and staff optimal access and resources for teaching, research, artistic development, creativity, and musical expansion. Our buildings and facilities provide among the best and most modern music education environments in Europe. The NMH Library is an institutional library, and its primary users are staff and students at the Academy. The library's collections of sheet music, audiovisual materials, books, journals, and electronic resources have been built to support the academic staff and students with the resources needed for instruction, research, and performance.

Lithuanian Academy of Music and Theatre (LMTA) is an internationally recognized higher education institution, which trains artists for a professional career in music, theatre, dance, and film. Specializing in art education, the Academy also offers the didactics of music disciplines, art management, and art research studies, which, combined with artistic and creative practice, make the Academy's profile distinguished. Academy is beautifully situated in the center of Vilnius and currently owns six buildings. Facilities include three Concert Halls, two Dance Studios, Cinema Hall, Theatre Studio (Balkono tetras), Opera Studio, Music Library, Music Innovation Study Centre, and Folk Music Archive. Student-centered teaching and learning, research and artistic research, artistic practice and creation, performance, improvisation, and collaboration with creative industries shift the Academy towards open innovation and constant development. Degree studies in Music (Music Performance, Composition, Sound Directing, Musical Folklore, Music Theory, and Criticism), Theatre and Film (Acting, Cinematography, Screenwriting, Film Directing, Theatre Directing, History, and Criticism of Performing and Film Arts), Dance (classical and contemporary), Pedagogy (Didactics of Music, Music Pedagogy), Art Studies (Arts Management), and Music Therapy are available. See Course Catalogue for a full list of bachelor and master programs. Since the year 2011, Academy offers artistic doctorate (4-year third-cycle studies). Every year the Academy hosts about four hundred concerts, competitions, festivals, and other artistic events that are open to the public, free entrance. Research, artistic research, and educational achievements are being presented at international conferences and published in scientific journals of LMTA. Founded in 1933, currently, LMTA trains about 900 students in 40 art disciplines. The history of the Lithuanian Academy of Music and Theatre is an inseparable part of music education in Lithuania. Professional musical development in the country began during Lithuania's great duke Vytautas Magnus when in 1397, a school of the chant was formed at Vilnius Cathedral. The publication of songbooks started in the 16th century. Some hymns were included in the first book published in the Lithuanian language – "Katekizmas" by Martynas Mažvydas (1547). In 1667 Žygimantas Liauksminas published a primer of the Gregorian chant "Ars et praxis musical." Some music schools – "bursts" had been formed during the 16th – 17th centuries, where singing and instrumentation for ecclesiastic orchestras were taught. Private music schools were established in Vilnius, Kaunas, and other towns at the end of the 19th and 20th centuries. In 1919 composer Juozas Naujalis founded the music school of Kaunas. This school was acknowledged as a school of higher education and, in 1933, was reorganized into the Conservatoire of Kaunas. 1933 is therefore considered to be the founding year of the current Lithuanian Academy of Music and Theatre. In 1949 the Conservatoire of Kaunas and the Conservatoire of Vilnius (founded in 1945) were merged into the Lithuanian State Conservatoire. In 1992 the Conservatoire was renamed the Lithuanian Academy of Music (LMA) and in 2004 – the Lithuanian Academy of Music and Theatre (LMTA). The Lithuanian Academy of Music and Theatre is an art university that specializes in music, theatre, film, and dance with the mission to ensure sustainable development of arts and artistic research, participate in shaping the policy of the national art education and culture, foster the spiritual harmony and the national identity, and educate the most artistically gifted young people into creative, initiative, entrepreneurial members of the society who would be open to Lithuania and the entire world.

Notre Dame University-Louaize (NDU) is a private, Lebanese non-profit Catholic institution of higher education, which adopts the American education system. The university's religious affiliation does not impose any sectarian obligations on faculty members, staff, or students. The cultural and spiritual heritage of the Maronite Order of the Blessed Virgin Mary highlights a belief in a unified Lebanon, a belief in education as a means of protection against fanaticism and corruption, and a dedication to freedom of thought and expression. The university adopts such values and beliefs irrespective of color, creed, race, or gender. It seeks to enhance these values through the liberal education it offers and the career preparation that caters to Lebanon and the region's real needs. As a Catholic institution inspired by the cultural and spiritual heritage of the Maronite Order of the Blessed Virgin Mary, Notre Dame University-Louaize (NDU) seeks to provide a comprehensive quality education that fosters excellence in scholarship, lifelong learning, enlightened citizenship, human solidarity, moral integrity, and belief in God. In designing its curricula, NDU is committed to the American model of liberal arts education's philosophy and standards. Conceiving itself as an authentic academic community, NDU promotes diversity, respect for human dignity and rights, and concern for the common good. Its profound aspiration is to prepare its students to be future leaders who can exercise reason upon knowledge and shape a world of truth, justice, love, and freedom. NDU's vision is to: Become the venue of choice as Lebanon's Catholic university, offering students access to the finest faculty and a comprehensive curriculum taught in the Maronite tradition Provide a highly personalized academic experience to graduate and undergraduate students Integrate a strong, interdisciplinary, liberal arts core with degree-granting programs that offer preparation for professional careers and graduate studies Excel in selected highly specialized areas, including signature programs that enhance the university's reputation and serve as regional models for the delivery of educational development in Lebanon and the region Foresee the changing needs with time and develop programs and utilize technologies consistent with those needs. Create and sustain a community in which all aspects of University life is a reflection of its values. In the tradition of a Catholic liberal arts education, NDU commits itself to lifelong learning, encourages personal responsibility, develops spiritual values, and affirms a philosophy of life that actively supports global economic equity, social justice, and human rights. Empathy, tolerance, and respect for all people are essential to any university community. NDU encourages students to understand and appreciate the diversity of cultures, which exist locally, nationally, and internationally. It also seeks to promote diversity appreciation by understanding the impact human beings have on their environment. As a Catholic university, NDU highlights a strong belief in spiritual motivation and education as a vehicle for a better and more just society. NDU commits itself to engage and enhance intellectual inquiry in the pursuit of truth by teaching students how to learn, think critically, conduct responsible research, and access and integrate information in preparation for career development and personal growth.

Latvian Conservatory of Music was founded in 1919 by the Latvian composer Jāzeps Vītols, who also became the first director of the Latvian National Opera. He remained director until 1944, excepting 1935-1937, when the director was his choral assistant Pauls Jozuus. There were junior and senior courses that covered around 9 to 10 academic years. Beginning in 1940, the structure of the conservatory changed: the lower junior courses were transferred in the secondary education system and later became a base for Jāzeps Mediņš's and Emīls Dārziņš's secondary schools of music. And there formed up courses of higher school in the conservatory. Beginning 1 October 1951, the LPSR Institute of Theater was joined to the conservatory, reorganizing it to a theater faculty with acting and directing departments. In May 1958, it was renamed the Jāzeps Vītols Latvian conservatory. In January 1964, the conservatory had been renamed to J.Vītols Latvian Institute of Art, but in July 1964 institute was renamed back to J.Vītols Latvian conservatory. During nearly a hundred years of its existence, Jāzeps Vītols Latvian Academy of Music has enriched Latvian culture with many excellent composers, performers, and music theory specialists. We are the only specialized academic music institution in our country, and we are responsible for the traditions and the future development of our Academy. The Latvian music business's highly professional environment has been shaped by excellent professors and talented students of Jāzeps Vītols Latvian Academy of Music. They are listened to and recognized in Latvia and abroad. We are proud of our achievements, and we believe it is a great honor to work and study at Jāzeps Vītols Latvian Academy of Music. We invite you to join us those who feel confident they can achieve and maintain the high academic and professional standards of our Academy. We believe in the great importance of studies' quality - alongside professional training in performance, choreography, musicology, and composition, we encourage our students to think, analyze, and evaluate independently. We are creative, democratic, and open to Latvian and international musical values. We offer professional undergraduate and postgraduate programs and academic postgraduate programs in music performance, conducting, composition, music science, music pedagogy, and choreography. Doctoral level studies are available in the field of history and theory of music. Scientific research and artistic creativity are the cornerstones of all professional and academic study programs. The main goals of the Latvian Academy of Music are to provide studies of exceptional quality in subjects of music, choreography and education sciences, humanitarian and social sciences to conduct research projects in arts sciences to encourage artistic creativity of the young musicians. Academy supports further education and cooperates as an independent entity with foreign institutions for arts and education. Academy has the legal status of a derived public entity. It has its emblem and flag. JVLMA is under the supervision of the Latvian Ministry of Culture.

Jordan Academy of Music was founded in 1989 as the first private University accredited and specialized grants Bachelor's degree in musical science, at the initiative of a group of Jordanians with cultural and artistic concerns. And so out of belief in the need for the advancement of musical culture in Jordan, and a radical change in Jordanian society's look to music by disseminating the musical culture of serious and professional. Our vision is to work together in cooperation with our teachers and our students and graduates to prepare a group of qualified and professional musicians academically and who can explore the common ground of musical cultures of her difference and diversity and participation in the honest dialogue between them they safeguarded their individual excellence Arab cultural identity of Jordan. The Academy's library was established to provide the information and its varied sources to enhance the specialization and service of the educational process to meet the needs of its students, faculty members, and researchers to excel in providing services to achieve the University's aspirations. The library's collection contains many volumes and curricula related to cultural affairs in general and music, which serve the student by highlighting many international and Arab musicians' lives and works. The library also contains many non-paper holdings (audio and video: videos and CDs) ) To the most influential authors of international and Arab music). It is worth mentioning that the library of the Academy contains a computer lab equipped with the latest music programs to help students to see and keep up to date. The financial Department is one of the university's leading departments and one of the University's main pillars. It is also one of the crucial departments in terms of the size of the responsibility and the nature of the tasks entrusted to it and its prominent role, connecting with the University's various departments. The Financial Department is the supervisory body responsible for the University's funds and assets. The Jordan Academy of Music offers music courses for beginners and amateurs of all ages from an early age. Those who attend these courses can learn to play various Arabic and Western instruments and sing Arabic and Western to adopt modern scientific and educational methodologies supervised by qualified and experienced teachers. Anyone who holds a general secondary school certificate in all its branches or equivalent must be eligible for admission to the Bachelor's program, provided that it passes an examination of the musical abilities held by the Academy at the beginning of each semester. The Bachelor's degree awarded by the Jordanian Academy of Music is recognized by the Ministry of Higher Education and Scientific Research of Jordan and by the Ministries of Higher Education in the Arab and foreign countries. Students who obtain foreign certificates equivalent to the general secondary school are also accepted after their certificates are equivalent to the accepted admission criteria in the Jordanian Ministry of Higher Education and Scientific research. The Jordanian Academy of Music has a great interest in building strong cultural relations with the local community's various institutions. The Academy plays a vital role in spreading the general cultural and cultural awareness among this society's members to reach a culturally tricky situation. The Department is responsible for supervising all aspects of the University's planning, organization, and follow-up in cultural and public relations. It also aims at creating the conditions that help increase the contribution of the Academy to the development of society and its awareness of the importance of music in all fields. To support and develop good relations between the Academy and students, faculty members, and administrators inside and outside the Academy. Since its inception, the Department has played an essential role in shedding light on the Academy's achievements and highlighting aspects of excellence in it; many musical performances and workshops highlight everything new.

Science is the foundation stone for progress and development taking place in human life; the University of Jordan (UJ), which was founded in 1962, has grown to become Jordan's most extensive and leading University, excelling in pedagogy, research, and innovation and advancing in global standing, it has offered a wide choice of academic programs for students who can choose from more than 250 Programs from 24 schools in various disciplines. UJ offers 94 bachelors in different programs in Medicine, Dentistry, Pharmacy, Nursing, Rehabilitation Science, Science, Agriculture, Engineering, Information Technology, Art, Business Administration, Shari'a, Educational Sciences, law, Physical Education, Arts and Design, International Studies, Foreign Languages, Archaeology, and Tourism. At the graduate level, UJ provides 38 doctoral Programs, which represent more than 50% of doctoral programs in Jordan, and 111 master programs, which represent about 25% of master programs in Jordan, 16 higher specialization programs in medicine and one in dentistry, and three diploma programs. UJ has qualified academics working in parallel with its ambition and aspirations to excel; many of them have held many vital roles in academic, administrative, and political fields in Jordan; some of them are ministers, advisers, deputies, and heads of universities, while some are excelled in innovation, scientific research, and literature. UJ is looking to reach the highest level of excellence. However, it is also trying to apply the principles of total quality management and use the latest information technologies in its programs and strategies. The University of Jordan has achieved advanced positions in various international rankings: UJ is one of the best 600 Universities worldwide, one of the best 10 Arab universities, and it has recently achieved four stars according to QS. Also, UJ has gained many international accreditations for its programs, such as medicine, dentistry, pharmacy, engineering, rehabilitation, and other disciplines. Our mission is to provide students with fulfilling learning experiences, conduct knowledge-producing research, and build strong social ties within an environment conducive to creativity, innovation, and entrepreneurship making efficient use of resources and forging fruitful partnerships. The University of Jordan is celebrating its Golden Jubilee amid ever-growing global challenges to higher education. Over the past 50 years, the University has made great strides in becoming Jordan's leading and most comprehensive University that has provided successive generations with a solid education. That has contributed fundamentally to the making of modern Jordan. Much has been accomplished, and much is currently being done. There remains, however, much more to be done and ample space for improvement. The challenges of the times and the needs of a knowledge-based society make it imperative that the University charts new strategies for meeting the challenges and gaining global recognition. Excellence in education has been and will remain a priority for the University. However, there is a need to streamline academic programs in a manner that guarantees continued excellence while simultaneously meeting the demands of the rapidly-changing domestic, regional, and global job markets. The University will continue adapting to the internationally accepted best practices, and its faculty members will be encouraged to adopt blended-learning approaches. It will also vigorously seek to prepare its students for entrepreneurial careers by spreading entrepreneurship culture through integrating entrepreneurship education into curricula campus-wide. The University will focus on developing research capacity to meet domestic, regional, and global challenges. Providing a conducive research environment that promotes world-class scholarly activities is a high priority. The University's quest for global recognition necessitates establishing and nurturing Centers of Excellence that maintain a balance of basic and applied research and promote industry-oriented applied research and commercialization of research and development. Encouraging and supporting Business Incubators on- and off-campus will be high on the University's agenda. Faculty members will be encouraged to get involved and take initiatives in this regard. The University will also focus on transforming its students, faculty, and staff into global citizens capable of engaging not only each other but also people and cultures worldwide. We will seek to enhance campus diversity and further internationalize the student and faculty bodies. We envision the University as an intellectual and cultural melting pot that reflects positively on the values, lives, and careers of those affiliated with it. Students and faculty alike will be encouraged to contribute to University policy-making rather than be on the receiving end. With the University's internationalization initiatives, the dedication and hard work of its academic and administrative staff, and its students' excellence and creativity, the University will continue to lead the society and be Jordan's laboratory for innovation cradle of science and culture. They will pursue initiatives that will propel it towards joining the world-renowned universities' league in the not-so-distant future.

Tokyo College of Music celebrated the 100th anniversary of its founding in 2007. The oldest private music institute in Japan, TCM, has contributed significantly to the development of Western classical music at home. It created the first symphonic orchestra in Japan, which was performed on Pacific Ocean steamers from 1912 to 1929. Over the years, Tokyo College of Music has taken great strides in strengthening its faculty and staff and expanding the facilities of the school. Now the College boasts a highly qualified and distinguished faculty of more than 440 with the entire student body, under the umbrella of Tokyo College of Music, of over 2000 students. This includes 1,500 undergraduates, 130 postgraduates, 220 high school students, 80 kindergarteners, and 100 Music Preparatory School students. The College's facilities include an 806-seat 100th anniversary Hall, B-studio with a baroque style pipe organ, J-studio, Synthesizer Lab, a recording studio, a Traditional Japanese Music House, Gamelan Performance Studio, library, and practice rooms. The Tokyo College of Music Symphony Orchestra has a long tradition and excellent reputation both nationally and internationally. Each year it holds concerts at the Tokyo Metropolitan Art Space and benefit concerts for UNICEF. Internationally it has performed in over 30 cities in Europe, the U.S.A., and China. The Tokyo College of Music Chorus has been actively performing with professional orchestras both nationally and internationally. With the Japan Philharmonic Orchestra, TCM Chorus has performed Beethoven's Symphony No. 9 in d-minor, "Choral" every year since 1979. Other pieces performed under this collaboration include Stravinsky's Symphony of Psalms (Symphonie de psaumes)(conductor: Junichi Hirokami), Mozart's The Great Mass in c-minor (Große Messe in c-Moll) (conductor: Alexander Lazarev), and Verdi's Messa da Requiem (conductor: Kenichiro Kobayashi). With the NHK Symphony Orchestra, they have performed Mendelssohn's, A Midsummer Night's Dream (Ein Sommernachtstraum), (conductor: Jun Märkl) and Mahler's Symphony No. 2 c-minor. "Resurrection" (Auferstehung）(conductor: Markus Stenz). Its performance of Haydn's Die Schöpfung under the baton of Junichi Hirokami had the honor to be chosen to be the second most memorable performance of all NHK Symphony Orchestra's concerts during the year 2005. TCM Professor Emeritus and violist Toshiyuki Uzuka launched String Ensemble Endless in 1990, offering an excellent opportunity to perform in a string ensemble outside of school. Since then, Endless performs annually at various music venues in Tokyo such as Tsuda Hall, Suntory Hall (Blue Rose), Casals Hall, and Toppan Hall, garnering critical acclaim in each performance. Its repertoire spans from classical to contemporary with music by Mozart, Schubert, Mendelssohn, Tchaikovsky, Respighi, Bloch, Yasushi Akutagawa Toru Takemitsu. The ensemble has recorded with Somei Sato on the CD Toward the Night, hitting the London music charts. Tokyo College of Music is an institute with a long tradition. For 100 years, the College has been playing a leading role in Western music education in Japan. Our commitment is to provide students with an outstanding education that enables them to contribute significantly both nationally and internationally throughout their musical lives. Allow me to take this opportunity to introduce our new president, concert pianist, Prof. Minoru Nojima. Tokyo College of Music is an institute with a vibrant environment. Students are busy with their instrumental training, academic studies, and extensive performance experiences. To develop the students' artistic potential fully, a liberal arts education is vital for undergraduates. It shows them how diverse elements influence music. We strive to prepare them as individuals with a broad perspective. In this vibrant atmosphere, the students inspire and challenge each other to further their understanding of music and increase their joy and love for this beautiful art form.

Nagoya College of Music is committed to developing creative and skilled professional musicians. Undergraduate and graduate students are prepared for careers in music education, performance, composition, and music therapy. Nagoya College of Music provides opportunities for all majors to enhance their musical skills and knowledge through participation in various academic courses, performance studies, ensembles, and field experiences. Our wide range of programs offers students the flexibility to pursue varied interests. With our campus located in Nagoya, students are situated to take advantage of this great city's musical resources. Nagoya College of Music promotes the musical arts within the regional, national, and international communities. We train graduate students to be professional musicians with advanced expertise. We focus on the following four educational policies: cultivating profound musical expression, providing an ample number of visiting professors, improving and expanding each major, and encouraging the multidisciplinary pursuit of musical expressions from a broad perspective. Our graduate program is the fourth oldest among private music schools in Japan. Students take individual lessons to improve their necessary skills and to develop individual creativity. Subject matter includes the theory of piano performance and piano accompaniment, which will enhance students' performance abilities. Emphasis is placed on offering opportunities for performances at piano recitals and concertos. Students also study music composition and piano performance to improve their skills and creative expression suitable for the musical pieces they perform. Students may choose a minor or take lessons on a second instrument. Students improve their performance skills by playing in orchestras, brass bands, and wind ensembles. Playing in quartets, quintets, etc., will also enhance students' performance skills and the mastery of their instruments. The course offers intensive training to enhance students' skills, whether playing in an ensemble or soloist. Students polish their performance skills by playing various percussion instruments. They are introduced to the marimba, the tabor, and the gamelan, through which they acquire broad knowledge and experience. Students improve their performance ability through participation in orchestras, brass bands, or percussion ensembles. In addition to training in ensembles, students will also receive training to become soloists. They also acquire necessary and applied skills for performing Japanese classical music. Depending on their instrument choice, students study sangen, nagauta, and diverse types of shakuhachi music. We also provide opportunities to participate in ensemble performances with western musical instruments. Students learn basic and advanced techniques of voice performance and are given opportunities to perform on stage. Students may choose opera or art song training. They practice Italian, German, French, and Japanese songs as part of their training program. Students acquire singing and expressive skills for group and solo performances. Students receive private lessons on music composition. The private lessons' goal is to enhance each student's individuality while imparting extensive music composition skills, including techniques for composing their original works. Students deepen their understanding and knowledge of musical pieces through learning orchestration and techniques of playing many types of musical instruments. They share their work with students in other courses, enhancing interaction among students. Students improve their performance and creative skills by learning to utilize the versatility of electronic organs fully. Students study classical and popular music basics and then move up to composition, arrangements, and improvisation. Students also create their original pieces. They acquire a sense of rhythm and balance and the ability to give expressive performances. Students receive training in conducting music therapy sessions with a wide range of clients and acquiring expertise in subjects related to music therapy. They learn the theories and techniques of music therapy, collect and record data, and report clinical work. They also learn how to deal with and help clients. Music therapy fieldwork takes place at facilities for the elderly and people with disabilities. Students can select their field of study from a wide range of choices to gain a broad knowledge of music, based on their interests. It is possible to change principal instruments at each grade level. Students can explore a wide range of possibilities, consult with professors, and then decide on their future goals. These courses foster abilities related to music in general, but with an emphasis on planning, production, and management in music fields. Students learn to become professionals who serve as liaisons between performers and audiences. Courses deal with the theory and practice of music production and management. Students participate in internships at professional orchestra concerts and musical events planning offices.

Kunitachi aims to develop students as well-rounded music professionals by providing a balanced educational environment with facilities and programs comprehensively crafted to support their dreams and passion for musical excellence. Kunitachi College of Music was founded in 1926 as Tokyo Junior College of Music (Tokyo Music Conservatory) and was established anew in 1950 under the postwar education guidelines. It is now located in Tachikawa City, Tokyo. For more than half a century, we have inspired and delivered generations of fine musicians and dedicated educators to Japan's music scene. As part of our commitment to excellence in music education, Kunitachi endeavors to expand its activities both within Japan and overseas as the regional music cultural hub in the 21st century. At Kunitachi, we love music above all. Our students and alumni flourish as musicians, educators, and business professionals who actively support and sustain the art and its development. While most people recognize them only through their achievements, we understand the persistence they needed on the way to success. As musical techniques progress, development in sensitivity and intellect becomes increasingly important and necessary to master music as a specialist. Our students are required to exhibit the discipline, commitment, and desire to work hard every day to push through many challenges in all aspects of their studies. The most significant challenge anyone faces in pursuing music as a career is to challenge and conquer oneself continuously. We educate our students as sensible and responsible talents, equipped with rich musicality, reliable techniques, and specialized knowledge qualified in sustaining the broad spectrum of activities in the development of the music culture. The 4-year undergraduate curriculum consists of a 2-year compulsory core foundation program for students to acquire necessary skills and knowledge to complement the vital professional orientation programs in their later years of studies. Our Modular System is superbly equipped with critical core studies (foundation modules) and an extensive set of elective studies to tailor a unique curriculum to augment individual expertise. The critical core studies (foundation modules) equip students with a solid theoretical background and practical skills, which become essential building blocks to complement the robust professional modules, specialized studies in their later years. Most people have heard others say that finding employment is hard for music students. However, the courses available for graduates looking to get jobs or continue their education is wide-ranging. At the Kunitachi College of Music, starting with the "Foundation seminar" of the first year, and with course selection starting in the third year, an environment has been prepared that allows the student to personally consider their four year college life while keeping an eye toward life after graduation. In addition to the skills, knowledge, and education necessary for an inquiry into music, students also learn the persistence and social skills fundamental to becoming a full-fledged member of society. In addition to over-the-counter course and employment counseling, our Student Support Division offers programs primarily intended for third and fourth-year students, such as course and job hunting information sessions and more in-depth industry information sessions. Students are welcome to participate in the company organized information sessions within the school regardless of grade and the hands-on preparation courses held from time to time. We have created a forum for students providing information and practice necessary to select a career over the four school years. Kunitachi College of Music graduates is not limited to general business. Many graduates have gone on to careers ranging from private and kindergarten music teachers to performers such as orchestra members. The Job Hunting Materials Corner is a place for information gathering. Their students can browse various job postings and company information, teacher recruitment examination materials, guidelines for students looking to enter graduate school, etc. Kunitachi aims to foster a culture of international understanding and collaborations. We have signed various international exchange agreements with several overseas universities to infuse global perspectives into our curriculum. As we expand our resources by building and strengthening our ties with various prestigious universities worldwide, we strive to nurture our students with a world vision through excellence and innovation in teaching, learning, and research. We welcome candidates who possess robust learning and communicating abilities, candidates who demonstrate high self-expectations, a strong desire to improve, and enthusiasm for challenging new possibilities. These candidates aspire to achieve excellence both in their specialized studies and in life.