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The School of the Nations evolved to meet a need that was apparent in the Macau community. Envisioned and initiated by members of the Macau community, it is now firmly established in Macau. It serves the needs of the local and expatriate communities in Macau and welcomes into its fold people from over 30 different nationalities. We seek to provide the highest quality education that advances the intellect, character, and physical development of all our students, in a safe, harmonious, stimulating, nurturing, and joyful environment. We constantly question, assess, and evaluate every aspect of the education we provide. As a result, we actively develop new innovative curricula, which we then offer to others in this region of Asia. The program offered includes an International General Certificate of Secondary Education (I.G.C.S.E) administered by the Cambridge University (London) completed by Form 4 and culminates in the International Baccalaureate Diploma, a truly internationally recognized and accepted Certificate. To inspire students of Macau and this region to strive for and achieve excellence in their academic, personal, and character development, so that they vigorously participate in the welfare of their community and the world society, has been, is, and will continue to be our vision. We invite you to become members of our family, the School of the Nations. As an integral component of the educational programs of the Badi Foundation, the School of the Nations is dedicated to nurturing the physical, intellectual and spiritual development of its students, and developing their capabilities to promote the well-being of their families and communities. The context for our work is the recognition that humankind is progressing towards a global civilization that is just, prosperous, and peaceful, and united. The school seeks to contribute to this process in the context of the Macau Special Administrative Region through its educational programs and engagement with the broader community. The educational work of the School of the Nations seeks to integrate material and spiritual dimensions. One way to think of this is that the material dimension of our work is like a lamp glass, and the spiritual dimension is the light that illumines the lamp. The graceful combination of these elements enables the world to benefit from the lamp’s light. The school, therefore, has highly trained teachers in all subjects recruited from all over the world it maintains a safe, disciplined, and friendly environment for learning it promotes high academic standards, including offering top-level international examinations and it prepares young people for attendance at top universities all over the world. In pursuing excellence, whether it is in studies, the arts, sports, or service, young people discover fulfillment, confidence and joyfully develop useful skills. We see music as a ladder by which humanity can ascend and by whose power our spirits are uplifted. Sports and physical activity are incorporated as an integral part of school life since they are an essential arena for developing qualities such as participation, cooperation, and perseverance as well as contributing to physical well-being. In general, pursuing excellence helps young people to identify their talents, choose and focus on a career—something encouraged by the School of the Nations and supported by dedicated staff. The development of a useful skill is key to enabling young people to become independent and useful members of the community, and as students pursue careers in a wide range of fields, they are equipped to uphold high standards and conduct themselves with integrity. In terms of some of the other methods we employ, three examples that serve to demonstrate the application of the ideas expressed above are cooperative discipline, participation, and service: Cooperative discipline: The school strives to implement cooperative discipline, an approach based on recognition of each student’s desire to connect with others, to contribute to his or her community, and to feel capable. This approach avoids the pitfalls of both an excessively relaxed attitude to discipline that can border on neglect, and on the other hand of an overly regimented approach that quells the spirit and creativity of the child. It builds on mutual responsibility and enhances a sense of belonging. Participation: Active participation is encouraged and invited from all children at the school since participation in society and the school is intimately linked. Participation includes, for example, involvement in sports teams, musical productions, and the school council but it also extends into the classroom where class sizes, study content, and teachers' skills in using participatory and cooperative methods encourage children to reflect and express their understandings and take an active role in their learning. Service: The School of the Nations seeks to provide opportunities for students to apply and contribute what they are learning through service to the surrounding community. As students grow in age and capacity, this service has included activities ranging from being of assistance to their families to visiting and cheering the hearts of the sick and elderly, to teaching classes and serving as mentors for younger students, within and outside of the school. As experience is gained and capacity is developed, the nature of such service can become increasingly complex and profound. View full school

We, the First Nations, are children of the Earth, placed here by the Creator to live in harmony with each other, the land, animals, and other living beings. All beings are interconnected in the Great Circle of Life. As First Nations, we treasure our collective values of wisdom, respect, humility, sharing, harmony, beauty, strength, and spirituality. They have preserved and passed down our traditions through countless generations. The Elders teach us to respect the beliefs and values of all nations. Under the Treaties, our leaders bade us work in cooperation and equal partnership with other nations. The Elders' desire for an Indian institution of higher education led to the establishment of the Saskatchewan Indian Federated College (SIFC). The First Nations University of Canada provides an opportunity for students of all nations to learn in an environment of First Nations cultures and values. A university is a special place of learning where we recognize the spiritual power of knowledge and where knowledge is respected and promoted. In following the paths given to us by the Creator, the First Nations have a unique vision to contribute to higher education. With the diversity and scope of the First Nations degree programs, the University occupies a unique role in Canadian higher education. The University promotes a high quality of education, research, and publication. At the First Nations University of Canada, First Nations students can learn in the context of their traditions, languages, and values. Rooted in their traditions, our students will walk proudly and wisely today. Through extension programming, the University reaches out and welcomes First Nations peoples to use its resources for the enrichment of their communities. The University requires facilities that reflect the uniqueness, values, dignity, and beauty of the First Nations it represents. It will include appropriate recognition and integration of the Elders' role, cultural symbols, and the First Nations connectedness to the land. The mission of the First Nations University of Canada is to enhance the quality of life and to preserve, protect, and interpret the history, language, culture, and artistic heritage of First Nations. The First Nations University of Canada will acquire and expand its base of knowledge and understanding in the best interests of First Nations and for the benefit of society by providing opportunities for quality bi-lingual and bi-cultural education under the mandate and control of the First Nations of Saskatchewan. The First Nations University of Canada is a First Nations' controlled university-college that provides educational opportunities to both First Nations and non-First Nations university students selected from a provincial, national, and international base. In May 1976, the Federation of Saskatchewan Indian Nations entered into a federation agreement with the University of Regina, to establish the Saskatchewan Indian Federated College (SIFC). The Agreement provided for an independently administered university-college, the mission of which is to serve the academic, cultural, and spiritual needs of First Nations students. On June 21, 2003, the Saskatchewan Indian Federated College officially changed its name to the First Nations University of Canada (FNUniv). When SIFC first opened its doors in the fall of 1976, it had nine students. It offered the following programs Indian Studies, Indian Languages, Indian Teacher Education, Social Work, Fine Arts (Indian Art, Indian Art History), and Social Sciences. Since then, enrolment has steadily grown, and the FNUniv now maintains an average annual enrollment of over 3000. Also, over 30,000 learners have made FNUniv part of their educational journey. The University offers programs and services on three campuses: Regina, Saskatoon, and Prince Albert (Northern Campus). Since 1983, the University has entered into over twenty-five agreements with Indigenous peoples' institutions in Canada, South and Central America, and Asia and signed agreements with academic institutions in Siberia (Russia), Inner Mongolia (China), and Tanzania. The University has been a member of the Association of Universities and Colleges of Canada (AUCC) since 1994. First Nations University of Canada's 2013-2018 Strategic Plan: LIGHTING THE PATH charts the University's course of action over the next five years toward strengthening and solidifying FNUniv's reputation as a leader and successful model of Indigenous higher learning and securing its sustainability. FNUniv's Strategic Plan is underpinned by the wisdom and strength of our Elders, the vision and leadership of our communities, the promise of our students the commitment and experience of our faculty and staff, and the continued support of our many stakeholders. Driving this plan, and all we do are our students. They are the exact lights along our path – They illuminate the way with their determination and hard work and make the journey clearer if not more accessible, as our Elders and ancestors did. View full university

A Pre-K-to-12th grade, coeducational, college-preparatory day school, the United Nations International School (UNIS) was established in 1947 by a group of United Nations parents to provide an international education for children while preserving their diverse cultural heritages. What began as a nursery school for 20 children quickly grew, adding grades, students, and faculty. Today, UNIS has over 1600 students in two locations, serving the United Nations, international and New York communities. Our campus in Jamaica Estates, Queens is a K-8 school, and our Manhattan campus, overlooking the East River, is Pre-K-12. UNIS was one of the International Baccalaureate (IB) founding schools and was among those awarding the first diplomas. The comprehensive K-12 curriculum prepares UNIS students for the IB, and the school's internationally recognized academic standards enable our students and to go on to study in top colleges and universities in the United States and worldwide. The primary language of instruction is English. All students study French or Spanish, beginning in elementary school. Arabic, Chinese, German, Italian, Japanese, and Russian, are also taught beginning in the seventh grade at our Manhattan campus. Different mother tongues may be studied after school. UNIS is a member of the Council of International Schools, the International Baccalaureate Organization, the European Council of International Schools, the New York State Association of Independent Schools, the National Association of Independent Schools, the College Board and is registered with the New York Board of Regents as an independent, not-for-profit school. Under the auspices of the United Nations and guided by its ideals, UNIS provides an inclusive and diverse learning environment in which rigorous international programs foster academic excellence, innovation, creativity, and cross-cultural communication to educate and inspire its students to become an active force in shaping a better world: peaceful, compassionate and sustainable. With over 125 different nations represented within the student body, the UNIS curriculum is designed to reflect the school's mission and guiding principles. Providing an optimal environment for our students is central to teaching and learning at UNIS. As such, our Teaching and Learning Policy further amplifies and directs our educational thinking and practice. In the formative years, we offered a rigorous age-appropriate, school-designed curriculum based on the latest research. We expressed through a coherent set of standards and benchmarks in all subject areas: from Prekindergarten to Grade 10 (Tutorial 2). Our Junior and Senior students (Tutorial 3/4) enroll in the International Baccalaureate Diploma (IBDP) or IB Courses, where the range of subjects offered at UNIS is imposing. Within the framework of IB requirements, our students can choose from over 200-course combinations. Our graduating students leave us to attend some of the best universities around the world. As they continue along their journey as learners, we take pride in the individual successes they have achieved at UNIS and celebrate their opportunity for continued growth as life-long learners and informed and active global citizens. View full school

The United Nations University provides a unique educational opportunity unavailable anywhere else in the world. UNU enjoys an unparalleled position within the global academic community as the only United Nations organ mandated by the General Assembly to grant degrees. UNU offers a growing range of master's, doctoral, and short-term programs that equip tomorrow's leaders with the necessary academic foundations to address pressing global problems effectively. By bringing together scholars and faculty from both developing and developed countries, UNU provides its diverse international student body with first-hand research experience in the heart of the United Nations. Students undertake research that links directly with the work of the United Nations and its specialized agencies and numerous intergovernmental processes. With an expert faculty spread across 15 UNU institutes in 13 countries, UNU is a truly global university in structure, operation, and ambition. UNU welcomes students from all over the world who are committed to pursuing peace, progress, and sustainable development through research, training, and dialogue with a global community of academics in developed and developing countries. We invite you to explore this site to learn more about the unique educational opportunities provided by UNU, and we hope that you will find a program that matches your own educational goals. The United Nations University (UNU) is a global think tank and postgraduate teaching organization headquartered in Japan. The mission of the UN University is to contribute, through collaborative research and education, to efforts to resolve the pressing global problems of human survival, development, and welfare that are the concern of the United Nations, its Peoples, and the Member States. In carrying out this mission, the UN University works with leading universities and research institutes in the UN Member States, functioning as a bridge between the international academic community and the United Nations system. Worldwide, some 400 UNU researchers are engaged in more than 180 research projects. UNU research focuses on the challenges faced by the United Nations and its Member States. Our current research portfolio supports all of the 17 Sustainable Development Goals (SDGs) adopted by the UN General Assembly in 2015 to inspire global action to overcome the world's biggest challenges. For the past four decades, UNU has been a go-to think tank for impartial research on the pressing global problems of human survival, development, and welfare. Our global network of specialized research institutes, coordinated by UNU Headquarters in Tokyo, generates a comprehensive portfolio of research and knowledge on topics ranging from hunger and poverty to climate change and peace-building. To communicate this knowledge to broad audiences concisely and compellingly, UNU's 400 experts regularly author short articles and opinion pieces related to their work. The Campus Computing Centre (C3) is the technology arm of the United Nations University. It serves as a change agent for leveraging effective ICT to support and advance the vision and mission of the University. We are committed to serving the university community's needs and ensuring that the users can make the maximum and appropriate use of the computing environment in their diverse range of activities, including teaching, research, outreach, dissemination, administrative and academic support. Our goal is to ensure that staff and students of UNU can make maximum and appropriate use of the ICT facilities and services in their endeavors. We are continually advancing our portfolio of ICT services to anticipate the changing needs of faculty, staff, and students. The computing environment at the UNU Tokyo campus offers a diverse range of ICT resources geared to increase individual productivity, support, and enhance education and research while reducing the University's carbon footprint through green computing. View full university