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  1. The Royal College of Surgeons in Ireland-Dubai was established in 2005 and initially located in Knowledge Village. In 2007, the campus moved to the prestigious Mohammed Bin Rashid Academic Medical Center in Dubai Healthcare City. The RCSI-Dubai Institute of Leadership is one of the schools that comprise the Royal College of Surgeons in Ireland. The Institute of Leadership also operates in RCSI's Ireland and Bahrain campuses. RCSI-Dubai offers postgraduate education, training, and consultancy in leadership, management, patient safety, and quality. Our Master's programs are accredited and designed with working healthcare professionals in mind. The Institute also provides continuing professional development and customized training programs to facilitate effective healthcare organizations. All programs have proved to be very popular in the UAE and the broader region, with many healthcare professionals traveling long distances to participate. The MSc Degree programs are the only UAE-based Level 9 programs of their kind, accredited by the Commission for Academic Accreditation (CAA). The Royal College of Surgeons in Ireland was granted a Charter on 11th February 1784. This Charter gave the College the power to control surgery and make provision for surgical education. Before that time, the surgeons were grouped with the barbers and the Barbers Surgeons Guild. The founders had no premises, so the earliest meeting was held in Dublin's boardroom of the Rotunda Hospital. Subsequently, a disused hall in Mercer Street beside Mercer's Hospital was acquired. The RCSI was established over 220 years ago and had a worldwide reputation for delivering excellent undergraduate and postgraduate education in the healthcare professions. Our programs are accredited by the National University of Ireland and by the Commission for Academic Accreditation (CAA) on behalf of the Ministry of Higher Education and Scientific Research in the UAE. Our mission is to develop your leadership and management capability, as well as that of your organization. While evidence-based, our courses focus on the practical implementation of theoretical concepts and models to solve real-world problems. Established in 2005 and located in the prestigious Mohammed Bin Rashid Academic Medical Center in Dubai Healthcare City, RCSI-Dubai now offers MSc degree programs in Healthcare Management and Quality & Safety in Healthcare Management. All programs have proved to be very popular in the UAE and the broader region, with many healthcare professionals traveling long distances to participate. Our MSc degree programs are part-time and flexible, and we use a blend of classroom and distance education designed with busy healthcare professionals in mind. Whereas most of our students complete their degrees within two years, the facility exists to cover the program for over five years. Our MSc degree programs are also the only UAE-based Level 9 programs of their kind accredited by the CAA. A wide range of health professionals, including doctors, nurses, managers, allied healthcare professionals, and healthcare insurers from many different countries, take our programs, contributing to a learning environment that is genuinely both inter-professional and international. In addition to their professional business qualifications, the majority of our faculty are qualified healthcare professionals who have all worked in healthcare and understand the challenges that face you in your day-to-day working lives. View full university
  2. Gargi Raj Royal Academy was founded in the year 2006. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2131035, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2024. It is located in the Lucknow district of Uttar Pradesh and is currently being managed by the Gargi Raj Jan Kalyan Samiti, Uttar Pradesh. It is presently under the principal -administration of BANSHIDHAR DWIVEDI, with a total of 14 staff members. There are a total of 26 rooms, 4 Labs, and 1 Library present in the school. The nearest railway station is CHARBAGH and it is 8 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station CHARBAGH Distance in KM 8 Nearest Police Station CHARBAGHUTRATIYA Distance in KM 7 Nearest Nationalised Bank ALLAHABAD BANK Distance in KM 1 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student IX-X 0 0 XI-XII 0 0 VI-VIII 3 62 Nursery/KG/LKG 0 0 I-V 5 125 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 26 4 1 3 21 4 44167 33001 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 10 25 20 Composite Science Lab 01 33 30 Physics Lab 01 30 25 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 01 25 20 Computer Science Lab 01 25 20 Home Science Lab 0 0 0 Library 01 25 20 Other Rooms 02 25 20 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 0 0 0 NTTs 0 0 0 PRTs 8 8 0 TGTs 4 4 0 Librarian 1 1 0 PTI 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 4104.72644652 (in Acres.) 1.0143 Built up Area in (in sq. Mtrs.) 1150 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 2954 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 06 No. of Urinals/Lavatories Separately for Girls 06 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 1564 Periodicals 06 Dailies 03 Reference Books 270 Magazine 06 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms No Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes View full school
  3. The Royal Irish Academy of Music is a home of musical excellence and dynamism, a place of teaching and learning that consistently achieves its objective of transmitting and maintaining the highest performance standards and appreciation in all musical disciplines. Founded in 1848, the Academy is Ireland's oldest musical institution. As a national thirty-two county institution, the Academy embodies and reflects Irish musicianship's traditions and heritage. The Teaching Staff includes many international and national prizewinners, members of the National Symphony Orchestra of Ireland and the RTÉ Concert Orchestra, and many individuals whose names have become synonymous with music education in Ireland. With the resources of such talents at its disposal, it is no wonder that the Academy's students have been accepted for further study at the most prestigious music institutions worldwide, from the Juilliard School in New York to the Royal Academy of Music in London. Today, with recently established higher education courses, the Academy is, in turn, able to offer adequate Irish musical training to students from all corners of the world. In recent years students of the Academy have garnered prizes from some of the world's most prestigious international competitions, including the Clara Haskil International Piano Competition, The Cardiff Singer of the World Competition, the China International Vocal Competition, the Cologne International Piano Competition, the Dublin International Piano Competition and the BBC Musician of the Year. On the international stage, former students are currently members of such leading orchestras as the London Symphony Orchestra, the Philharmonia Orchestra, Hong Kong Philharmonic Orchestra, and opera houses from the Royal Opera House at Covent Garden to La Scala, Milan. Each season Academy staff and students perform a wide variety of concerts in many of Dublin's finest venues, including the National Gallery of Ireland and the National Concert Hall and internationally Academy students, through participation in its performing groups, have acted as musical ambassadors in England, Scotland, Switzerland, Norway and North, and South America, garnering such favorable reviews as "zesty and superbly unified" and "this 16-player group made a fine case for the state of music education in Dublin" (Allan Kozinn, The New York Times, November 19th, 2001 on the Royal Irish Academy of Music Chamber Orchestra). Having reached the twenty-first century, the Royal Irish Academy of Music can claim to have had a role in over 1,000,000 musicians' lives since our foundation, which represents a unique and influential community of learning and appreciation. In addition to our teaching role, the Academy plays an active role in the community by presenting a large number of outreach programs which over the last number of years have helped us raise more than €100,000 for charities such as The Irish Hospice Foundation, The Mater Misericordiae Hospital, The Hospitaller Order of St John of God and the Special Olympics World Summer Games. Indeed the Academy is incredibly proud that following Gavin Friday's collaboration with the RIAM Symphony Orchestra on Prokofiev's Peter and the Wolf, a new recording with illustrations by Bono was launched in aid of hospice care. In 2012 the Academy launched the 'Diploma in Community and Group Music Teaching,' which was geared towards giving community music practitioners the skills required to inspire their towns and villages to celebrate music at various engagement levels. The Academy also offers a wide-ranging Local Centre Examination System, which offers examinations in classical music and speech and drama to over 40,000 students annually. Having reached the twenty-first century, the Royal Irish Academy of Music is confident of developing its status as a response, excitement, innovation, and achievement in Ireland. All classical musical disciplines are catered for at the Royal Irish Academy of Music and are housed in five separate faculties: Keyboard String Woodwind, Brass and Percussion Vocal, and Musicianship. The RIAM faculties include many international and national prizewinners, members of the National Symphony Orchestra of Ireland and the RTÉ Concert Orchestra, and many individuals whose names have become synonymous with music education Ireland. With such talent resources at their disposal, it is no wonder that Academy students have been accepted for further study at the most prestigious music institutions around the world. From a symphony orchestra of over eighty to a string group for emerging young talent, the RIAM Performing Groups have something to offer every musician wishing to engage in ensemble work at the Academy. Each season these groups participate in various concerts in venues from the National Gallery of Ireland to the National Concert Hall. Abroad too, the RIAM Performing Groups are flying the flag for the Academy with annual tours to Europe and the United States. The Royal Irish Academy of Music plays a central role in developing, delivering, and promoting Ireland's cultural and educational agenda, contributing to a dynamic, innovative society for which the performing arts is a resource of inspiration and value. With a proud history of more than 160 years as a beacon for excellence and innovation in musical performance and composition, our on-going inspiration is found in our students, the commitment and expertise of our staff, and in our meaningful partnerships with other stakeholders across the island of Ireland and further afield. Through music education, performance, and appreciation, we are deeply committed to stimulating and motivating students and examination candidates of all ages, helping them excel and contribute to society – whether their eventual careers lie in music or elsewhere. The Royal Irish Academy of Music Teaching Staff includes international and national prizewinners, members of the National Symphony Orchestra of Ireland and the RTÉ Concert Orchestra, and many individuals whose names have become synonymous with music education Ireland. In recent years our students have garnered prizes from some of the world's most prestigious international competitions, including the Clara Haskil International Piano Competition, The Cardiff Singer of the World Competition, the Hamamatsu International Piano Competition, the Cologne International Piano Competition, the AXA Dublin International Piano Competition, and the Maria Callas Grand Prix. On the international stage, former students are currently members of such leading orchestras as the London Symphony Orchestra, the Philharmonia Orchestra, Hong Kong Philharmonic Orchestra, and opera houses from the Royal Opera House at Covent Garden to Munich State Opera.
  4. For over 200 years, RCSI has played a significant role in medical education and training in Ireland. Founded in 1784 to train surgeons, today the College provides extensive education and training in the healthcare professions at the undergraduate and postgraduate levels. The Faculty of Medicine & Health Sciences is home to Ireland's largest medical school, one of the world's leading international medical schools and prestigious Schools of Pharmacy, Physiotherapy, Nursing & Midwifery, Postgraduate Studies an Institute of Leadership. Our degrees and awards are fully aligned to the National Framework of Qualifications, from levels 7 - 10, in collaboration with the National University of Ireland. RCSI is the professional training body for Surgery in Ireland. Under the statutory authority, it manages postgraduate residency training, memberships, and fellowships, and continuous professional development through its Department of Surgical Affairs, Faculties of Radiologists, Dentistry, Sports & Exercise Medicine, and Nursing & Midwifery. RCSI also operates the Irish Institute of Pharmacy on behalf of the Pharmaceutical Society of Ireland. The RCSI is home to some of Ireland's foremost research institutes and centers. RCSI is committed to performing high levels of research activity, commercializing intellectual property arising from its research, and developing collaborative links with industry, educational, and research institutions nationally and internationally. More than 84 countries are represented on RCSI's international student body. The College has a strong international presence with a University in Bahrain, two Medical Schools in Malaysia (at Perdana University and Penang Medical College, jointly with UCD), and an Institute of Leadership in Dubai. RCSI is independent, international, and progressive. The College flourished from the very start and, in 1810, moved to its present location at the corner of York Street facing St Stephen's Green. The site acquired for the building at that time was a disused Quaker graveyard. The College set about educating doctors with a strong emphasis on surgery. The founding fathers were significantly influenced by the standard of surgery in France at that time. Out of respect for the French College of Surgeons, they adopted the motto: our motto to the "Consilio Manuque," meaning Scholarship and Dexterity. The stimulus for growth in the early years was Army and Navy surgeons' demand for the Napoleonic wars. Over the past forty years, the College has become home to Anesthetists, Radiologists, Dentistry, and Nursing. These bodies functioning independently have added a great dimension to the College and have added luster to the Institution. The RCSI Green Campus Committee (formed in early 2016) will undertake environmental review advice on an action plan, informing a green charter for RCSI. The ultimate goal for the committee is to obtain An Taisce Green Campus accreditation for RCSI. Prof. Brendan Kavanagh chairs the RCSI Green Campus Committee, and membership include both the staff and student representatives. The Quality Enhancement Office (QEO) was established in October 2010 following the activation of the College's independent degree-awarding powers by the Minister for Education & Skills under the terms of the RCSI (Charters Amendment) Act 2003. The role of the QEO, as the executive arm of the RCSI Quality Committee, is to support the implementation of the RCSI quality assurance/quality improvement (QA/QI) strategy by coordinating all relevant activities and by collecting the data needed to allow the College to continually assure and develop the quality of all aspects of program delivery. The primary activity of the QEO is the coordination of quality reviews. Quality reviews are a crucial component of the quality assurance measures introduced into the Irish higher education sector by the Universities Act 1997.
  5. The Royal Roads University campus sprawls over 260 hectares of lush parkland, where you will find walking, hiking, and biking trails, magnificent examples of the west coast's flora and fauna, gorgeous views of the Juan de Fuca straight with the majestic Olympic mountain range in the background, a stunning Japanese garden, and a castle built for one of Vancouver Island's most recognized coal barons. Moreover, that is just what you will see when you get here. Once you start getting around campus, you will discover the breadth and depth of the education we provide and the opportunities a degree can bring to your personal and professional world. We are leaders and partners, creating enduring prosperity. Our teaching and research transform careers and lives by solving problems and creating opportunities in the world. We connect people, ideas, experiences, and cultures to change lives and the world. Our Goals Lead change and advance demand-driven growth in high-quality, practical education, and research that contribute to economic productivity, social advancement, and environmental sustainability. The university of choice for relevant applied and professional education provides continuous opportunities to learn and transform lives and careers. A financially sustainable, high-performance organization. A workplace of choice supporting professional and personal success. A university with strong partnerships, supportive to our alumni and the communities we serve. A leader in sustainable stewardship meets the needs of the present without compromising future generations' ability to meet their own needs. One of the things you will notice when you arrive on our campus is that we are pretty passionate about sustainability. We have committed to living and manage our activities to balance social, economic, environmental, and institutional considerations to meet the needs of today without compromising tomorrow's generation's ability to meet their own needs. Royal Roads University exists to provide high quality, innovative, competitively priced applied post-secondary education to career-focused students in Canada and abroad in a manner that meets their needs, is financially self-sufficient, and is socially and environmentally responsible.
  6. When Mount Royal first opened its doors more than 100 years ago — Sept. 1911 — welcomed 179 students. Today, some 12,000 credit students take a variety of programs and courses, including bachelor's degrees, applied degrees, university transfer courses, diplomas, and certificates. The courses offered have changed over time, but Mount Royal's focus remains the same — providing you with quality teaching and small class sizes. Experience has also taught Mount Royal the importance of preparing students well for life after graduation. That means practical and current information and hands-on learning through work placements, practicum, and co-op education. Quam bene nonquantum: our motto, and Latin for "how well, not how much." Since our beginnings more than 100 years ago, we have been committed to quality post-secondary education. Mount Royal has transformed since then, but some things will never change. We remain committed to providing intellectually engaged learning opportunities in classes led by a passionate professor. From the time of our first campus — affectionately known as "the barn" — to today's high-tech university grounds, environmentally-friendly buildings, and diverse educational offerings, Mount Royal has continually embraced change to meet people's needs and the community it serves. Our facilities and programs have expanded dramatically since our 1910 founding, but our purpose remains the same — to provide personalized learning that fosters the success and satisfaction of our students. In providing an exceptional undergraduate educational experience, Mount Royal University cultivates student academic, personal and professional learning experiences. Fostering comprehensive post-secondary learning means creating an environment with accessible academic and personal learning resources for all students and connecting students to these outstanding opportunities. We are looking to you and others like you, who believe in the value of education. Supporters who desire to make a difference in the lives of our students and community understand that education is not just about getting a job — it's also about creating an outstanding learning experience and becoming the engaged citizens we encourage all of our students to be.
  7. "The Koninklijk Conservatorium Brussel, School of Arts in Music, achieves artistic excellence which it is permanently extending and expressing – internally as well as externally, nationally as well as internationally – out of the three pillars art of Music, education, and research. Its programs in Music (composition, conducting, music writing, voice and instrument classical, jazz and historically informed), Musical, and the Specific Teacher's Programme are embedded in the Erasmushoge school Brussel, in the cultural landscape of the multicultural capital Brussels, of Flanders, of Belgium and Europe. KCB provides an artistic breeding ground for current and future generations of musicians and stage artists. Her first-rate artistic education develops artistic personality, knowledge and practice, reflection, and expertise. Its musicians and stage artists contribute to current society as responsible, creative, and entrepreneurial citizens. KCB depends on and supports the artistic and pedagogical excellence and expertise of its teachers, who are themselves active and creative members of society. KCB is a conservatoire and a laboratory of Music. It bears, preserves, studies, and passes her rich musical tradition from the past over the present into the future. Compellingly and critically, it is permanently supplementing, renewing, and rejuvenating this process. Creativity is present in all kinds of musical periods and forms, from insight to performance, from improvisation to composition, from experiment to creation. KCB is a hospitable artistic home opening her musical doors and windows to society and its diversity. It is in permanent dialogue and interaction with the cultural and artistic field, national and international, not shying away from challenges or diversity. After the challenges of the twentieth century, it is confronting those of the twenty-first century." With a Bachelor's or Master's degree in Music from the Koninklijk Conservatorium Brussel, you will have various options. An excellent illustration is the vast number of notable alumni that proceeded you. If you are looking to expand your musical expertise and develop your personality, you are at the right address. At the KCB, we focus on the dialogue between the past and the present. An international team of renowned professors is there to coach you and develop your skills to discover what you are truly capable of. The Koninklijk Conservatorium Brussel offers a four-year bachelor program in Musical. This program is taught in Dutch, and so a good understanding of the Dutch language is essential if you want to follow the four-year program. Quality has always been a significant concern for every artist for centuries. This concern for quality is always perceptibly present in the conservatory as well. As quality never ceases, we are continually looking for ways to improve our education and research environment. This effort involves all concerned: teachers and students, alumni, and the professional world – through formal and informal channels. On the formal front and various surveys, there are also meetings of three resonance councils where representatives from the various departments engage in dialogue with the professional world. As all the staff is also active professionally, the conservatory field is extensively interwoven. There are always countless informal contacts and ongoing information flow. To structure and monitor all possible improvement areas, the departmental policy unit draws up an action plan every year. This umbrella plan covers all concrete actions grouped in 11 strategic targets pursued in the coming year.
  8. Royal University for Women (RUW) is the first private, purpose-built, international university in the Kingdom of Bahrain dedicated solely to educating women. RUW provides a comfortable environment in which to create leaders, develop vibrant personalities, dynamic decision-makers, independent thinkers, and community-conscious individuals. Our main focus is on academic excellence and personal development. RUW's initial degree programs were designed in collaboration with two reputed universities, McGill University in Canada and Middlesex University in the U.K. Since its inception in 2005, RUW has offered undergraduate and postgraduate programs which enable links with business and industry. Simultaneously, it emphasizes a strong foundation of general skills and knowledge through carefully designed curricula which were conceived with a focus on the requirements of the Bahraini Labour market. Today, as at the time of its inception, the University's teaching philosophy continues to be student-centered, innovative, and enterprising. RUW’s purpose-built campus and Residence facilities are dedicated to the education of women. As the first such institution in the Kingdom of Bahrain, RUW is proud of its Vision and ensures that its Mission is practiced in the classroom by its international academic faculty. RUW completed its 10 years of successful ‘journey of excellence and achievements. During this period RUW has gone through several Institutional Quality Reviews, Programs-within-College Reviews, qualifications mapping, and several accreditation processes. In MAY 2015-16, RUW was the first university to take the newly established HEC National Accreditation and went through the rigorous process and worked extremely hard and received excellent feedback. Also, according to the HEC Annual Report 2015- improvement and development, RUW received the grade ‘Good’ in HEC rating, which is the highest possible grade for a private university. All RUW programs that were reviewed by the Quality Assurance Authority have received positive feedback, including the CBFS ‘Confidence’ rating for all three programs for the second time in 2014. This is the highest possible rating that can be achieved in this type of review. Moreover this year CBFS has received validation of NQF mapping of two of its programs. The Bachelor of Law program at RUW has been reviewed by the University of Cambridge. Additionally, in its pursuit of upholding quality and excellence, a feather in the cap was added as RUW became one of the first two universities listed on the National Qualifications Framework. RUW has also received accolades from Edexcel International for the Foundation Programme offered by the College of Art & Design and for the English for Academic Success. In its administrative sector, RUW has achieved and maintained the ISO 9001:2008 Standard for Quality Management Systems since 2013. In addition to this, the University is proud of its students who worked hard and won the competition and medals of their respective colleges, and raised the flag high for RUW. The students performed splendidly in the Bahrain Skills competition, GCC skills completion, and the debate with an international university. To offer our students a rewarding and challenging multi-cultural learning environment that cultivates strong, well-rounded personalities, encourages leadership, and builds character, social consciousness, and community. To realize our commitment to teaching, learning, research, and service through the activities of all members of the University community. The Royal University for Women will become the regional leader in academic excellence for women. Programs and practices that meet international standards will prepare our graduates to become leaders who are engaged members of their society demonstrating initiative and life-long habits of learning and individual development. The RUW graduate will be creative, confident, and forward-thinking.
  9. The Royal Conservatoire of Scotland is a national and international center of excellence for performing arts education. Building on our roots in 1847 as a national academy of music, we are now one of the world's most multi-disciplinary conservatoires, offering specialized and intensive teaching in dance, drama, music, production, and film. More than 1000 students are currently pursuing undergraduate and postgraduate degrees at RCS across all of our specialisms. We also teach over 2000 part-time learners each year through our Junior Conservatoire and Lifelong Learning Department, opening up access to the arts to children, young people, and adult learners. Located in the heart of Glasgow city center, RCS is also a busy performing arts center with more than 500 public performances taking place across our five professional venues each year. We welcome over 40,000 members of the public every academic year to watch our talented and passionate students perform on stage. Please use this website to find out more about the Royal Conservatoire – here; you will find information about all of our programs, summer schools, widening access programs, performances, and hopefully learn what it is like to be a student here RCS. We invite you to look at the Digital Hub, in particular, to find out more about what makes RCS distinctive and like nowhere else. First and foremost, our students train to achieve excellence in every way in their chosen specialism. But they are also exposed to a wide variety of influences, approaches, and attitudes, from one another and through the wealth of experiences we ensure they encounter at the Conservatoire. Our new artists are being prepared to become an active part of the creative communities they join. We believe our facilities are amongst the best in Europe. They include six professional performance venues, a high ratio of practice rooms per student, three recording studios, percussion studios, professional stage technology, four bespoke dance studios new studios for technical design, scenic art, set-building, and costume design and construction. We are based right in the center of Glasgow. We have occupied our home at Renfrew Street, just behind Glasgow's famous Sauchiehall Street, since 1987. Our six performance spaces and most of our program facilities are located here and a bustling café bar, where students from across the disciplines meet throughout the day. In 2011 we expanded our facilities and opened our state of the art dance, production, and ensemble rehearsal studios, The Wallace Studios, joining Scottish Opera and the National Theatre of Scotland. It is just a ten-minute walk from Renfrew Street. In May 2014, phase two of this development opened with eight new large multi-purpose ensemble studios, apt for all our specialisms and trans-disciplinary work, keeping our facilities ahead of our contemporaries. All these are backed up by the latest IT and digital technologies. Our students receive an extraordinarily rich tuition experience at the Royal Conservatoire of Scotland. We have the most significant number of full-time staff of any British conservatoire, and all our teaching staff is practicing professionals in their own right. We are also reliable in our international reach. Our visiting International Fellows are some of the most renowned artists in their field and come to work with our students several times a year. Through Masterclasses and workshops, our students are privileged to receive their tuition and inspiration. Equality and Diversity are of central importance to our working ethos. Performance is our purpose at the Royal Conservatoire. The nurturing and development of the individual creative potential inherent in every member of our community, staff, and students alike lies at our efforts' very heart. In turn, this means that the unique identity of every single individual who works or studies here is valid and is valued and respected. We welcome a diverse population of staff and students. Further, we are committed to promoting equality in all of our activities. We aim to provide a performing, learning, teaching, working, and research environment free from unlawful discrimination against applicants, staff, and students on the grounds of gender (actual or perceived), sexual orientation, disability, race, color, nationality, national or ethnic origin, marital status, age, and actual or perceived religious or similar belief. The Conservatoire fosters learning, teaching, research, and working culture, which supports Diversity, inclusion, and equity and requires those principles. We are thoroughly committed to promoting equal opportunities across all of our functions and practices, including learning and teaching, employment, representation, decision making, and procurement and partnerships. Our Equality and Diversity Forum consists of students and staff from across the institution. This forum is active, is honest, and has an impact. It represents our genuine commitment to this crucial aspect of our community and its daily life. View full university
  10. Our mission at the Royal Academy of Art, The Hague (KABK), is to educate students to become independent and self-aware artists and designers with investigative mindsets and unique visual and conceptual abilities. Our graduates can produce original and in-depth creative work that advances their chosen discipline and contributes to society's well-being as a whole. Founded in 1682, the KABK is the oldest academy in the Netherlands and one of Europe's oldest. For centuries we have trained individuals who have made a name for themselves in the international art and design world. We embrace this important history while exploring the future of the professional field. We are proud to say that we are a player in the international arena, represented in our curriculum, our teacher and student populations, and our partnerships. The KABK provides intensive, structured, and small-scale teaching while providing students with a significant degree of freedom to shape their interests and personal ambitions. The KABK forms a community where a wealth of knowledge is synonymous with passion and offers a School for Young Talent, preparatory courses, seven bachelor and six master programs, a double degree program, Ph.D. trajectories in collaboration with Leiden University, and a partnership with the Royal Conservatoire. We offer an inspiring environment for our 850 students from more than 40 countries worldwide, with 18,000 square meters of learning space in The Hague center. Our various facilities and state-of-the-art technology allow our students to express their creativity and develop to their full potential truly. The Royal Academy of Art, The Hague (KABK) educates students to become independent and self-aware artists and designers with investigative mindsets and unique visual and conceptual abilities. They can produce original and in-depth creative work that advances their chosen disciplines and contributes to society's well-being. The Royal Academy of Art, The Hague (KABK), is founded on a vision of educational excellence. Our students' and staff's commitment, passion, and curiosity come together in a respectful and tolerant learning environment in our culturally diverse academy. Our intensive, structured, and small-scale curriculum revolves around experimentation and personal guidance. We provide students with a significant degree of freedom to shape their interests and personal ambitions. We value skill and disciplinary expertise as well as an interdisciplinary practice. We encourage innovation through collaboration and facilitate critical reflection on artist's and designers' ever-changing roles in our societies. Our graduates can become leaders in their fields, produce outstanding creative work, and dare to disturb. They can innovate, collaborate, and generate new knowledge. We inspire our students to question how art and design shape contemporary societies and contribute to cultural, economic, and social well-being in a global context. We look outwards from the academy, interacting with the communities of The Hague, the Netherlands, and beyond, and aim to contribute to an inclusive debate on issues relevant to art, culture, and society. The Royal Academy of Art, The Hague (KABK), is continuously striving to warrant and improve its education quality in the broadest sense of the term. Students, teachers, supporting staff, and management are expected to get the best out of themselves to create an optimal environment for higher art education. A quality culture characterizes the KABK: we aim for excellence in every aspect of learning. We participate in an international peer group of like-minded art academies to share experiences with quality enhancement policies and procedures. The Royal Academy of Art, The Hague (KABK) educates students to become confident artists and designers, making a meaningful contribution to their discipline and society through their passion, their in-depth expertise, and their experimental approach. We reach out to the professional field, immerse ourselves in societal trends, and seek confrontation with the audience. We do this through joint projects with external partners from various disciplines, ranging from government institutions to the cultural sector and business world. View full university
  11. Our mission at the Royal Academy of Art, The Hague (KABK), is to educate students to become independent and self-aware artists and designers with investigative mindsets and unique visual and conceptual abilities. Our graduates can produce original and in-depth creative work that advances their chosen discipline and contributes to society's well-being as a whole. Founded in 1682, the KABK is the oldest academy in the Netherlands and one of Europe's oldest. For centuries we have trained individuals who have made a name for themselves in the international art and design world. We embrace this important history while exploring the future of the professional field. We are proud to say that we are a player in the international arena, represented in our curriculum, our teacher and student populations, and our partnerships. The KABK provides intensive, structured, and small-scale teaching while providing students with a significant degree of freedom to shape their interests and personal ambitions. The KABK forms a community where a wealth of knowledge is synonymous with passion and offers a School for Young Talent, preparatory courses, seven bachelor and six master programs, a double degree program, Ph.D. trajectories in collaboration with Leiden University, and a partnership with the Royal Conservatoire. We offer an inspiring environment for our 850 students from more than 40 countries worldwide, with 18,000 square meters of learning space in The Hague center. Our various facilities and state-of-the-art technology allow our students to express their creativity and develop to their full potential truly. The Royal Academy of Art, The Hague (KABK) educates students to become independent and self-aware artists and designers with investigative mindsets and unique visual and conceptual abilities. They can produce original and in-depth creative work that advances their chosen disciplines and contributes to society's well-being. The Royal Academy of Art, The Hague (KABK), is founded on a vision of educational excellence. Our students' and staff's commitment, passion, and curiosity come together in a respectful and tolerant learning environment in our culturally diverse academy. Our intensive, structured, and small-scale curriculum revolves around experimentation and personal guidance. We provide students with a significant degree of freedom to shape their interests and personal ambitions. We value skill and disciplinary expertise as well as an interdisciplinary practice. We encourage innovation through collaboration and facilitate critical reflection on artist's and designers' ever-changing roles in our societies. Our graduates can become leaders in their fields, produce outstanding creative work, and dare to disturb. They can innovate, collaborate, and generate new knowledge. We inspire our students to question how art and design shape contemporary societies and contribute to cultural, economic, and social well-being in a global context. We look outwards from the academy, interacting with the communities of The Hague, the Netherlands, and beyond, and aim to contribute to an inclusive debate on issues relevant to art, culture, and society. The Royal Academy of Art, The Hague (KABK), is continuously striving to warrant and improve its education quality in the broadest sense of the term. Students, teachers, supporting staff, and management are expected to get the best out of themselves to create an optimal environment for higher art education. A quality culture characterizes the KABK: we aim for excellence in every aspect of learning. We participate in an international peer group of like-minded art academies to share experiences with quality enhancement policies and procedures. The Royal Academy of Art, The Hague (KABK) educates students to become confident artists and designers, making a meaningful contribution to their discipline and society through their passion, their in-depth expertise, and their experimental approach. We reach out to the professional field, immerse ourselves in societal trends, and seek confrontation with the audience. We do this through joint projects with external partners from various disciplines, ranging from government institutions to the cultural sector and business world.
  12. The Royal Conservatoire of Scotland is a national and international center of excellence for performing arts education. Building on our roots in 1847 as a national academy of music, we are now one of the world's most multi-disciplinary conservatoires, offering specialized and intensive teaching in dance, drama, music, production, and film. More than 1000 students are currently pursuing undergraduate and postgraduate degrees at RCS across all of our specialisms. We also teach over 2000 part-time learners each year through our Junior Conservatoire and Lifelong Learning Department, opening up access to the arts to children, young people, and adult learners. Located in the heart of Glasgow city center, RCS is also a busy performing arts center with more than 500 public performances taking place across our five professional venues each year. We welcome over 40,000 members of the public every academic year to watch our talented and passionate students perform on stage. Please use this website to find out more about the Royal Conservatoire – here; you will find information about all of our programs, summer schools, widening access programs, performances, and hopefully learn what it is like to be a student here RCS. We invite you to look at the Digital Hub, in particular, to find out more about what makes RCS distinctive and like nowhere else. First and foremost, our students train to achieve excellence in every way in their chosen specialism. But they are also exposed to a wide variety of influences, approaches, and attitudes, from one another and through the wealth of experiences we ensure they encounter at the Conservatoire. Our new artists are being prepared to become an active part of the creative communities they join. We believe our facilities are amongst the best in Europe. They include six professional performance venues, a high ratio of practice rooms per student, three recording studios, percussion studios, professional stage technology, four bespoke dance studios new studios for technical design, scenic art, set-building, and costume design and construction. We are based right in the center of Glasgow. We have occupied our home at Renfrew Street, just behind Glasgow's famous Sauchiehall Street, since 1987. Our six performance spaces and most of our program facilities are located here and a bustling café bar, where students from across the disciplines meet throughout the day. In 2011 we expanded our facilities and opened our state of the art dance, production, and ensemble rehearsal studios, The Wallace Studios, joining Scottish Opera and the National Theatre of Scotland. It is just a ten-minute walk from Renfrew Street. In May 2014, phase two of this development opened with eight new large multi-purpose ensemble studios, apt for all our specialisms and trans-disciplinary work, keeping our facilities ahead of our contemporaries. All these are backed up by the latest IT and digital technologies. Our students receive an extraordinarily rich tuition experience at the Royal Conservatoire of Scotland. We have the most significant number of full-time staff of any British conservatoire, and all our teaching staff is practicing professionals in their own right. We are also reliable in our international reach. Our visiting International Fellows are some of the most renowned artists in their field and come to work with our students several times a year. Through Masterclasses and workshops, our students are privileged to receive their tuition and inspiration. Equality and Diversity are of central importance to our working ethos. Performance is our purpose at the Royal Conservatoire. The nurturing and development of the individual creative potential inherent in every member of our community, staff, and students alike lies at our efforts' very heart. In turn, this means that the unique identity of every single individual who works or studies here is valid and is valued and respected. We welcome a diverse population of staff and students. Further, we are committed to promoting equality in all of our activities. We aim to provide a performing, learning, teaching, working, and research environment free from unlawful discrimination against applicants, staff, and students on the grounds of gender (actual or perceived), sexual orientation, disability, race, color, nationality, national or ethnic origin, marital status, age, and actual or perceived religious or similar belief. The Conservatoire fosters learning, teaching, research, and working culture, which supports Diversity, inclusion, and equity and requires those principles. We are thoroughly committed to promoting equal opportunities across all of our functions and practices, including learning and teaching, employment, representation, decision making, and procurement and partnerships. Our Equality and Diversity Forum consists of students and staff from across the institution. This forum is active, is honest, and has an impact. It represents our genuine commitment to this crucial aspect of our community and its daily life.
  13. Since its founding in 1827, KTH Royal Institute of Technology in Stockholm has grown to become one of Europe's leading technical and engineering universities and a key center of intellectual talent and innovation. We are Sweden's largest technical research and learning institution and home to students, researchers, and faculty worldwide dedicated to advancing knowledge. KTH is working with industry and society to pursue sustainable solutions to some of humanity's most significant challenges: climate change, future energy supply, urbanization, and quality of life for the rapidly-growing elderly population. We address these with world-leading, high-impact research and education in natural sciences and all branches of engineering and architecture, industrial management, urban planning, history, and philosophy. Almost two-thirds of the SEK 4 billion turnovers relates to research. Basic and applied research is performed side-by-side at KTH, and interdisciplinary research is conducted in parallel with work in specific fields. This approach encourages versatile solutions, and the innovative climate creates many opportunities to realize great ideas. Our educational programs foster a new generation of engineers, architects, teachers, and undergraduate engineers. KTH embraces academia and the public and private sectors working together. We are part of extensive international research collaborations and participate in many educational exchanges or joint programs with universities and colleges in Europe, the U.S., Australia, Asia, and Africa. Sweden is considered one of the most technologically innovative countries globally, and Stockholm is consistently ranked as one of the world's most entrepreneurial, innovative, and attractive cities. KTH maintains close relationships with an expanding network of international companies and the industrial community in several fields, and working and studying here provides access to this network. The four KTH campuses in Greater Stockholm gather more than 12,000 full-time students, some 2,000 Ph.D. students, and approximately 3,700 full-time employees. The campuses are strategically located close to their research areas; for example, KTH Kista is situated in the middle of the Kista ICT hub, with some of the world's leading Information and Communications Technology companies. One of our other campuses, KTH Flemingsberg, is located in Northern Europe's leading medical technology centers for research and industrial activity. KTH will continue to focus on research and education for a brighter, more sustainable tomorrow. We will continuously assess our efforts in society and contribute to our student's and researchers' intellectual resources to create new approaches to some of the most critical challenges of our times. The origins of the Royal Institute of Technology in Stockholm – "Kungliga Tekniska Högskolan", KTH – go back to 1827, as the "Teknologiska Institutet" then began to offer education in technological subjects with a strong professional touch. Its education program was meant to be "popular and practical" as modern society's industrialization process was then getting underway; this called for a school that could meet the ever-increasing demand for engineers. Thus, the new institute's educational focus was set on applied technology, not on its scientific foundations. Even then, this approach was anything but an uncontroversial one. When viewing KTH's early history, this clash between industrial and academic perspectives was seen as a constant element of concern. The desire to give scientific authority to technology collided with society's demand for a practical approach to engineering in all its aspects. However, these two approaches were not incompatible, not even in the 19th century! Primary research and practical engineering did often cross-fertilize each other in those days also. An example of this was chemistry on an industrial scale. The scientific explanations of its processes were then arriving one by one. Another was electricity, originally a subject area of purely scientific interest, which was becoming something most useful in everyday life. Thus the new school of technology maintained good relations with the industrial establishment without having to renounce the academic aspect. One step on its way to academic status was introducing, in 1877, the name Kungliga Tekniska Högskolan (in Swedish, "högskola" is synonymous with the university). By and by, systematic research activities were undertaken, and the students at KTH were subjected to the requirement of completing a final degree paper. Formally, KTH's final academic recognition as an establishment of higher learning arrived in 1927, when its right to confer the degree of Doctor of Technology was promulgated. Ten years earlier, in 1917, KTH had moved into its own, specially erected buildings in the northern part of central Stockholm. This is still the core of KTH's main campus, even if our activities today include several other campuses all over the Stockholm provincial area. The housing areas of these are now comprising some 250,000 square meters in all. KTH has always been in a state of growth. As the School of Mining was incorporated in KTH in 1867, the four established main branches of study became Mining Science, Mechanical Engineering, Chemical Technology & Engineering, and Civil Engineering. Other subject areas have then been added continuously – Building Architecture in 1877, Electrical Engineering in 1901, Naval Architecture in 1912, Surveying and Engineering Physics in 1932, Computer Science in 1983, and Industrial Economics in 1990. Just as the great variety of subject areas have changed, so have society's attitudes towards "the engineers". This has affected KTH, too. In the early 1900s, the word "progress" was on everyone's lips, "technology" and "modernity" were prestigious words, and the engineering profession was one of high repute, synonymous with a safe path towards personal and social success. Consequently, many students did compete for placements here at KTH – the place of action, where things occurred! In the early 1950s, Sweden's first nuclear reactor was installed in a cellar in our campus area, while on the other side of the street, higher up, Sweden's very first TV station went on air! In short, public confidence in the blessings of technology was of a high order. However, a counter-reaction was in the making, as in the 1960s and '70s, the adverse effects of industrial production were brought into the open. The public debate became one of nuclear power or not, of ruthless exploitation of nature and the increasingly menacing development of the war industry. As a result of this darkened world outlook, interest in technical professions dwindled. Even so, the battle for technology has been a winning one in the long run. Thanks to this very knowledge of their adverse effects, the fields of technological research and study have been favorably reshaped towards greater openness and a new sense of responsibility. This process has also been helped by the steady influx of new subject areas. With each one of these being added and new technologies becoming part of Swedish everyday life, new crowds of KTH undergraduates have appeared. In the last ten-year period, such new subjects as biotechnology and IT have assumed strategic positions in modern social life and KTH's lecturing halls. Here at KTH, about 20,000 people today are active as students – of every description and background and both sexes. The traditional picture of the KTH undergraduate as being a male seems to be a die-hard one. However, today's development towards greater equality and several KTH efforts have paid off handsomely to that same effect. Many things had changed materially since 1921 when admission to the regular programs at KTH first became available to everyone, irrespective of their sex. As we entered the new century, about one-third of the first-year students here at KTH were women. This is a good start, but the university executive wishes to push this issue still further. Its ultimate target is to widen people's active interest in technology so that all the different factors today distorting the choice of profession – sex, social background, ethnic background, etc. – are eliminated.
  14. The Royal College of Music in Stockholm educates musicians and music teachers at the highest international level. KMH traces its roots back to 1771 and has recently moved into a modern campus area – the future music college. We preserve our musical heritage, and at the same time, we are continually developing. The Royal College of Music in Stockholm is an inspiring setting for artistic learning and development – an excellent place to develop your talent and ability, deepen your understanding, and explore new fields of knowledge. At KMH, you will meet other students and skilled teachers involved in various disciplines: classical music, Nordic folk music, music from other cultures, jazz, improvisation, composition, conducting, music, and media production, as well as various forms of music education. Collaboration with KMH allows music to meet completely different areas such as technology, finance, medicine, health, etc. It also allows interaction through music at different levels, from different cultures, different genres, etc. KMH also interacts with the surrounding community through many different outreach activities. KMH receives many exchange students from various countries and is actively involved in several international organizations. KMH will be an outstanding international center for musicians and music teachers' education of the highest quality. This is our vision. The Royal College of Music in Stockholm is the only independent institution of higher education in music in Sweden. We educate students at the highest international level in folk music, jazz/pop/rock music, classical music, conducting, composition, music, media production, and various teacher education programs focusing on music. The college's main tasks are education and research in music and collaboration with the surrounding community. In order to support these areas, we need effective and quality in promoting administrative functions. The KMH vision is expressed through 15 strategic goals that reflect this. These strategic, long-term goals are then put into context and further developed in regulatory documents concerning various activity areas. The strategic goals also result in concrete, annual measurable objectives in KMH operational plan. Would you like to be part of shaping the future of Swedish music? Supporting KMH - as an individual, company, or organization - is to support music education and music research at a world-class level. KMH has an essential function in Swedish society. Here at KMH, we educate musicians and music teachers who work at all levels in Swedish music and worldwide. Our alumni, former students, can be found on the significant international scenes and classrooms to allow children and adolescents to practice music. KMH is a significant part of the so-called Swedish music miracle. The Royal College of Music in Stockholm, KMH, is one of the world's best places to study if you want to be a musician or music teacher. You can immerse yourself in different genres and instruments and take part in education programs or freestanding courses. Our programs and teachers are of high international standard. As a student at KMH, you will have access to fantastic facilities on our two campuses, Edsberg and Valhallavägen. Here we tell you about the student union, exchange studies, and studying with disabilities. Music is a significant field of knowledge and research relevant to several social areas such as health, technology, economics, learning, and cultural heritage. KMH aims to work within the subject area of music in order to be able to contribute with our specific skills to other fields of knowledge where music participates in social development and for a good life. To create, perform, and learn music, you need to understand how it works. You need to understand the traditions and specificities of different musical forms, languages, and functions, not least how they are technically constructed. KMH's many toolboxes for exploring and understanding music are continually evolving: music theory and music engineering studies to subjects such as music history, music anthropology, and music education. The research extension in education based on music education and music therapy at KMH is powerful and gives depth to musicians and music teachers' next generation. KMH acts partly as an individual specialized institution, partly in collaboration with other institutions and organizations, representing the primary subject area of music. As KMH does not yet have the entitlement to award a qualification at the postgraduate level, we are working with the CSC School at KTH Royal Institute of Technology, Stockholm University, and the Faculty of Arts at Lund University, with whom we cooperate in postgraduate studies. Also, we have national and international externally funded research projects, local research projects, a higher seminar for research in music, and faculty meetings for supervisors. Also, KMH organizes research development activities such as workshops on written assignments for teachers/supervisors and application writing workshops.
  15. The Royal Institute of Art (RIA) in Stockholm is a leading art institution of higher education located in Stockholm with a long artistic tradition dating back to the 18th century. The education offers both undergraduate and postgraduate studies in Fine Arts and postgraduate studies in Architecture. RIA also runs an active international program with lectures, exhibitions, and publications. The Vice-Chancellor of the Royal Institute of Art is Sara Arrhenius. The Royal Institute of Art fosters an emerging research environment focusing on art, the conditions for art production, and the contemporary challenges for such a practice within and beyond the art world. The Royal Institute of Art hosts artistic research and development projects. They include artistic development projects, Ph.D. studies, Mejan Residents, and externally funded research projects. Ongoing research activities include a very diverse range of topics, approaches, and methodologies. Research processes are made public through various formats, including exhibitions, film screenings, performances, conferences, and publications. The RIA endorses reflexive practice-based artistic research – where knowledge is forged through dialogues between ideas and matter, site, and audience – capable of illuminating diverse aspects of human experience in multiple and unexpected ways. The RIA intensifies its activities connected with artistic research and artistic development projects and their relevance within the bachelor and master level programs. The workshops of the Royal Institute of Art provide students with the opportunity to expand their artistic practice by experimenting with different techniques in painting, sculpture, printmaking, wood, glass, metalwork, photography, digital media, and video, as well as interactive media and 3D. Students are free to choose which technique or combination of techniques they would like to work with and explore. Workshops offer professional, individualized guidance by lecturers and teachers and introductory courses on techniques and materials. With the students' artistic practice as a point of departure, students and teachers work together to realize experiments, sketches, models, projects, and produce art objects. Visiting artists are also invited to take advantage of the excellent facilities and technical knowledge to develop collaborative projects involving the students. The Royal Institute of Art offers undergraduate and postgraduate programs and courses in Fine Arts and postgraduate courses in Architecture and Urban Studies. Fine Arts studies at the Royal Institute of Art encourage critical thinking and practical experimentation with different artistic media and techniques. Students become familiarized and confident in reflexively working between and outside conventional frameworks of contemporary art production. The RIA's dynamic learning environment involves a combination of mixed-year collective discussion and group critiques, individualized work in the studios and workshops, and practical and theoretical workshops, courses, seminars, public lectures, and study trips. Exhibition making is an integral part of education students can exhibit their work in the RIA gallery throughout different stages of their studies. Students have access to excellent workshops led by highly skilled faculty in various fields, including painting, sculpture, printmaking, interactive systems, photography, digital media, and video. All students are provided with studio space for the full duration of their respective programs.
  16. The Royal College of Surgeons in Ireland-Dubai was established in 2005 and initially located in Knowledge Village. In 2007, the campus moved to the prestigious Mohammed Bin Rashid Academic Medical Center in Dubai Healthcare City. The RCSI-Dubai Institute of Leadership is one of the schools that comprise the Royal College of Surgeons in Ireland. The Institute of Leadership also operates in RCSI's Ireland and Bahrain campuses. RCSI-Dubai offers postgraduate education, training, and consultancy in leadership, management, patient safety, and quality. Our Master's programs are accredited and designed with working healthcare professionals in mind. The Institute also provides continuing professional development and customized training programs to facilitate effective healthcare organizations. All programs have proved to be very popular in the UAE and the broader region, with many healthcare professionals traveling long distances to participate. The MSc Degree programs are the only UAE-based Level 9 programs of their kind, accredited by the Commission for Academic Accreditation (CAA). The Royal College of Surgeons in Ireland was granted a Charter on 11th February 1784. This Charter gave the College the power to control surgery and make provision for surgical education. Before that time, the surgeons were grouped with the barbers and the Barbers Surgeons Guild. The founders had no premises, so the earliest meeting was held in Dublin's boardroom of the Rotunda Hospital. Subsequently, a disused hall in Mercer Street beside Mercer's Hospital was acquired. The RCSI was established over 220 years ago and had a worldwide reputation for delivering excellent undergraduate and postgraduate education in the healthcare professions. Our programs are accredited by the National University of Ireland and by the Commission for Academic Accreditation (CAA) on behalf of the Ministry of Higher Education and Scientific Research in the UAE. Our mission is to develop your leadership and management capability, as well as that of your organization. While evidence-based, our courses focus on the practical implementation of theoretical concepts and models to solve real-world problems. Established in 2005 and located in the prestigious Mohammed Bin Rashid Academic Medical Center in Dubai Healthcare City, RCSI-Dubai now offers MSc degree programs in Healthcare Management and Quality & Safety in Healthcare Management. All programs have proved to be very popular in the UAE and the broader region, with many healthcare professionals traveling long distances to participate. Our MSc degree programs are part-time and flexible, and we use a blend of classroom and distance education designed with busy healthcare professionals in mind. Whereas most of our students complete their degrees within two years, the facility exists to cover the program for over five years. Our MSc degree programs are also the only UAE-based Level 9 programs of their kind accredited by the CAA. A wide range of health professionals, including doctors, nurses, managers, allied healthcare professionals, and healthcare insurers from many different countries, take our programs, contributing to a learning environment that is genuinely both inter-professional and international. In addition to their professional business qualifications, the majority of our faculty are qualified healthcare professionals who have all worked in healthcare and understand the challenges that face you in your day-to-day working lives.
  17. The Royal Australasian College of Physicians (RACP) connects, represents, and trains over 15,000 Physicians and 7,500 trainee Physicians in Australia and New Zealand. The RACP is committed to establishing and maintaining a high standard of practice through our Fellows and Trainees' training and continuing professional development. We promote a proactive approach to health and advocate on behalf of Physicians to shape the future of healthcare. Physicians have completed further training in a medical specialty to diagnose and manage complex medical problems. The RACP trains Physicians in more than 33 medical specialties and works in partnership with other leading Colleges in Australia and New Zealand. The RACP Foundation is the philanthropic arm of the RACP. The RACP Foundation supports exceptional Fellows and trainees through Awards using fellowships, scholarships, grants, and prizes. There are also Awards to encourage medical students and graduates to learn and consider undertaking a career as a physician. The College has two Divisions – Adult Medicine and Paediatrics & Child Health. All Fellows who hold an FRACP belong to one of the Divisions. The Divisions offer Physician training in various medical specialties and administer the continuing professional development program for all Fellows who hold an FRACP. View full university
  18. The RAU has achieved IS014001 - the international standard for environmental management - a regularly audited structured system to protect the environment. As part of this, we have created an Environmental Action Plan outlining ambitious targets and a program for achieving these. We also have an Environmental & Sustainability Policy, which is signed off by the Vice-Chancellor. The Sustainability team are provided with resources and a stable budget to undertake this work. The Royal Agricultural College (RAC), now the Royal Agricultural University (RAU), is the oldest agricultural college in the English-speaking world and has been at the forefront of agricultural education since 1845. "To be a center of excellence for developing the leaders of tomorrow in sustainable development relating to the rural economy, built environment and food chain, and to provide leadership regionally, nationally and internationally through its education, research, and knowledge exchange activities." The Royal Agricultural University is a limited company and a registered charity. The directors and trustees are all non-executive. There are between 12 and 18 independent governors appointed to serve for up to three terms of three years on the Governing Council. The Governing Council can also appoint up to five co-opted governors who provide unique skills to the Council or work on particular projects. Three elected staff representatives and two Student Union Officers also sit on Governing Council but are not directors or trustees. Beneath the Governing Council are a range of sub-committees that either report to it directly or through the Senior Management Group. Governors chair these sub-committees. Enterprise With a strong entrepreneurial focus, we are committed to enhancing our students' real-life business experiences. From student societies to organized workshops and awards, the RAU provides students with the opportunity to develop their business ideas and receive tailored support. Budding entrepreneurs can benefit from their lecturers' bountiful knowledge and experience, and the robust industry links the University has carefully cultivated over the years. Your Carbon Management Plan commits the RAU to a 34% decrease in CO2 by 2020, signed off by the Governing Council. To achieve this, we have invested in a range of renewables on campus, including a 500kW biomass boiler powering all lecture blocks and our new accommodation blocks. This is fuelled by locally sourced woodchips and has reduced the University's carbon footprint by over 100t/CO2 per year. We were fortunate to benefit from a grant to support this from the South West Regional Development Agency, delivered by Regen SW. We also have several solar photovoltaic arrays, rainwater harvesting systems, and air source heat pumps. Our building developments incorporate energy efficiency measures, such as LED lighting and natural ventilation. Residential carbon emissions made up 26% of our total emissions in 2015/16. Sustainability and environmental matters are a core element of our teaching, research, and consultancy activities. Much of our expertise and teaching relates to the management of natural resources and property, and, as such, sustainability underpins much of what we do. You will learn about different principles of sustainability relevant to your course and develop holistic skills such as long-term planning, critical reflection, and lateral thinking. Please take a look at our Student Sustainability Opportunities page for more information. RAU sustainability is incorporated throughout the University community, including sustainability inductions for new staff, engagement with trade union representatives, and staff and student champion schemes. If you want to find out more about this, look at our Student Sustainability Opportunities page or contact the sustainability team. The Royal Agricultural University is situated on the outskirts of the market town of Cirencester. During the summer months, accommodation is available on a bed and breakfast or dinner, bed, and breakfast. All year-round, the University is available for weddings, functions, parties, and day meetings. Several ground-floor rooms are located close to the dining areas, and accessible meeting, function rooms, and lecture theatres available for hire. The Royal Agricultural University is committed to being a community in which equality of opportunity is a reality for all applicants, students, staff, prospective staff, and the governing body. It aims to develop an inclusive culture, free from discrimination, harassment, and victimization. To help students and staff understand how the University spends its money, the RAU developed a "clear, simple way of presenting information" about its income and expenditure.
  19. The Royal Welsh College of Music & Drama, the National Conservatoire of Wales, and part of the University of South Wales Group competes alongside an international peer group of conservatoires and specialist arts colleges for the best students globally, enabling students to enter and influence the world of music, theatre, and related professions. The College educates some of the most talented students worldwide, aiming to give them the technical and craft skills they will need to succeed at the top levels of the profession and help them develop their artistic voice.' The College's events calendar encompasses over 300 public performances every year, including orchestral concerts, recitals, drama, opera, and musical theatre. The creative diversity of the College ensures a stimulating environment and broad experience for students of all disciplines. Our dedicated teachers have a wealth of professional and industry experience, and the College collaborates with several high-profile arts organizations, including Welsh National Opera, BBC NOW, visiting artists and directors, to ensure that the unique vocational nature of our training programs reflects the current practices and conditions of the professional world. The College is continually pushing boundaries with innovative and exciting programs of study tailored to contemporary arts and creative industries' demands. In 2009, its 60th anniversary year, the College became the UK's first All-Steinway Conservatoire. The focus is always on the future, and we take immense pride in our students' world-class talent. Set in the grounds of Cardiff Castle, bordering one of the largest and most beautiful urban parks in the UK, the College is well known for its distinctly warm and welcoming character. With just over 600 students, there is a real sense of community, and we can offer our students an outstanding level of support. Our ambition is to make an ever more central contribution to Cardiff's cultural life, to Wales, and through our graduates, to the international arts industry. In June 2011, the Royal Welsh College's dream of having its world-class performance and rehearsal spaces became a reality as it opened its doors to new £22.5 million facilities. This year, students will be learning in a performance arts center that will be a hub of cultural life.
  20. Central stands at the forefront of training and research in the Dramatic Arts. Graduate employment statistics are amongst the highest in our sector, and our research has recently been assessed as 'World Leading' – and is unique in the realm of drama conservatoires. The ratio of undergraduate applications to places is the highest of any UK university. While our actors win many of the most coveted awards worldwide and frequent accolades in the media, a broad range of industry organizations rank Central as the gold standard in technical and design work leadership. So too, Central continues as a pioneering force in applying dramatic skills in many social contexts. We hope you will wish to explore the range of courses, both undergraduate and postgraduate, set out on this website. Do visit for an open day, or come to our regular public productions – focused around the historic Embassy Theatre. Our facilities are widely regarded as exemplary, with other specialized studios and performance spaces added to dynamic new development. Elsie Fogerty founded The Central School of Speech Training and Dramatic Art at the Royal Albert Hall in 1906. Fogerty was a specialist in speech training. She also had a firm belief in the social importance of education. The students of her School quickly became famous for their delivery in verse-speaking competitions, their appearance in theatres, and their work with children in London's deprived areas. While Central developed a name for actor training, its founder was at the same time committed to advancing the study of theatre as an academic discipline. Long before founding the first university drama department in the UK, Fogerty argued that theatre should be studied at university and that theatre training should be awarded degrees. In 1937 Fogerty was offered space on the site earmarked for the National Theatre building, with the college alongside the theatre. But that scheme, like many of the National Theatre schemes, fell through. In 1957 the School, at last, moved from the Albert Hall, having acquired the lease of the Embassy Theatre at Swiss Cottage and its associated buildings. The Embassy had a reputation, from the 1930s, for experimental and politically left-wing theatre. By 1957 this reputation had faded. When Central arrived, it rescued an old theatre and weaved it into the fabric of new college buildings. At least that was the plan: inevitably, funds had to be raised. On this occasion, the champion was Sir John Davis. His work in pursuing endowments established the resources to build a new building. This was opened in 1961 by Her Royal Highness the Duchess of Kent, who was then Central's Patron.
  21. The Royal Veterinary College is the largest and longest-established vet school in the English-speaking world and is a college of the University of London. The College offers undergraduate, postgraduate, and CPD programs in veterinary medicine and veterinary nursing and is ranked in the top 10 universities nationally for biosciences. RVC produces world-class research and supports the veterinary profession through its referral hospitals, including the Queen Mother Hospital for Animals, Europe's largest small animal hospital. As one of the world's leading specialist veterinary and biological science research institutions, the RVC brings together talented individuals, all of whom share a passion for human and animal health and welfare. We offer undergraduate, postgraduate, and CPD programs in veterinary medicine and veterinary nursing and are ranked in the top ten universities nationally for biosciences. We are the only vet school in the world to hold full accreditation from AVMA, EAEVE, RCVS, AVBC, and the Society of Biology; as a research-led institution, we are ranked as the top vet school in the Agriculture, Veterinary, and Food Science unit of the most recent Research Assessment Exercise, with 55% of academics producing world-class and internationally excellent research. The College provides support for veterinary and related professions through our three referral hospitals, including the Queen Mother Hospital for Animals, Europe's largest small animal referral hospital. Our programs are of international appeal and attract students who become practicing veterinarians, research scientists, veterinary nurses, and industry and government leaders. The College owns and manages the London BioScience Innovation Centre, London's first center for early-stage life science companies. This puts the College at the heart of biotechnology and other biomedical research in London and opens doors for research collaboration. The RVC has a unique heritage in the English speaking world of over 200 years of innovation and leadership in veterinary medicine and science. Recent advances mean that the RVC now stands apart from its competitors as being the only vet school in the world to have accreditation from all the major professional bodies. Our programs and our students are more varied and more diverse than any other. The College is committed to the three pillars of its mission: To education To the discovery and translation of new knowledge To the delivery of the very best clinical care and opinion Above all, we seek to push back the frontiers of what is possible in veterinary medicine and its associ­ated sciences. To be the place of recommendation for education, clinical care, expert opinion, and employment in veterinary medicine and science, To provide inspirational leadership and excellence in veterinary science through innovative scholarship and pioneering clinical activity, For any organization with a commitment to health and welfare, one must expect that the values associated with care and compassion will be writ large. Indeed, there is no shortage of words that we might associate with our day-to-day activities. What defines us is the combination of professionalism and commitment, manifest in a culture of compassion and caring, that speaks to others of our respect for our heritage, our dedication to quality and innovation, our devotion to the advancement of knowledge, and the alleviation of suffering. The Royal Veterinary College has a dedicated workforce of around 850 employees based at its two central London and rural Hertfordshire sites. We focus on educating the brightest and best students in the veterinary sciences and providing support for the veterinary profession. Our people play a crucial role in ensuring that we maintain our position as one of the leaders in our field by supporting our academic and research community and maintaining high service levels within our hospitals, teaching facilities, administration, and across the Estate. Staff development is vital to us, and we promote professional development for all categories of staff. For further details or to see our current vacancies, please choose from the menu options on the left. The Royal Veterinary College attracts talented veterinary and biological scientists who work together in interdisciplinary teams. Our research is of the highest quality and impacts the health and welfare of humans and animals around the world. RVC researchers benefit from being close to London's international centers of excellence in biomedical and biological science Researchers have easy access to expertise in functional genomics, proteomics, metabolomics, and bioinformatics support Co-operation and collaboration between clinicians and basic scientist leads to high-quality research outcomes RVC scientists are focused on bridging the gap between early scientific discovery and its translation into new therapies for patients Our approach extends from the molecular level to the whole animal or population of animals. Underpinning research across these themes are animal welfare, biomechanics, genetics, bioinformatics, pathology and epidemiology, and public health. RVC researchers are actively involved in developing and delivering postgraduate programs at masters and doctoral levels. These specialist programs help develop future researchers and professionals with specialist knowledge to work in the industry, government, and teaching, both within the UK and internationally. Our Research Strategy Committee oversees our research programs.
  22. RAD is one of the world's most influential dance education organizations. Our exams set standards in classical ballet, and we are a global leader in Continuing Professional Development for dance. Founded in 1920 to set standards for dance teaching within the UK, today we have a presence in 84 countries, with 36 offices and around 14,000 members worldwide. We count more than 1,000 students in our teacher training programs, and more than a quarter of a million students are being examined on our syllabi. We support our membership through the knowledge and expertise of our highly qualified staff and conferences, workshops, training courses, and summer schools. Our Faculty of Education is dedicated to meeting our current and future dance teachers' needs by providing dance teacher education programs and qualifications. Our exams are recognized by Ofqual and contribute to UCAS points. Now in our 95th year, we continue to promote and develop excellence in dance. Our syllabi are taught worldwide, and thousands of students are enrolled in our many dance courses and study programs. Our alumni have worked with the most prestigious dance companies and become the best teachers. As part of our social responsibility remit, we continue to bring dance into a growing range of communities and schools. To fulfill our aims, we rely upon our directors' efforts and the passion and guidance of our president, vice presidents, and trustees' board. We are not required to comply with the Freedom of Information Act 2000; however, we publish documents on our work and practices in the interest of openness and transparency.
  23. Central stands at the forefront of training and research in the Dramatic Arts. Graduate employment statistics are amongst the highest in our sector, and our research has recently been assessed as ‘World Leading’ – and is unique in the realm of drama conservatoires. The ratio of undergraduate applications to places is the highest of any UK university. While our actors win many of the most coveted awards worldwide, and frequent accolades in the media, a broad range of industry organizations rank Central as the gold standard in the leadership of technical and design work. So too, Central continues as a pioneering force in the application of drama skills in many social contexts. We hope you will wish to explore the range of courses, both undergraduate and postgraduate, set out on this website. Do visit for an open day, or come to our regular public productions – focused around the historic Embassy Theatre. Our facilities are widely regarded as exemplary with other specialised studios and performance spaces to be added as part of dynamic new development. Elsie Fogerty founded The Central School of Speech Training and Dramatic Art at the Royal Albert Hall in 1906. Fogerty was a specialist in speech training. She also had a firm belief in the social importance of education. In 1937 Fogerty was offered space on the site earmarked for the National Theatre building, with the college alongside the theatre. But that scheme, like many of the National Theatre schemes, fell through. In 1957 the School, at last, moved from the Albert Hall, having acquired the lease of the Embassy Theatre at Swiss Cottage and its associated buildings. The Embassy had a reputation, from the 1930s, for experimental and politically left-wing theatre. By 1957 this reputation had faded. When Central arrived, it was both rescuing an old theatre and weaving it into the fabric of new college buildings. At least that was the plan: inevitably, funds had to be raised. On this occasion, the champion was Sir John Davis. His work in pursuing endowments established the resources to build a new building. This was opened in 1961 by Her Royal Highness the Duchess of Kent, who was then Central’s Patron. By 1961 three distinct departments had been established within Central. The Stage department was running its three-year course for actors, with alumni as distinguished as Lord Olivier and Dame Peggy Ashcroft already a part of its history, and a two-year course for stage managers. The Teacher Training department was preparing students for its Diploma, then a recognized teaching qualification, and for the London University Diploma in Dramatic Art. That qualification was instituted in 1912 precisely due to Fogerty’s campaign for the recognition of drama and drama teaching as subjects worthy of proper academic study. By this time, the college was as famous for its Speech Therapy department for its work in training actors. Building work continued. In June 1972, a new studio was built on the corner of Buckland Crescent and formally opened by the School’s new patron, Her Royal Highness Princess Alexandra. Central became grant-aided by the Inner London Education Authority in 1972. In 1989 it was ‘incorporated’ as a higher education college in its own right and funded directly by the government. It had been offering degrees since 1986, first of all, validated by the Council of National Academic Awards. From 1992 its degrees were validated by the Open University. From the early 1990s onwards, extensive building work has taken place: a new workshop facility was opened in 1991. In the summer of 1993, an extension was added to the Embassy Theatre – a studio theatre, design studios, and wardrobe facilities. In 1997 the college completed a five-story block to the east of the campus, providing a new library, a learning resources center and computing facilities, a student standard room, student bar, and staff offices. A refurbished Embassy Theatre was opened in 2002 and followed in 2005 by the West Block, with its several floors of state-of-the-art performance spaces and rehearsal rooms. In 2005 the Privy Council granted the college the power to award its own taught degrees. In the same year, students from the Webber Douglas Academy of Dramatic Art transferred to Central, bringing the academy’s 100-year history of significant contributions to stage and screen. In that year, the School was the only specialist theatre institution to win the award of Centre for Excellence in Learning and Teaching, becoming the Higher Education Funding Council for England’s designated Centre for Excellence in Training for Theatre. Its purpose as a Centre for Excellence is to provide a national resource for vocational performing arts training and learning, a focus for theatre research and scholarship, and national and international collaboration. With effect from September 2005, Central became a College of the University of London and fulfilled Elsie Fogerty’s original ambitions. And then in 2012, came new recognition... Fogerty used to say that while the Principal of the Academy of Dramatic Art had been seeking a royal title for his institution, she had been too busy working with children in the slums to do that sort of thing. But a century later, the achievement of the college she founded properly got its recognition when in November 2012, Her Majesty the Queen conferred Royal Title on Central.
  24. The RNCM is a leading international conservatoire located in Manchester's heart, with a reputation for attracting talented students, teachers, conductors, and composers from all over the world. In its fifth decade, the RNCM is relatively young, but its rich history spans back to 1893 when Sir Charles Hallé founded the Royal Manchester College of Music. In 1973, this institution merged with the Northern School of Music, and the RNCM was born. Complementing this role, the RNCM is also a vibrant live music venue that offers unparalleled opportunities for students to regularly perform to public audiences and work alongside professional musicians and visiting artists. Housing four central performance spaces, including a professionally-staffed, fully-equipped Theatre and recently refurbished Concert Hall, the College presents more than 400 concerts each year, ranging from RNCM orchestras ensembles and large-scale opera productions to a host of touring companies and external hires. The 2014 Research Excellence Framework (REF) rated the RNCM the UK's leading music college for research, and in 2017 the College was ranked Gold in the Higher Education Funding Council for England's first Teaching Excellence Framework. The RNCM has also been awarded two Times Higher Education Awards: Excellence and Innovation in the Arts (2015) and Outstanding International Student Strategy (2016). The RNCM's history dates back to the late 19th century and the establishment of the Royal Manchester College of Music (RMCM). In 1858, Sir Charles Hallé founded the Hallé Orchestra in Manchester, and by the early 1890s, had raised the idea of a music college in the city. Following an appeal for support, a building on Ducie Street was secured, Hallé was appointed Principal, and Queen Victoria conferred the Royal title. The RMCM opened its doors to 80 students in 1893, rising to 117 by the end of the first year. Less than four decades later, in 1920, the Northern School of Music was established (initially as a branch of the Matthay School of Music). For many years the two institutions peacefully coexisted. It was not until 1955 that NSM Principal Hilda Collins, in recognizing the importance of performance in training students, met with RMCM Principal, Frederic Cox, to raise the merging question. Discussions continued until September 1967, when a Joint Committee was formed to combine the two colleges' plans. The RNCM was formed in 1972, moving to its purpose-built home on Oxford Road in 1973, where it continues to deliver world-class musical training.
  25. The Royal Conservatoire of Scotland is a national and international center of excellence for performing arts education. Building on our roots in 1847 as a national academy of music, we are now one of the world's most multi-disciplinary conservatoires, offering specialized and intensive teaching in dance, drama, music, production, and film. We welcome over 40,000 members of the public every academic year to watch our talented and passionate students perform on stage. Please use this website to find out more about the Royal Conservatoire – here, you will find information about all of our programs, summer schools, widening access programs, performances, and hopefully learn what it is like to be a student here RCS. We invite you to look at the Digital Hub, in particular, to find out more about what makes RCS distinctive and like nowhere else. First and foremost, our students train to achieve excellence in every way in their chosen specialism. But they are also exposed to a wide variety of influences, approaches, and attitudes, from one another and through the wealth of experiences we ensure they encounter at the Conservatoire. Our new artists are being prepared to become an active part of the creative communities they join. We believe our facilities are amongst the best in Europe. In 2011 we expanded our facilities and opened our state of the art dance, production, and ensemble rehearsal studios, The Wallace Studios, joining Scottish Opera and the National Theatre of Scotland. It is just a ten-minute walk from Renfrew Street. In May 2014, phase two of this development opened with eight new large multi-purpose ensemble studios, apt for all our specialisms and trans-disciplinary work, keeping our facilities ahead of our contemporaries. All these are backed up by the latest IT and digital technologies. Our students receive a rich tuition experience at the Royal Conservatoire of Scotland. We have the most significant number of full-time staff of any British conservatoire, and all our teaching staff is practicing professionals in their own right. We are also reliable in our international reach. Our visiting International Fellows are some of the most renowned artists in their field and come to work with our students several times a year. Through Masterclasses and workshops, our students are privileged to receive their tuition and inspiration. Equality and Diversity are of central importance to our working ethos. Performance is our purpose at the Royal Conservatoire. The nurturing and development of the individual creative potential inherent in every member of our community, staff, and students alike lies at our efforts' very heart. In turn, this means that the unique identity of every single individual who works or studies here is valid and is valued and respected. We welcome a diverse population of staff and students. Further, we are committed to promoting equality in all of our activities. We aim to provide a performing, learning, teaching, working, and research environment free from unlawful discrimination against applicants, staff, and students on the grounds of gender (actual or perceived), sexual orientation, disability, race, color, nationality, national or ethnic origin, marital status, age, and actual or perceived religious or similar belief. The Conservatoire fosters learning, teaching, research, and working culture, which supports Diversity, inclusion, and equity and requires those principles. We are thoroughly committed to promoting equal opportunities across all of our functions and practices, including learning and teaching, employment, representation, decision making, and procurement and partnerships. Our Equality and Diversity Forum consists of students and staff from across the institution. This forum is active, is honest, and has an impact. It represents our genuine commitment to this crucial aspect of our community and its daily life.
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