Search the Community

Sivanthi Public School was founded in the year 2011. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1930588, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It is located in the Kancheepuram district of Tamilnadu and is currently being managed by the Pattanathar Educational Trust, Tamilnadu. It is presently under the principal -administration of MRS. SHAMSUNNISA BEGUM.A, with a total of 20 staff members. There are a total of 42 rooms, 6 Labs, and 2 Library present in the school. The nearest railway station is Pallavaram and it is 7 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 Pallavaram Distance in KM 7 Nearest Police Station PallavaramKundrathur Distance in KM 3 Nearest Nationalised Bank Kundrathur Distance in KM 3 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 7 202 I-V 8 181 VI-VIII 3 27 IX-X 0 0 XI-XII 0 0 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.) 42 6 2 2 35 5 8093 5781 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 23 20 20 Composite Science Lab 1 20 20 Physics Lab 1 30 20 Chemistry Lab 1 30 20 Biology Lab 1 20 20 Maths Lab 1 20 20 Computer Science Lab 1 30 20 Home Science Lab 1 20 20 Library 1 40 25 Other Rooms 5 20 20 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 7 7 0 PRTs 3 0 3 TGTs 8 8 0 Librarian 1 1 0 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 0 0 0 Physical Size Area of Campus (in sq. Mtrs.) 8093.7128 (in Acres.) 2 Built up Area in (in sq. Mtrs.) 2312.17 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 5781.63 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 28 No. of Urinals/Lavatories Separately for Girls 28 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 1552 Periodicals 3 Dailies 2 Reference Books 429 Magazine 3 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up No

Heritage Girls School was founded in the year 2013. It is an English medium Girls Independent school affiliated to CBSE with affiliation number 1730671, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It lies in the Udaipur district of Rajasthan and is currently being managed by the Eklingshila Foundation, Rajasthan. It is presently under the principal -administration of Tulsi Bhatia, with a total of 7 staff members. There are a total of 60 rooms, 7 Labs, and 1 Library present in the school. The nearest railway station is UDAIPUR CITY and it is 25 KM far from the school. LOCATION OF SCHOOL Nearest Railway Station UDAIPUR CITY Distance in KM 25 Nearest Police Station UDAIPUR CITYSUKHER Distance in KM 18 Nearest Nationalised Bank SBI Distance in KM 19 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 0 0 I 0 0 II 0 0 III 0 0 IV 0 0 V 0 0 VI 1 2 VII 1 2 VIII 1 4 IX 0 0 X 0 0 XI 0 0 XII 0 0 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.) 60 7 1 20 20 20 46230 7500 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Biology Lab 1 48 24 Maths Lab 1 25 25 Computer Science Lab 1 47 24 Home Science Lab 1 48 26 Library 1 45 48 Other Rooms 3 35 30 Bio-Tech Lab 1 25 23 Composite Science Lab 1 25 25 Physics Lab 1 65 25 Chemistry Lab 1 25 25 Class Room 20 25 23 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 0 0 0 PRTs 0 0 0 TGTs 4 4 0 Librarian 1 1 0 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 46227.2406572 (in Acres.) 11.423 Built up Area in (in sq. Mtrs.) 5500 Whether the School at one site or two site NO Area of Playground (in sq. Mtrs.) 7500 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 10 No. of Urinals/Lavatories Separately for Girls 10 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 1550 Periodicals 15 Dailies 3 Reference Books 30 Magazine 15 SPORTS & GAMES Swimming Pool Yes Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel Yes Health and Medical Check up Yes

Founded in 1891, New York Law School (NYLS) is an independent law school located in the heart of New York City's legal, government, financial, and emerging tech centers. Known as "New York's law school," NYLS embraces the City as its classroom by complementing a rigorous legal education with an innovative and diverse set of "uniquely New York" experiential learning opportunities. Since NYLS opened its doors 125 years ago, its graduates have held high elected and appointed office in the City led large and small firms, and gained broad recognition as captains of business and industry. Our renowned faculty of prolific scholars has built the School's strength in such areas as constitutional law, civil and human rights, business and finance law, media and information law, tax law, real estate, and several interdisciplinary fields. NYLS has more than 17,000 graduates and currently enrolls approximately 900 students in its full-time and part-time programs. The School also offers an advanced-degree program in Tax Law. Click here to see our viewbook. We believe that a law degree is the most valuable professional degree available today. Indeed, as our world becomes increasingly complex and regulated, the study of law provides an extraordinary range of knowledge and skills that are highly valued, not only in the rapidly evolving legal profession, but in the business, government, nonprofit, and technology arenas as well. As the profession adapts to a structurally changed marketplace, NYLS is staying ahead of the curve. Our Strategic Plan addresses this exciting new landscape and provides a clear framework for our students to be the new leaders of the profession and beyond. That is why we focus on critical areas of employment and growth in the local and global economies, including in business and financial services, government and public interest and intellectual property, media, and emerging technology. To enhance the learning experience, we are leveraging our location in the heart of the City's legal, financial, government, and tech centers by embracing and integrating New York City as our classroom. This is where it all happens. And what happens in New York City matters everywhere. Indeed, our nationally ranked clinical and experiential learning programs afford every student the chance to gain real-world legal experience and contacts needed to be competitive in the new job market. Of course, our academic program's success depends on a strong, engaged, and influential school community. That is why our faculty of renowned legal scholars and practitioners are dedicated to student learning both inside and outside the classroom. They produce acclaimed scholarship and lead advocacy programs that help ensure access to justice, shape legal and public policy debates, and influence legislatures, the courts, and businesses. And they involve students in the process every step of the way. Further, our committed and diverse student body is focused on developing the knowledge, skills, and professional values necessary to succeed. Our students are as supportive of and excited about their classmates' success as they are about their achievements. Our mission is to provide an extraordinary and innovative educational experience that embodies the legal system's fundamental values and creates a bridge from scholarship and service to leadership and practice. To offer a vibrant, diverse, and forward-thinking center of legal studies where students develop the knowledge, skills, and professional values to serve their clients and have thriving careers advancing justice, building the economy, and serving the various needs of modern society and to serve as an incubator of ideas and actions to be emulated throughout New York City, the nation, and the world. As "New York's law school," we are committed to ensuring that our institution reflects the diversity and excellence for which New York is known. Towards this goal, the Office of Diversity and Inclusion supports students, administration and staff, faculty, and alumni in addressing all aspects of diversity, focusing on underrepresented communities and military veterans. For students, this means providing an educational environment that educates, challenges, and develops the knowledge, values, cultural competency, and professional skills needed to become a twenty-first-century attorney, prepared to serve in an increasingly global workplace. From application through graduation and admission to the bar, the Office of Diversity and Inclusion helps diverse students fully engage in the academic programs, student and career services, and law school opportunities. New York Law School immediately attained a formidable reputation due to its student's and faculty's excellence.Dedicated to providing diverse routes to achievement through innovation in scholarship, service, and professional training, by 1904, New York Law School was the country's largest law school. That year, the Law School's founders created one of the nation's first evening divisions to provide a flexible alternative to full-time legal education for those in the workforce or with family obligations. The Evening Division also allowed students to build upon previously established successful careers or begin a second career.

Since 1952, a singular idea has consistently driven our curricula, training, and community work. That key guiding idea is Alfred Adler's groundbreaking concept of social interest or gemeinschaftsgefühl – the idea that our health resides in our community live and connections. Today's idea is more necessary than ever to drive the work and change most needed in challenged communities around the world. In 1952, Rudolf Dreikurs and his colleagues established our institution as the Alfred Adler Institute in Chicago—to train practitioners to apply Adler's idea of social interest or gemeinschaftsgefühl. Adler was the first to focus on wellness in the community context. He advanced the revolutionary idea that responsible practitioners must advocate changing the social conditions that affect population health and well-being. Today, Adler University continues this work to graduate students as socially responsible practitioners—educated to be effective personal and social change agents in the pursuit of justice. Across multiple disciplines and fields that impact population well-being, our alumni are changing the world. Our students come to us to learn how. Our faculty are practitioners, scholars, activists, and mentors who bring a range of experiences and perspectives on social justice and expertise to the classroom—through our Chicago, Vancouver, and Online Campuses. They regularly rethink and improve our pedagogy as the University builds new academic programs to meet emerging social needs. Programs such as our first-of-its-kind Doctor of Couple and Family Therapy, preparing expert practitioners in a field of growing demand, and our online Master of Arts in Nonprofit Management, focused on leading organizations for sustainable social impact. Our Master in Counselling Psychology: Art Therapy in Vancouver is British Columbia's only such program, preparing counselors to guide individuals and communities to greater well-being through art as social action. Our faculty and students—along with our Institute and Centers—are pursuing and producing fantastic work on social issues, including immigration and detention, social exclusion, the social determinants of mental health, LGBTQ mental health, and parenting. More than 600 agencies—and counting—are partnering with the Adler University as community practica and internship sites for our students, enabling our specialized preparation for work with underserved and marginalized populations. Adler University continues the pioneering work of the first community psychologist Alfred Adler by graduating socially responsible practitioners, engaging communities, and advancing social justice. Alfred Adler began community psychology by articulating the constructs of gemeinschaftsgefühl (social interest or the connection between individual and community well being) and systemic/structural community intervention (such as preventative public health measures). The three outcomes of the Mission are interconnected conceptually as well as through the organization of Adler University. The University's education and training prepare students to be socially responsible practitioners who engage communities and advance social justice during their course of study and their later professional lives. The University directly engages communities – through over 500 community partnerships including the direct service contracts of Adler Community Health Services and the training relationships which support the delivery of students' Community Service Practica – in order to provide students with experience training in socially responsible practice and to advance social justice within those communities. The University's Institutes for Social Change bring attention to social justice within the University through stimulating changes in the curricula and through specific didactic and experiential activities for students and faculty – as well as promote social justice beyond the boundaries of the University through engaging communities in a variety of programming. The leading academic institution advancing socially responsible practice, healthy communities, and more just society. The Vision is for Adler University to be the "leading" or premier higher education organization addressing socially responsible practice and its concomitants – locally, regionally, and globally – a unique resource for broadening consistent practice, effecting social justice, understanding policy, initiating advocacy, promoting academic reflection, and producing social action and change. The three external outcomes of the Vision are aligned with the three outcomes of the Mission. Socially responsible practice is central to Adler University's Mission and Vision. It is the extension of Alfred Adler's original ideas regarding the need for a more equal, cooperative, and just society, as well as his revolutionary ideas regarding the potential for activism among health professionals to address social challenges. The University's faculty defined and operationalized the competency of socially responsible practice, with expected knowledge, attitudes, and skills acquired through specific curricular experiences and evaluated through milestones, for graduate programs in clinical psychology, counseling, family therapy, organizational consultation, art therapy, police psychology, and many related disciplines and applications of psychology. Adler University is named for Alfred Adler (1870-1937), a physician, psychotherapist, and founder of Adlerian psychology sometimes called individual psychology. He is considered the first community psychologist because his work pioneered attention to community life, prevention, and population health. Adlerian psychology emphasizes the human need and the ability to create positive social change and impact. Adler held equality, civil rights, mutual respect, and the advancement of democracy as core values. He was one of the first practitioners to provide family and group counseling and use public education to address community health. He was among the first to write about the social determinants of health and mental health. Adler's values and concepts drive the Mission, work, and values at the Adler University today.

MSOE students are bright, creative, hard-working, and fun to be around. Ours is a close-knit community of about 3,000 students, faculty, and staff—large enough for significant opportunities and small enough for personal attention. MSOE is the University of choice for those seeking an inclusive community of experiential learners driven to solve today and tomorrow's complex challenges. MSOE will set the standard for preparing leaders to solve the diverse technical challenges of the 21st century. Since 1903, MSOE has been dedicated to educating the brightest and most innovative students. Such students are not satisfied with the status quo, who are determined to create new solutions to our world's most challenging problems. Sound like you? Then we would love to meet you. Join us for a campus tour to experience the MSOE difference. If you are ready to apply, get started today. It is free and takes just 10 minutes; no essay is required. Wondering how to pay for college? We will walk you through it. With our generous financial aid and scholarship options, an MSOE degree is more affordable than you might think, and it is an investment that will pay off for a lifetime. We offer nearly 20 undergraduate programs in engineering, business, nursing, math, plus minors ranging from Spanish to marketing to user experience. If you are ready for the next step in your academic journey, check out our 11 graduate programs. Whether you dream of designing and building life-saving medical equipment or starting your own company, an MSOE degree will give you the practical tools you need to launch a rewarding career. At MSOE, that combination makes it easy to enjoy every minute of downtime. And that is important because let us face it: College is about more than just studying. It is also about making memories. Maybe you will spend your weekend exploring our lively East Town neighborhood, just blocks from Lake Michigan and walking distance to Bucks games, concerts, restaurants, coffee shops, and other downtown fun. Maybe you will get involved in campus activities, from open skating at the Kern Center to a mashed potato war during St. Patrick's Week to building replicas of famous buildings out of thousands of Legos. Maybe you will find your fit in one of our 100+ student organizations — including Greek life, student government, and special interests ranging from gaming to unicycling (yes, really!). Our faculty are passionate about teaching. MSOE does not use teaching assistants, and our professors have an average of seven years of industry experience each. This allows them to bring their practical knowledge to the classroom. Small class sizes (an average of 21 students per class, 11 students per lab) keep instructors in close contact with students. MSOE is committed to making its campus and the resources accessible to all. We welcome all students, faculty, staff, and visitors with disabilities. We are dedicated to ensuring that the MSOE campus is an accessible, welcoming working and learning environment for individuals with disabilities, including compliance with federal and state regulations. Student Accessibility Services is an affiliate of the Wellness Center and is committed to making MSOE academically accessible to students with documented disabilities (physical or learning), chronic health conditions, and mental health conditions. For students seeking accessibility, Student Accessibility Services (SAS) provides reasonable accommodations by the Americans with Disabilities Act (ADA) and Sections 504 of the Rehabilitation Act of 1973 as well as state and local regulations. Milwaukee School of Engineering (MSOE) maintains its long-standing as an Equal Opportunity/Affirmative Action Employer and Educator. Therefore it is the policy of MSOE to provide equal employment opportunity to all individuals regardless of their race, ethnicity, color, creed, religion, sex, age, national origin, physical or mental disability, military and veteran status, sexual orientation, gender identity, genetic characteristics, marital status or any other characteristic protected by local, state or federal law. This policy applies to all jobs at the University and all the terms, benefits, privileges, and employment/enrollment conditions. Employees and applicants with disabilities and disabled veterans are encouraged to inform Human Resources if they need a reasonable accommodation to perform a job they are otherwise qualified for. MSOE makes and will continue to make reasonable accommodations to the known physical or mental limitations of an otherwise qualified applicant or employee to promote the employment of qualified individuals with disabilities and disabled veterans unless such accommodations would impose an undue hardship on the operations of the University's business. MSOE also makes reasonable accommodations for sincerely held religious beliefs. At MSOE, we believe in the transformative power of the international learning experience. That is why we make sure all students, regardless of major, have the opportunity to study abroad. All of our students have the opportunity to explore the world, immerse themselves in new cultures, and study academically in a global context. We offer short-term and year-long options and work closely with students to find the best fit for their academic goals. MSOE offers opportunities to study in various locations – including Europe, Asia, and Central America – that will combine academic theory with real world practice in an intercultural context while continuing to prepare you in your course of study. Studying abroad enhances your degree and increases your marketability in the workforce.

The National American School was first launched in the academic year 2000-2001 by visionary people who saw the benefit of a new secular school in Zahle that accommodates students searching for a unique and untraditional education. N.A.S. is a leading educational institution that has carved a niche for itself among other schools in the area. Located in the middle of the Bekaa Valley on the outskirts of Zahle, it caters to students from Nursery to Grade 12 in both the Lebanese and American curricula. Instruction for both programs is in English. Its location has enabled it to have students from all surrounding villages spreading from the north to the south of the valley. The well-organized and thoroughly studied curriculum of the N.A.S. and the dedication of its faculty members have enabled its students to harvest amazing results in the Lebanese official exams as well as in the SATs and university entrance exams. The Lebanese have been sailing the seas for centuries but most often they come back to their homeland to plant new roots and establish relationships with their homeland and original community. Hence, the application of the American System Program in the school. This program allows students with foreign nationalities to learn an atmosphere similar to the one they came from and yet maintain a sense of discipline and ethnicity. We believe the school’s motto: For a Better Tomorrow, Today has been well served and implemented. We work together to provide our students: The best possible start in life. A good quality education. The best opportunity to develop his/her full potential and contribute to society in a meaningful way. The diligence and dedication of very qualified and experienced teachers and administrators have expeditiously made NAS a leading educational institute in both the Lebanese Program as well as the International. Our Core Values are: A student is an individual worthy of our care and attention. Education is a powerful weapon that should be used to change the world. The International Program (American System) is taught in English and using international textbooks. The students registered are generally from Lebanese families returning from abroad or from non-Lebanese families working in Lebanon as well as students who have studied three consecutive years outside of Lebanon. The International Program, which occupies a separate department, leads to a High School Diploma with all students sitting for the SAT Reasoning Test. Every year, for our Graduation Ceremony, we have a new theme for our invitation card that is reflected in the platform we build for the event, where we try to send our students off into the world with a bit of educational splendor. The talented architect who has been helping us for the past few years suggested the theme “Let them fly away…”. The expression might carry negative annotations to the cynical in mind, but it also carries the most positive ones to the great-hearted. A school does not chain and bind but rather it sets free minds manacled by chaos and irresponsibility. A school is a place where students are trained to fly away for the first time. It is the place where they are taught to use their imagination to carry them to new places. It is also the place where the student first learns to be an independent intellectual, capable of great and rich feats. All that is the work of schools that set minds and souls free from the bondage of ignorance. Ignorance is the plague of our society today. Our young people’s interests nowadays are so trivial and redundant, making it easy for evil to creep into their impressionable and often ignorant immature minds, twisting all the goodness inside them to form horrible monstrous people capable of doing heinous crimes against their society and also against humanity. As educators, we strongly believe in the power of education. Education that opens minds and hearts to the value of human life, and the importance of accepting our fellow human beings, thus enriching our lives and existence. Helen Keller believes that “The greatest result of education is tolerance”. Socrates said, “There is only one good, knowledge, and only one evil, ignorance”. Let’s work towards the annihilation of evil and ignorance, and setting our students free, through the spreading of education and knowledge.

"Education is a shared commitment between dedicated teachers, motivated students, and enthusiastic parents with high expectations." Our mission and vision are implemented into practice through strategic guidance and preparation. Values and codes of ethics are instilled into our education system through curricular, co-curricular, and extracurricular activities that mold the individualistic character of our pupils, rendering them lifelong learners ready for global challenges. Our commitment to our mission is the bedrock for our success. since student empowerment can only be achieved through the mastering of diverse competencies that arm learners with the necessary skills to confront challenges that may hinder their potentials, we, at NESN, have merged the Lebanese and the American curriculum to provide our students with better opportunities to tackle university entrance exams. Standardized tests such as TOFEL, S.A.T., and MAP (Measures of Academic Progress) have been integrated into our curriculum to trigger students' critical thinking abilities and facilitate their process in higher education. "Actions speak louder than words". This is our aspiration for the present and the future. With your collaboration and our commitment, we hope to exceed our potentials and our mutual goals. All children are unique individuals and all can learn. We can develop within each student the desire to know, the tools to seek, and the ability to find, understand and use information strong communication between home and school forms the basis for the caring, nurturing, family atmosphere that is essential to our school. This atmosphere promotes excellence in teaching that results in high academic achievement and an environment that challenges learns and nurtures individual talents. Our primary aim is to encourage each student to be self-confident, inquiring, and tolerant, with an independent mind, and to be an individual who respects the difference of others. Our school has a well-equipped and furnished audio-video room. The main purpose of having this facility for students is the fact that whatever is seen by our eyes is retained by the brain more effectively than just reading or listening to it. Teach kids to respect others, start a dialogue, experiment with material, observe, find their voice, self-evaluate make connections, express themselves, learn from their mistakes, clean up, reflect on their work, embrace diversity, persevere, have an opinion. Appreciate beauty, break away from the stereotype, see another point and innovate. From Grade 1 to 6, we urge our students to think big, dream high, and work hard to turn their dreams into reality. School is not just a building where students read and write. The definition of the word "SCHOOL" is more of a concept. It is the eager staff that interacts together and is committed to the concept of SCHOOL to educate students to their highest level of ability. Our purpose has been to help you grow into intelligent, compassionate, and responsible citizens. The National Evangelical School in Nabatieh started its academic mission in 1925 under the supervision of the American Commissionary by the name of "American School for Girls in Nabatieh."It was composed of one rented room that included a few students who were learning the principles of reading, writing, calculating, in addition to the English language and arts. The school's supervisor, Lewis Loe, had stayed till 1935 when the school moved to a new rented building. Built the third floor in the dorm, in addition to enlarging the dining room. Then, built a three-floor building the first one was for children, and the other was for the boys in the boarding department. Expanded the playgrounds and bought new land that fit with the continuous prosperity of the school. And put in charge specialized teachers for teaching at all levels. Since 1975, N.E.S.N. is a mixed school in all its stages. Mr. Boutrus was transferred to Saida in 1975 for managing the Evangelical School of art, and Mr. Munther Antoun was assigned as principal in the school in Nabatieh. In this period the security circumstances became worse in Nabatieh. As a result, the school couldn't continue teaching. So the school's administration decided to wait for the end of Art's school in Saida to be used in summer 1977 to complete the year, and the lessons of the year 1978 - 1979 were hung up. During the first invasion of South Lebanon in 1978, the school was bombarded again, and most of the people in the city emigrated. The close continued until 1982 when NESN reopened the elementary part. And it began to add one class each year till it reached the second secondary class. But it couldn't open the third-second class because of the absence of qualified teachers and the difficulty of bringing them to Nabatieh for the lack of security. Later, in 1999-2000, the school opened its third secondary class - Life Science - and saved its student's transformation to other schools. NESN has proved a great success so far.

Welcome to the International School of Choueifat – Choueifat. In our increasingly competitive world, a high-quality education gives students a wider choice and better chances in college and university as well as the skills and tools needed to succeed throughout their lives. The International School of Choueifat - Choueifat will be recognized as a provider of top-quality education to a highly diverse student body. It will prepare all students for success in college, equip them with the ability and desire for lifelong learning, and strengthen their civil, ethical, and moral values. ISC-Choueifat will maintain high standards of efficiency and accountability throughout its operation. At ISC-Choueifat, we consider the school as a dynamic production team. Administrators, teachers, and students are all contributors to this team. Knowledge and ideas are the product of the team effort. Since students are the ones who benefit most directly from the product, they should be most concerned that the product is of high quality. Everyone in a SABIS® Network school has a job to do everyone is accountable. Administrators, students, and staff "self-audit" to discover and correct errors. It is teamwork that allows every team member to reach heights that would be more difficult to reach individually. ISC-Choueifat provides top-quality education to children of different races, nationalities, and backgrounds. At ISC-Choueifat, we believe we can add more value to students to enable them to perform to the best of their abilities, be admitted to the most competitive universities, and be successful in their careers. The school develops students' academic competencies, learning techniques, interpersonal skills, and personalities in addition to instilling high ethical, moral, and civic values. The multicultural setting of the school helps students develop a better understanding of world cultures. The curriculum implemented at ISC-Choueifat is specifically designed by SABIS® to provide students with the knowledge and skills needed to develop a solid academic foundation. This foundation will help students achieve their full potential and develop a love of lifelong learning. All courses at ISC- Choueifat are structured. A system of academic tracking - the SABIS® AMS, a computerized method of detecting gaps in knowledge - allows the administration to closely follow the progress of each individual. Gaps are pinpointed as soon as they form, and efforts are focused on eliminating them. Valuable time is saved and a gap-free, cohesive structure of knowledge is built in students' minds. Emphasizing a well-balanced body of knowledge, skills, and experiences, the curriculum at ISC-Choueifat specifies daily learning goals at all grade levels. In an atmosphere that fosters the development of a lifelong love of learning, students are shown how to study and given the support, they need to develop a solid academic foundation. Starting at Grade 4, our courses specify a minimum number of "units of information" that students need to learn. This minimum includes the simple concepts tested by the SABIS® AMS, as well as Basic Questions which test the material that "everyone should know." In addition to this, ISC-Choueifat courses include extended material for more able students. The comprehensive SABIS® curriculum allows ISC-Choueifat students to achieve more with less effort. Each year, graduates from SABIS® Network schools around the world gain entry to highly competitive universities in the U.K., U.S.A., Canada, Europe, Australia, and the Middle and the Far East. SABIS® Network schools pride themselves on the performance of their students at the most prestigious universities in the world including Oxford, Cambridge, Harvard, MIT, Princeton, and Stanford to name a few. The story of the International School of Choueifat is a story of dedication, vision, and ambition. It is the story of a succession of individuals and their devotion to institutions. Only a century ago most girls, in what is now modern Lebanon, were not able to read and write, and educating them was frowned upon by society in general. In the early 1880s, Tanios Saad, a dynamic teacher, met Louisa Procter, an outspoken Irish lady. When they met, she was working with the village women in the Choueifat area teaching them how to look after their children. Tanios persuaded Ms. Procter that what women needed was a basic education. Today, ISC-Choueifat has an enrollment of more than 1600 students in KG1 to Grade 12. ISC-Choueifat is a member of the global SABIS® Network. For over 130 years, schools in the SABIS® Network have been preparing students with the knowledge and skills required to help them achieve success in a changing world.

One of the Makassed Association Schools, MAS is a private school that aims at being an attractive and impactful educational institution that provides a healthy, safe, and interactive environment for all its learners. We offer a balanced curriculum with a focus on Islamic values and character education, 21st-century skills, STEAM, and coding. We believe that learners at a very young age possess significant abilities and high levels of creativity and that it is our role to facilitate their development and provide enriching and eye-opening experiences so that they gain the best out of those essential early years. We lend utmost importance to developing emotional intelligence and mental health so that our learners grow to be resilient, confident, and open-minded global citizens who are aware of their role in their own country and the world, and can demonstrate responsibility and respect towards themselves and others. Our small class sizes and low adult-to-learner ratio allows us to provide individualized and differentiated instruction and care, and cater to the different learning styles and developmental needs of our learners. At MAS, education is not about or for life, education is life. Makassed Aramoun School aims at being one of the attractive, creative, and distinguished Lebanese schools that provides an interactive, stimulating, and healthy environment, and an advanced level of education and learning experiences for its learners. MAS is a private school committed to empowering young learners to become: responsible global citizens who are aware of new technology and capable of using its tools safely and productively positive critical thinkers, creative problem-solvers, and above all, believers in their potential and their impact on their community, with a healthy, balanced self-image, and a joyful stance to continuous learning that would enable them to pursue further education and careers successfully in an increasingly complex world. At MAS we aim to Adhere to Makassed philosophy, values, and overall goals. Enable learners to achieve their utmost developmental potential in all areas: cognitive, physical, emotional, psychological, and social. Facilitate learning through active, learner-centered, and project-based activities that cater to various learning styles and interests. Apply programs that develop 21st-century skills and up-to-date STEAM, ICT, and coding skills essential for the university and professional markets of the future. Use data-driven decision-making to enhance operations and develop programs. Develop digital citizenship and raise awareness regarding the responsible use of technology. Empower parents in this fast-changing, turbulent world through open communication, continued support, and involvement in school life to enhance their parenting skills and provide them with tools to supervise, guide, and raise their children positively and actively. Add value to the larger Makassed community through attracting and retaining professional talents, participating in and contributing to internal and external professional development programs and initiatives, and actively engaging in all continuous development projects. Add value to the regional community through actively engaging with like-minded educational bodies, outreach projects, and dynamic communication, and creating an active learning hub in the areas of Islamic Education, robotics, coding, creative arts, and soft skills.

Welcome to Secondary Evangelical School of Zahle. We are proud of our school that stands on more than 150 years of academic excellence. We are thankful to the generations of students, parents, teachers, and Board of Education members who have come before us, serving and strengthening this vibrant institution. Each year we impact the lives of students through a strong academic program. Our graduates go into the world ready to compete and excel. More importantly, they leave SES with an understanding of their creator that will buoy them in good times and in bad. That is a tremendous gift – a gift their parents give them when they choose SES for their education. Our committed faculty and staff inspire students each day as they teach and model our core values: strong moral decision-making, love of learning, positive leadership, and good citizenship. We strive every day to strengthen and inspire our students, preparing them to meet life’s diverse challenges and become positive contributors to society. Secondary Evangelical School is a dynamic, nurturing community that successfully educates students to be critical thinkers, moral decision-makers, Leaders, and contributors to our community and the world. With our dedication to the process of learning, we are keenly focused on the development of the whole of the child's personality. This development occurs both inside and outside of the classroom. The future of our society is based on our ability to change and grow. The skills and knowledge required in the future must enable citizens to make a change in stride. To thrive in this environment, every SES student will need to achieve these goals: be a creative problem-solver, a lifelong learner, an effective communicator. Each student must know how to use and understand technology, work efficiently in group situations and be a responsible, involved citizen. For SES students to be prepared, we teach these skills and knowledge at all levels of their schooling. We help students grow academically, morally, emotionally, and socially. We will enable each student to grow to become the life-long learner and active citizen needed in our society. At Secondary Evangelical School, we look to inspire our students. With successful learning, our students become confident in attitude allowing them to grow into responsible citizens in a global society and effective leaders of tomorrow. We aim to 'Let Their Light Shine'. To prepare dignified and successful world citizens, empowered to meet the challenges of the 21st Century. We will accomplish our vision by ensuring academic excellence by providing high-quality, values-based education. We will develop students holistically, helping them attain all aspects of their full potential: spiritual, intellectual, emotional, physical, and artistic. We will be a community of collaborative learners. We will inspire independent, critical thinkers who are diverse in every sense of the word. Our students will take intellectual and creative risks, cross-disciplinary boundaries, and sustain exceptional academic discipline. We will do all of this within a framework of humanistic values and concern for the community. Our graduates will leave SES capable of leading productive and meaningful lives. Our Core Values: The uniqueness of each student and supporting the achievement of their dreams. Encouraging an atmosphere of compassion, equality, tolerance, and respect for human dignity. Safe and caring relationships are built on a foundation of honesty, integrity, trust, and forgiveness. Fostering charity, justice, and service to others. Striving for excellence through a sense of responsibility and self-discipline. Empowering critical and creative thinking. Collaborative learning environment with cooperation between students, teachers, school leaders, and parents. Enabling students to become global citizens and positive leaders to face the challenges of the 21st century. One of the oldest schools in Lebanon, The Secondary Evangelical School of Zahle was established in the 1860s as a missionary institution of the Presbyterian Church. It is registered with the Lebanese Ministry of Education and offers daycare and pre-K through the secondary program (Grade 12) to both Lebanese and International students. Today as throughout its history, SES is supported by the National Evangelical Synod of Syria and Lebanon. SES serves students from all Christian and non-Christian affiliations, with no discrimination toward race, religion, or gender. This is a Christian legacy and is a testimony of harmonious interaction and reconciliation in a community that has suffered from generations of Sectarianism. This absolute commitment to inclusiveness addresses what has historically been a source of division and abuse.

Phoenix International School is committed to producing self-directed, life-long learners by providing our diverse student body with the skills they need to become critical thinkers, collaborative workers, effective communicators, and technologically literate individuals. Phoenix International School's mission is to promote educational excellence, personal responsibility, and balanced growth, and thereby to help its students to discover and develop their talents and to fulfill their best potentials. Phoenix International School also believes that the participation of parents in their children's education is essential to accomplishing its mission. The School makes every attempt to inform them of the School's purposes and goals and expects their strong support in the pursuit of these aims. Phoenix International School's vision is to promote the strength of character through the development of personal responsibility, integrity, and the ability to learn and grow in a culturally diverse and technologically advanced society. Phoenix International School emphasizes both academic attainment and character development. Our ideal students are intellectually capable boys or girls of a sound character whose talents, interests, and uniqueness are educational assets for other Phoenix International School children. Phoenix International School will value its students for their potential, as well as their achievement, and will strive always for their balanced growth-intellectual, physical, social, and ethical. Phoenix International School recognizes that the primary responsibility for inspiring and strengthening values resides with parents. Nevertheless, the school can and should play an important character education role as well, and has established four core values that form the basis for Phoenix International School's efforts to increase its emphasis on character development. The primary goals of Phoenix International School are intellectual endeavor and achievement. The School also believes that a well-rounded education includes experiences in the arts, athletics, and a variety of extra-curricular activities. Phoenix International School further believes that every student is and will continue to be part of a community and, therefore, seeks to strengthen his or her moral responsibility and service to it. To that end, the school actively promotes honesty, respect, responsibility, and kindness. Our Core Values are: Honesty. Responsibility. Respect. Kindness. Members of the Phoenix International School community tell the truth and act with integrity and honor. We do not mislead, cheat, or steal. Members of the Phoenix International School community are reliable and hold themselves and others accountable for their actions. We do not make excuses, blame others, or take unwarranted credit. Members of the Phoenix International School community affirm the intrinsic dignity of all people. We act with tolerance, courtesy, and thoughtful regard for all persons, for property, for the environment, and ourselves. Members of the Phoenix International School community exhibit caring and compassionate behavior in all aspects of daily life. We are not mean, do not harass nor act cruelly. By our positive example, we discourage unkind behavior in others. The academic doors opened in the fall of 2009 for students. We now enroll students in grades pre-k to twelve. While academics are a major focus, academic pursuits are balanced with the many other facets of child development. The curriculum of PIS is designed to motivate and challenge the students at each level to reach their most effective performance and build their cognitive skills. This curriculum is designed to meet the international as well as the Lebanese standards, with emphasis on college preparation. The advanced programs are supplied with resources to provide individualized attention and work through areas of weakness. Each teacher is committed to helping children develop the cognitive processes and skills needed. PIS educational approach is based on 'Active Learning' where children construct their knowledge through: Interacting with their environment. Experimenting. Our curriculum empowers our students to be effective citizens as they meet the challenges in an increasingly complex world. The Phoenix International School community (families, staff, and trustees) is committed to an educational environment that reflects these values. Cycle three program in Phoenix International School is a three-year cycle covering grades 7 to 9. It offers two different programs: The Lebanese program, which prepares students for the official Lebanese Brevet examination, and the High School program which prepares the students for the High School diploma or the International Baccalaureate. The two programs require that the following subjects be taught (different weight is given to different subjects depending on the program followed): English, French, Arabic, Mathematics, Sciences, Social Studies and Civics, Physical Education, Art, Music, Information Technology, and Community Service. These programs require the teaching of Arabic, English, French, Math, Science, Social Studies, Physical Education, Art, Information Technology (IT), and Music. The Lebanese Program is available to everyone, but only foreign students or Lebanese students who have lived abroad for at least three successive years or who carry a second nationality may join the High school program. These students must obtain an exemption from joining the Lebanese program from the Lebanese Ministry of Education where they will also obtain an equivalency indicating which grade they are qualified to join. The Lebanese Program consists of the English track. In the English Track, Math and Sciences are taught in English, civil education, geography, and history are taught in Arabic, and French is taught as a third or foreign language. Fully equipped science labs are available for students’ use as well as a design technology lab. Students will be assigned a student advisor who will be available to review their progress and address any concerns. Evaluations take place four times per year.

Welcome to SABIS International School-Adma. In our increasingly competitive world, a high-quality education gives students a wider choice and better chances in college and university. Through the SABIS® Educational System™ implemented at SIS-Adma, a member of the global SABIS Network, students develop the knowledge and skills needed to gain admission to top universities around the world, an achievement that SABIS feels should not only be reserved for brilliant students. SABIS International School - Adma will be recognized as a provider of top-quality education to a highly diverse student body. SIS-Adma will strive to help all students achieve their full potential, prepare all students for success in college, equip them with the ability and desire for lifelong learning, and strengthen their civic, ethical, and moral values. SIS-Adma will maintain high standards of efficiency and accountability throughout its operation. SABIS International School - Adma (SIS-Adma) first opened its doors in 2005. SIS-Adma is a member of the global SABIS Network, established in 1886 with the opening of its first school. For over 130 years, schools in the SABIS Network have been preparing students with the knowledge and skills required to help them achieve success in a changing world. Today, the SABIS Network has an active presence in 20 countries on five continents and educates over 70,000 students. We consider the school as a dynamic production team. Administrators, teachers, and students are all contributors to this team. Knowledge and ideas are the product of the team effort. Since students are the ones who benefit most directly from the product, they should be most concerned that the product is of high quality. SIS-Adma provides top-quality education to children of different races, nationalities, and backgrounds. At SIS-Adma, we believe we can add more value to students to enable them to perform to the best of their abilities, be admitted to the most competitive universities, and be successful in their careers. The school develops students' academic competencies, learning techniques, interpersonal skills, and personalities, in addition to instilling high ethical, moral, and civic values. The multicultural setting of the school helps students develop a better understanding of world cultures. The curriculum implemented at SIS-Adma is specifically designed by SABIS® to provide students with the knowledge and skills needed to develop a solid academic foundation. This foundation will help students achieve their full potential and develop a love of lifelong learning. Emphasizing a well-balanced body of knowledge, skills, and experiences, the curriculum specifies daily learning goals at all grade levels. In an atmosphere that fosters the development of a lifelong love of learning, students learn how to study and are given the support they need to develop a solid academic foundation. Starting at Grade 1, our courses specify a minimum number of "units of information" that students need to learn. This minimum includes the simple concepts tested by the SABIS AMS, as well as Basic Questions which test the material that "everyone should know." In addition to this, SIS-ADMA courses include extended material for more able students. The coherence of the SABIS syllabi allows our students to achieve more with less effort. Each year, graduates from SABIS Network schools around the world gain entry to highly competitive universities in the UK, U.S.A., Canada, Europe, Australia, and the Middle and Far East (Oxford, Cambridge, Harvard, MIT, Princeton, Stanford, etc.). SABIS Network schools pride themselves on the performance of their students at the most prestigious universities in the world.

The School was founded in 1860 by a British lady called Mrs. Bowen Thompson. Her husband had recently died and when she heard of the sufferings in Lebanon due to the civil strife that was present in the country during the early part of 1860, she sailed to Lebanon to try and be of some use to those people who flocked to Beirut from the mountains in search of security. One of the things she thought would be most useful was to start school. This she did and so was born the Lebanon Evangelical School for Boys and Girls. As an institution of the Lebanese Evangelical Society, we aim to maintain an educational institution that will have a special emphasis on moral and spiritual values, and which will be a center of working Christian Fellowship and witness. The development of the whole of the child’s personality is our aim. Therefore, we strive to provide opportunities for learning through shared experiences, to enable the student to learn, develop and recognize the resources within themselves to know how to deal with the pressures of today’s society and make a constructive contribution to it. LES Loueizeh has always tried to provide a secure environment for students with a wide range of academic abilities. Within this general framework, we endeavor to encourage those who find lessons difficult and, at the same time, to challenge those who find academic work easy. As far as possible we resist the temptation to ‘drop’ students for academic or disciplinary reasons unless it becomes clear that a change of school might benefit them. Students normally aim for the Lebanese Baccalaureate administered by the Department of Education and Fine Arts of the Lebanese Government. Success in that examination provides, for example, a basis for entering the first year of the Lebanese University program or the Sophomore year of an American University. The school runs a special “Foreign System” for those students who have an exemption from Arabic studies. From Class Nine, the program follows the British-based examination system of GCSEs and A levels and their International equivalents. Passing seven subjects at GCSE and three at A level usually entitles students to enter the Sophomore year of university. Students who pass the High School Certificate enter the Freshman year. Responsibility for all aspects of registration and entry procedures lies with the Principal. Entrance examinations are held towards the end of the summer term and, if there are vacancies, sometimes early in September. For those coming from outside Lebanon, special arrangements can be made. If it is wished to register a student in the School, the office of the Registrar should be contacted as early as possible. Each completed application form should be accompanied by a fee of 10,000 LL. If an entrance examination is offered to the student, there is a fee of 20,000 LL. On registration, a fee of 1,050,000 LL is required, which is part of the school fees. There is also a charge of a one-off charge Development Fee of 750,000 LL per family. This is used to further the development of the school in terms of infrastructure. An example would be the new football field or Basketball stadium. After an interview and successful completion of the entrance examination, the student can be considered for acceptance. Either during the interview or after the results of the entrance examination are known, the special ‘atmosphere’ of the School will be explained to the student and his or her parents. It is appreciated that not all students would be willing or able to benefit from this type of school and it could be irksome for some to try. Students in Lebanon are fortunate in that they have a large number of schools from which to choose. For several years the School has had state-of-the-art computer facilities not only in the Senior Section of the School but also in the Junior Section. These are always being updated and are in constant use throughout the day, including times before and after school. We are proud that our students have responded splendidly and with integrity to our policy of an ‘open’ computer room. The total number of computers available for use by students is 60. In addition, the Administration and Staff are generously supplied with computers. Within the constraints of the pressures of the Baccalaureate system, practical sessions in the laboratories are encouraged as much as possible. A laboratory assistant is about to be appointed and it is expected that this departure, together with the curriculum developments being introduced to the program by the Ministry of Education, will result in a rapid increase in the use of the laboratories. In addition to the regular PE lessons, sports are a very important aspect of the life of the School. We participate in several Athletics, Football, Basketball, Volleyball, and Table Tennis tournaments and are proud of our achievements. The School is divided into four ‘Houses’ which compete in all the above sports, providing an opportunity for all who wish to participate in these activities. The ‘Houses’ are directed by the Senior students, who thus enjoy the opportunity to prove their leadership qualities. There is normally a high level of competition in the House system. The School has a history of extra-curricular activities, of which summer camps have been a feature for many years. More recently very popular and successful ski camps have been run. Trips are arranged for various sections of the School throughout the year. There are several after-school activities taking place most days and students are encouraged to participate as much as possible.

To serve humanity and make the world a better place to live in via providing a holistic educational system that nurtures innovative future leaders capable of seizing all the opportunities and facing the uncertainties and challenges of our lives. Our philosophy is based on three pillars characterized by Quality-Excellence, Value-based approach, and holistic view. The quality excellence is exemplified by the academic area which relies heavily on strong academic performance provided by well-selected teachers and staff. This excellence spills over students’ experience, research, and teaching, faculty and staff support in addition to communication. The values-based approach is apparent via the students’ character students at Saint – Georges is developed and nurtured holistically to realize their full potential. The holistic view is revealed by the extra-curricular activities which provide a plethora of opportunities to be seized by students based on the belief that such activities shape and build the positive attitude of our students and put the real world in perspective. This contributes to putting the theoretical framework into practice. In addition to these pillars we are committed to the following in our educational approach: Fostering the moral values of students in an environment characterized by its diversity. Providing dedicated, passionate, and qualified principals and teachers. Cultivating respect for the environment and all its resources. Helping students to exercise their full potential through empowerment and working on their potential. Emphasizing analytical and creative thinking as a means to preparing students for the workplace and life. Producing students proficient in English-the lingua franca of our world- while enhancing our students’ verbal and nonverbal communication skills. Cultivating the concept of social responsibility by showing responsibility to all our stakeholders. Cultivating cooperation, teamwork, good health, emotional stability, and maturity and encouraging interest in sports, games, clubs, and social activities. Building the capacity of our faculty and staff via continuous training and development to maintain their core competencies and keep their knowledge updated in a fast pace moving world. Preparing students to be great leaders and positive contributors to their communities and the whole world. Focusing on and engaging in critical contemporary issues. Lucid vision for quality excellence, distinction in teaching and education, and is recognized as an inspiration beacon in our community by preparing citizens who are academically rounded and socially responsible. Our vision aligns with rapid shifts in the global economy, society, and environment, which animate our mission and our values: Creativity, innovation, and a desire to challenge the status quo, both in what and how we teach and in the intellectual ambitions of the School itself. Social engagement, orienting students' academic experience to help them become critically engaged citizens dedicated to solving problems and contributing to the public good. This comes as a consequence of the act that Saint Georges School itself has a sense of citizenship in its community and obligation towards its primary and secondary stakeholders. Over the past tens of years, Saint Georges School has blossomed and gained an edge over other schools operating in the region. Saint Georges School has become recognized for its prestigious reputation and developed a great brand image due to different academic indicators related to the highest levels of success in the Lebanese Baccalaureate Exams and other indicators related to the unique culture developed at our School. Saint Georges School contains 58 classrooms, well-equipped science labs, a library, a fully equipped playground, a sports court, and up-to-date computer labs which comprise the resources utilized by our faculty, staff, and students. This is accompanied by highly competent human capital which is the cornerstone of any success. The emphasis in our schools is on producing a first-class education in a secure environment where the students’ development is always monitored and assessed by a group of well-educated teachers and professors. Saint Georges School offers Arabic, English, and French programs in addition to special Arabic programs for foreign students, Special Needs programs, and Health Services by MediSchool. The school staff comprises teachers with a wide scope of expertise and academic accomplishments, selected based on EEO (equal employment opportunity) standards. This enthusiastic team of teachers and administrative staff seeks to stimulate independence of thoughts, knowledge, and well-balanced education. Our faculty and staff are periodically trained and professionally developed to keep pace with the changing environment in which they operate and provide our students with the latest academic trends. The system of education provided by our School is based on the following approach: The most important aspect of the approach is the attitude of the teacher, where teaching is in a form of play that fosters the blossoming of the child’s natural development. Learning can and should be made interesting, enjoyable, and fun. A large portion of the teaching materials is produced at the school by the teachers, who customize their teaching aids to suit the interests and knowledge levels of the students. Children learn spontaneously when their interests and curiosity are awakened. Teaching is confined to brief periods according to the natural attention span of each child, which is normally 15-30 minutes daily during the first two years. It is never extended beyond the child’s span interest. The act of teaching consists primarily of exploring and using sensory images, objects, and information given to the child pleasantly and interestingly and permitting him/her to observe and inquire about the subject, without compelling him/her to memorize. Colored flashcards with large images are utilized as convenient low-cost teaching aids. Rapid acquisition of basic reading and verbal skills in multiple languages occurs naturally by exposing the child to whole words as objects repetitively for very brief periods. In this manner, at a young age, even children of illiterate parents learn several languages as effortlessly as they normally learn to speak their native tongue. Storytelling is used to make learning fun and to share basic values of goodness, beauty, harmony, responsibility, and right conduct. Observation and Language are used to create a personal bond between the teacher and students which is rich, immediate, and enduring. Information on people and other living things, places, history, geography, and other cultures are presented to the child in the form of stories, pictorial information and explanations combined to present facts in a living, integrated context rather than as a series of separate divorced subjects. Rapid acquisition of basic math skills is achieved through the use of the number line method which enables the child to physically experiment and act out different combinations of addition and subtraction. The Pre-school is a three to five years cycle consisting of English Programs along with Arabic taught as a complementary part. This cycle is divided into 3 classes which are nursery, Kg I, and Kg II. The Pre-school is guided by early childhood education which is an essential building block that enhances the growth and development of the whole child. The Preschool curriculum includes Language Arts, Creative Arts, Reading and Writing Arts, Poems, Sciences, Math, Music, Story, Drama, Puppets, and Physical Education. Students are encouraged to become active and independent learners, critical and creative thinkers, responsible adults, and team players. Students are allowed to construct meaning from their own varied learning experiences. Saint Georges School works as a family where parents and children cooperate to create a healthy, positive, and rewarding learning environment for the child. Saint Georges Pre-School Area is a place for young children to discover, explore, investigate, experiment, and enjoy learning. The primary section at Saint Georges School offers a high quality of education in a supportive and thoughtful environment. It allows students to express themselves and promotes a positive attitude towards creativity. Students are actively engaged in the learning process through the use of different resources and facilities provided to aid teaching methodologies. Our students are also involved in different activities in which they can relate knowledge to their personal experiences or daily interactions. The secondary section at Saint Georges School provides an education that enables an individual to acquire knowledge, skills, habits, attitudes, and values necessary for a successful performance of his responsibilities as a citizen and a rewarding personal life.

Sagesse High School is a Catholic, Anglophone, co-educational school that educates and motivates students from diverse backgrounds to become life-long learners and responsible citizens with strong ethical values. The school provides various enriched educational opportunities and operates in an environment that instigates empathy and compassion. An exciting stage has started in the lives of your children. Going to Preschool is an opportunity for your children to experience a variety of activities that will enhance their development, create eagerness for learning, and develop a sense of inquiry about the world in which they live. We are fortunate to be part of this important phase and look forward to working together to provide the highest quality care and education for your children. This year will be an exciting time in your child's life as they become involved in a program of play and learning experiences that are appropriated for the ages of children enrolled at Sagesse High School. Your child will be given infinite opportunities to visualize, play and, create. Only time can tell who or what you shall become in the future. The journey is not promised to be an easy one, but it will help you become a better decision-maker with better aims and lots of ambition. The goals you set will guide you to value time because they come from within your mind and soul. Thus, if you aim to make friends, value the time you spend with them and learn something new about each other every opportunity you get. If you aim to stop bullying, understand one another. If you aim to succeed, value the time you spend with your mentors do not just learn to benefit from their experience but acknowledge your dreams along the way. If you aim to be adventurous, value yourself as a risk-taker, assess the situation and be confident of your success. When you aim to be a Sagesse High School student, value every opportunity you are offered to make lifetime memories. Remember, the journey will not be perfect, but your choices should be, and time will surely tell. Since 1992, we have established a reputation for providing quality education in a warm and welcoming environment. Upper Elementary students are taught in an environment that allows them to appreciate their worth, develop their self-esteem, and believe in their abilities. With continuous improvement in all areas of the curriculum, we will secure a well-balanced future for our “globally-minded “children who will grow up to be successful inquirers, thinkers, risk-takers, and communicators. Through the various curricular and extracurricular activities we teach our children to have confidence and independence to explore new situations and understand the importance of physical and mental balance. Each child in the Upper Elementary Division is valued as a person with equal rights to learn and play with respect and dignity. Together with the support of parents, teachers, and staff members, we can build a solid foundation for the challenges of the future. The Intermediate Division is fully aware of the significant changes teenagers undergo during this period of their lives. Hence, we strive at helping them develop their identity while at the same maintain a well-balanced character and acquire the necessary knowledge and skills to face the world. Education is a rightful mission that engages students in a lifelong learning process and prepares them to become responsible citizens. Our theme this year is You Matter, and since our students are highly valuable to us, it is our role as educators to reinforce their development as humans. We guide them to be reliable citizens in their communities. We acknowledge their humanitarian image, and we guide them to become decision-makers. Thus, they can hold on to their destiny with pride and integrity. Moreover, we instill cultural values such as being independent citizens. Yet, it is not easy to claim independence unless it is synchronized with responsibility. Once they hold responsibility, the student can be held accountable for their actions, they will develop strategies to be more organized, and they will meet challenges with grace and wit. We aim to have every Sagesse High School student develop values that are in alignment with the school’s mission statement and its educational vision. When our students feel how fit they are in the school’s environment, they can understand how much they matter to us, their educators.

Welcome to New Century School a top-performing school in its region. For 24 years, our school has prepared children for the world, teaching them foundation skills, guiding their social and emotional development, and introducing them to the delights of learning and the power of knowledge. The students at our school have gone on not just to have successful educational careers but to lead extraordinary personal lives marked by excellence and achievement filled with creativity, ingenuity, and graced by kindness and devotion to their chosen pursuits. Although it is so hard to imagine how the world will change in the next 15 years, we all know that to succeed and help our graduates lead a better quality of life, we need many more different skills and abilities than children have needed in the previous generations. Educational predictors advise that some of those particular skills of the future are: educational character, problem-solving, flexibility, critical thinking, resilience, adaptability, the ability to work collaboratively, imagination, and most importantly creativity. All of these are at the heart of our philosophy and curriculum. “New Century School is determined to become a top-performing school in the region”. We- New Century School teachers and administrators- recognize that each child is a unique individual possessing talents, abilities, goals, and dreams. We further recognize that children can only be successful when we acknowledge all aspects of their lives addressing their needs, enhancing their intellect, developing character, and uplifting their spirit. Finally, we recognize that individuals learn, grow and achieve differently. Subsequently, New Century School is dedicated to providing quality education, embodying a philosophy of critical and creative thinking, and designed to equip each graduate with the knowledge and skills needed to be a productive citizen. The N.C.S Educational System is distinguished by the philosophy upon which it is based, the goals which are set, and the approaches and methods employed to accomplish these goals. It provides sound, thorough, and high-level education that prepares students to succeed in a rapidly and constantly changing world.

Founded in 1961, RHS is a privately owned pre-K-12 coeducational day school. Rawdah High School offers challenging academic programs at all levels. While the language of instruction is English, Arabic is taught at all levels. Students follow either the High School Program or the Lebanese Baccalaureate. The school curriculum is designed to serve the needs of children in Lebanon as well as the international community (high school) who aspire to international higher education. The Rawdah High School secular, multicultural community, parents, board of directors, administrators, students, and staff work together to create an academic, physical, emotional, social and safe environment where young people can learn without discrimination and respect one another. The mission of Rawdah High School is to instill in its students the skills needed for outstanding academic achievement and the virtues necessary for them to become noble and responsible leaders in society. RHS students will be ambassadors for worldwide tolerance, prosperity, and education. We aspire for our students to be enthused, lifelong learners who are excited by what they learn and use their knowledge, ingenuity, moral values, and critical thinking to ultimately become responsible and commendable citizens. Rawdah High school educates young men and women to be tolerant, self-sufficient thinkers who are capable of initiative and critical thinking to become exemplary citizens. Rawdah High School offers a balanced curricular and extracurricular program that reflects the most current practices in international education. The most current books, publications, and teaching methodology are used at RHS as tools to implementing the standards-based curriculum. At the school, we provide a challenging learning environment that focuses on developing critical thinking throughout the entire learning process. RHS uses a rigorous follow-up system to regularly supervise all aspects of student development. In addition to the high level of education the students attain at RHS, they are offered an opportunity to be actively involved in the student affairs department where they are exposed to a wide range of activities, social events, and trips.

Welcome to Tripoli Evangelical School for Girls and Boys due to its distinctive history since 1873. Our plan prepares our students for the future. The challenge is to be committed to greater levels of excellence by working with dedication according to the mission of the school converting every challenge into an opportunity. The academic, as well as the moral achievement of each student, is the highest priority. Strengthening the relationships among students, teachers, parents, administrators, staff, principals and connecting with T.G.S., T.B.S.,, and T.E.S. alumni as well as the community are second to none. With courage and love, T.E.S will continue to graduate students who have solid foundations to thrive in the competitive knowledge-based world they will inherit. The legacy of T.E.S. an honorable history and distinguished alumni gives a deeper sense of responsibility to aim higher. We strive to develop a holistic approach to education whereby every child is given a maximum opportunity to enrich his faith and regenerate hope to become well-educated and a positive change agent in society. We aim to create a positive environment by implementing the values of the Holy Book without any discrimination about religion, sex, ethnic origin, or color. We promote an educational philosophy that focuses on both the social and academic dimensions of every child. Our core beliefs can be summarized as follows: Creating self-respect through the promotion of freedom, responsibility, and ethical behavior. Accepting others and respecting diversity. Including peace and Human Rights education within the learning process. Promoting moral values and respect for school and societal laws. Recognizing environmental education as a key component of the educational process. Utilizing faith as a mechanism to accept others and promote their well-being. Respecting productive work and recognizing its benefit for both individual and social development. Maintaining family values as essential ingredients to preserving our culture and promoting national unity. We achieve our organizational development through strengthening leadership and professional capability, enhancing career development, and supporting organizational change. We encourage you to keep in touch with your High School to remain connected as a graduate and a member of the Alumni.

We believe it is the responsibility of Modern Community School to provide an educational program that will aid the children of this community to grow physically, intellectually, morally, and emotionally, that they may live happily as children and that they may take the correct decisions that lead to the welfare of the community as a whole, realizing the most complete life possible within the limits of their individual needs, interests, and abilities. Complete citizenship embodies the dignity of the individual and his responsibility to the group, both of which could be nurtured best through democratic living in a democratic environment. As a basis for building this program: We believe education is a growth process by which people learn to think and act more effectively. We believe in the individual’s worth and dignity as a person. We believe each student should acquire an understanding of and respect for the traditions, customs, and heritages of his friends irrespective of their race, religion, or sect. We believe that the privileges of the democratic way of life enjoyed by the individual imply a responsibility to help maintain this democracy. We believe that an understanding of and respect for the policies of democracy must be held by all. We believe the individual’s welfare is dependent upon the welfare of others and everybody should have an understanding not only of his rights but of his obligations as well. We believe that we must provide ways and means for the individual to discover and develop his ability and personality in the classroom and through extracurricular activities. We believe the home, the community, and the school must cooperate to assist young people in developing spiritually and morally. All students are expected to Partake in providing a learning environment free from disturbance and disorder for self and others. Conform to the directives of school administration and faculty. Promote an environment of positive and constructive language free from indecency and abuse. Maintain a safe environment prone to minimal risk of accidents, whether deliberate or unintentional, for self and others. Observe school administration as the sole authority responsible for conflict resolution and hence refrain from engaging in any fighting, verbal or physical. Engage in keeping the school environment respectful and reassuring for all, free from bullying or any other form of abuse. Respect school property and handle it responsibly, preserving all materials in use.

Thank you for considering Adventist School in Mouseitbeh (ASM). For everyone, the most valuable resources are our children,” a fact that remains true. School years are an exciting time of growth and change. Throughout this significant period, ASM provides a safe environment for students to grow with the support of peers and the guidance of caring professional teachers. To ensure the vision and philosophy of The Seventh Day Adventist Church, we offer eminence Adventist education, and a variety of academic, artistic, athletic, outdoor education, and service experiences are essential in school life. Students are encouraged to advance leadership and character skills through service to others and to practice the necessary balance of discipline and structure playful and joyful learning and increased independence and responsibility to confirm their healthy spiritual, intellectual, personal, and social development. We attempt to convey the highest quality education for each child so that they can be prepared for success in life. ASM is a place where students excel, life-long friendships are developed they begin to answer the essential question of adolescence: “Who am I and where am I going?” We also offer creative teaching that allows students to realize new talents. Cooperative projects strengthen the importance of teamwork and collective accomplishment, while interdisciplinary learning helps students make meaningful connections between school life and real life, and helps raise understanding and concern for others. Field trips, community outreach, guest speakers, assemblies, and other events expose our students to the outside world, and we consider them essential parts of learning. Through all grades, our platform values critical thinking that urges students to analyze information to form their thoughts. Each year, we are proud to watch our students grow into young ladies and gentlemen who are ready to share their thoughts and ideas with the world, who are skillful in creative expression, caring friendships, and genuine care for others. Mouseitbeh School is a Seventh-day Adventist mission school dedicated to the idea of providing high-quality education in an environment concerned with the harmonious development of the spiritual, mental, physical, and social development of the students. It intends that its students recognize God as the source of all human knowledge and build a meaningful and fulfilling relationship with him. It challenges its students to develop personal direction in their own lives, be good citizens and be responsive to the needs of others. Adventist Education exists to fulfill human potential in the lives of students and their families. Using our center of attention on the Adventist education Values, we can help your children promote the values that will form their nature as an adult. All the way, through modeling, our teachers will help your child learn wise decision-making, respect for and acceptance of others, cooperation, willingness to meet new challenges, desire to help those in need, value for oneself, and the desire to learn. At MASS, we value relationships (Trust, Respect, Kindness, Sportsmanship), value diversity (Tolerance, Acceptance, Sensitivity), perform with integrity (Responsibility, Patience, Self-control), entrust to service (Compassion, consideration, Generosity), commemorate achievement (Creativity, Initiative, Excellence, Enthusiasm) and develop flexibility (Perseverance, Resourcefulness, Loyalty). Established in 1929, Mouseitbeh Adventist School (member of Adventist Schools Network) started its mission to serve on one floor in the main building of the administration. As its role became essential in the area, MASS kept growing and developed another building to offer better service to the community in a very distinctive way. The distinctiveness of MASS is defined by the following. MASS is a mixed school that comprises a preschool, cycle one, cycle two, intermediate and secondary levels. MASS applies the Lebanese curriculum and considers Arabic as the first taught language whereas English is taught as its first foreign language and French as its second. MASS is a non-profit organization that does not enroll students with special needs. MASS encourages modern educational and cultural approaches. Lebanese Program. This program aims at leading students to fulfill the requirements of the Lebanese Ministry of Education curriculum in preparation for the government examinations. The school implements the curriculum by adopting books that provide healthy and constructive methods that encourage student's involvement in the learning process. Information technology is an integral part of the instructional procedures and students are encouraged to use Information Technology in fulfilling the objective and goals. The objectives of the Lebanese Curriculum set by the ministry of English Language, Science, and Math are fulfilled through American textbooks (Houghton Mifflin Harcourt) books that enrich the learning process. Computer-Based Learning. Learning is interactive. It is more effective when students are engaged in interaction with the teacher, other students, and resources, including technology. In these programs, our classes are equipped with Interactive boards, laptops and students use individual mini-laptops where each learns gradually and interactively lessons. As all our students are full members of the school community and deserve a fair chance to learn equally, and as some children experience difficulties in achieving the desired academic goals, we established a specialized program and department that provide special care and assistance to those students and their families to help them integrate into their social and academic environment.

MNS was established in 1945. The school’s mission is to help students grow toward success. MNS is an institution in which personal growth is expected, recognized, and rewarded. Its environment is conducive to moral and academic excellence that makes its students flourish in its setting of warmth, love, and personal interest and allows them to fulfill their academic goals, to find more meaning and hope in their lives, and to be responsible for the well-being of their society. At MNS, students have never been and will never become numbers nor are they only names. Our small classes allow maximum attention to the needs of the individual student. The approach to education taken here is a personal one. Administrators, faculty, and staff members have a genuine concern for their students whom they will continue to love, encourage, discipline, and challenge as individuals. The great desire they have for each of their students is that he/she grows in knowledge, in appreciation for the environment, and most of all in morality. We aim to make our students tough-minded enough to break loose from the shackles of prejudice, half-truth, and downright ignorance. We want them to grow to be leaders to understand the human heart and speakers to speak with compassion and yet to be objective. We have supplied our MNS students with a loving and nurturing bridge over which our graduates walk to moral and constructive adulthood. Monsif National School is a private trilingual (English, Arabic, and French) coeducational institution for primary and secondary education. It is officially recognized by the Lebanese Ministry of National Education and Fine Arts. It also offers a High School Program to all non-Lebanese and Lebanese students who have spent two or more uninterrupted academic years abroad in schools that follow either the American or the British program. The school admits students regardless of race, color, religion, gender, disability, or national origin. MNS lays special emphasis on preparation for admission to high-standing universities in Lebanon and abroad. The student body represents fifteen nationalities from all over the Middle East, USA, Canada, Australia, Latin America, England, Africa, and Eastern Europe. The friendly atmosphere found on campus aids students in adjusting to a new country and culture and, for some, to a new language. The school administration directs, controls, and encourages certain activities to complement the academic work of the student to provide an enriching cultural, physical, social, and morally uplifting environment. The school includes Kindergarten through grade twelve classes organized into three divisions: Primary (KG I to 6th), Intermediate (7th to 9th), and Secondary (10th to 12th). MNS has set a high standard of education for its students and achieved superior results in the Lebanese official exams and the American SAT I, SAT II, and TOEFL. The school helps prepare its students to be able in their future to contribute to the accumulation and application of analytical methods in a changing world and be aware of the need for harmony between technology and nature. In the High School Program, English is the only language of instruction in all classes, while the languages of instruction in the Lebanese Official Program are English and Arabic. In both programs, French is given as a third language. Awards and academic grants are presented to needy students who have displayed superior academic ability and demonstrated leadership and excellent character.

It is with great pleasure that we welcome you to the Website of LWIS City International School. Should you choose our school for your children's education, we will do our best to assist you and your children settle quickly into our community and help your children make the most of this educational opportunity. In December 2011, LWIS City International School received official accreditation by the New England Association for Schools and Colleges (NEASC) with outstanding commendations. The Accreditation Visiting Team recognized LWIS-CiS as "global education conceptually at its best, translated into practice by people committed to the Mission and Vision". We continue forward at this caliber, and continue to strive for excellence. LWIS-CiS is part of the Learners World Schools that was founded in 1997 our campus is located in the heart of Beirut bustling with individuals from different countries all around the world with different religious, ethnic, and socio-economic backgrounds. At LWIS-CiS we believe that We Measure Success One Happy Learner at a Time, and ultimately the cornerstone of our society. Hence, providing these future leaders with the very best education is necessary. At LWIS-CiS we accomplish this through a holistic approach whereby every child is individually catered to. This is done through a curriculum that is multi-leveled and varied in its academic offerings and includes emphasis on character-building skills and social development. With this in mind, please feel free to contact the school with any additional questions or queries you might have. LWIS-CiS was founded in 2003 as a private mixed-gender day international school where English is the main language of instruction. It is a member of the umbrella group of the Learner’s World International Schools (LWIS) which has affiliate schools in Lebanon, UAE, KSA, and Djibouti. Located in the heart of Downtown Beirut, a green oasis surrounded by high-rise concrete buildings, LWIS-CiS is a school, which is multinational in its philosophy, curriculum, personnel, learners, and range of offerings. The LWIS-CiS campus comprises three buildings, one of which boasts Franco Venetian architecture and history as it was built in the 1890s and was the living quarters of the French Admiral before Lebanon acquired its independence. The other two buildings, one built in the 1960s and the other in the 1970s on an area of 4500 m2 were occupied by the Armenian School which was compelled to relocate during the Lebanese civil war, thus leaving the campus vacant during the war years. In its first year in 2003, the learners’ enrollment was 270, increasing steadily each year to reach the maximum capacity of 825 students by 2014/2015, and is now stable in the growth of student population. In year one, the school offered Nursery - Grade 12 in the American high school program and Nursery - Year 11 in the Lebanese Baccalaureate program. Year 12 in the Lebanese program was added the following year thus, enabling the school to have a complete program in both the Lebanese and American systems as we stand today. LWIS-CiS was accredited by NEASC (New England Association of Schools and Colleges) in 2011 only nine years after it was founded. The Mission of LWIS-CiS is to create a nurturing environment where learners, faculty, and families work together to develop academic excellence, ethical behavior, and personal responsibility. Guided by our values: Respect, Responsibility, Relationship, and the promotion of lifelong learning, LWIS-CiS will honor the special gifts in every child and support all learners. Within the safe and flexible learning environment, our mission culminates in guiding children toward becoming meaningful contributors to an ever-diverse international society. To achieve this, we offer a diverse curriculum with multi-level standards and a wide variety of choices, delivered by a qualified and experienced staff that leads by example. The Vision of LWIS-CiS is to cater to all learners regardless of their social, ethnic, or academic backgrounds or abilities. Our goal is to motivate learners to become independent, analytical thinkers, problem solvers, responsible, ethical adults, good communicators, and technologically able researchers. We also aim for our graduates to be self-confident, tolerant, and productive members of society. Critical and Creative Thinking: Learners learn to question, interpret, and classify to develop logical imaginative thinking. They learn to explore, analyze, and evaluate information use it in problem-solving, and then are challenged to articulate, revise, and defend their thinking. Communication: Learners learn to listen, speak, read, write and interpret effectively as individuals and as members of cooperative groups. They become aware of how culture, art, music, dance, drama, and sport serve as vehicles for self-expression in extending communication. Technological Integration: Learners develop an appreciation for the value, as well as the limitations of technology. They will learn to evaluate the environmental, cultural, and social impact of technological changes. Personal and Social Values: Learners develop personal skills including goal setting, self-discipline, self-motivation, organization, and time management that contribute to healthy self-esteem. In addition, learners are expected to extend consciousness beyond self to develop a grounded social values system based upon respect for self and others. Global Awareness and Understanding: Learners acquire this through cultural sensitivity, and international appreciation and understanding. Learners develop an appreciation of the interdependent responsibility of nations, cultures, and individuals. Independent Learning: Learners are encouraged to engage themselves in their intellectual and social environment, not only to enhance their school years but also to establish a pattern of involvement and inquiry that will extend into adult life. Environmental Awareness: Learners acquire environmental awareness through all requirements of the study, applied projects, field trips, and community service programs. Consequently, learners will develop a sense of balance between development and environmental protection.

A new academic year welcomes you all to a dynamic and challenging educational experience. Together we will build a concrete basis by experimenting and investing our knowledge to expand our horizon and empower our future.Looking forward to a bright future would be the key that will boost and energize your true potential. Hence, your worries and self-doubts of the upcoming events will diminish and fade away with your awareness of choices.At Makassed KSPS, we will dive into a new beginning, and together, we will get on a new journey full of creativity, exploration, and imagination. This journey will transcend your school learning to nurture and foster your global thinking and experiences. At Makassed Khalil Shehab Primary School we believe in building up learners who will be sincere to God, the Prophet, and their parents. We are committed to offering modern education to our learners through innovative teaching methods to make them competent in Language Art, Sciences, and technology skills with devotion to Makassed, the nation, and Arab affiliation. Makassed Khalil Shehab Primary School strives to develop learners’ minds and characters to become global, creative, and responsible. It builds young citizens capable of facing future challenges fully endowed with the culture of ethics and nationalism. Khalil Shehab School's vision is to promote the strength of character through the development of personal responsibility and integrity. It strengthens the ability to learn and grow in a culturally diverse and technologically advanced society. It emphasizes both academic attainment and character development.The primary goals of Khalil Shehab School are intellectual endeavor and achievement. It also believes that a well-rounded education includes experiences in the arts, athletics, and a variety of extra-curricular activities. Khalil Shehab School believes that every student is and will continue to be part of a community and, therefore, seeks to strengthen his or her moral responsibility. Khalil Shehab School belongs to the Makassed Philanthropic Islamic Association of Beirut offering Kindergarten as primary education for the less privileged community in Beirut. Khalil Shehab Primary School was established By Makassed Philanthropic Islamic Association 45 years ago on a donated property by the family of Mr. Khalil Shehab, a citizen of Beirut.We offer through our distinctive curriculum and various programs high standards and quality teaching. Together with our qualified and well-trained staff, we implement new approaches that enhance the students' achievements, performance, and creativity. Khalil Shehab Pre-School KG to Grade 1 +961 805857

We at the International School Al-Koura agree that education is the process of questioning to rediscover what we already know. Our diversified academic program offers our students the guided opportunity to question their knowledge thus growing in self-confidence and self-respect. By raising each individual’s expectations of himself/herself we inculcate in our students the need for hard work, commitment to learning, perspective-taking, empathy, and self-management. At I.S., we strive to actively respect each member's individuality and seek to enhance the learning process by encouraging a varied intellectual discourse, based on mutual respect and tolerance. We are committed to helping our students evolve into active members of the community by providing a learning atmosphere that fosters such a policy. The curriculum adopted in Grades 1 to 6 is an American-based curriculum where all subjects are taught in English except Arabic language instruction, French language instruction, and Social Studies. As of Grade 7, students are segregated into either the High School Program or the Lebanese Program. Students in the Lebanese program follow the curriculum as prepared by the National Center for Scientific Research in concordance with the Lebanese Ministry of Education curricular requirements. All subjects in both programs are taught in English. In both programs, all courses are mandatory and extend over an entire academic year. All students study Arabic Language and Literature, English Language and Literature, Social Studies (World History, Human Geography, Sociology, and Economics), Philosophy, Mathematics, Physics, Biology, Chemistry, Arts, Computer Science, and Physical Education. Curricula and syllabi are regularly updated to cater to a variety of priorities including differentiated instruction and interactive learning (we are currently using Promethean Planet’s ActivInspire in 18 of our classrooms). At IS, French is taught as of KGI through to Grade 8 as a second foreign language. Select students from grades 6 to grade 10 are chosen to sit for the DELF exams to receive a French language certification from the French Cultural Center and French Embassy in Lebanon, allowing them to eventually pursue their studies in French universities. In keeping with our Mission Statement, we have a Special Programs and Education Department that integrates three different types of programs within our regular school program to help students with learning disabilities or difficulties and/or special needs a real learning opportunity. With a multi-disciplinary team made up of special educators, psychologists, speech therapists, psychomotor specialists and, well-trained teachers, an individualized educational program (IEP) is prepared to cater to the learning abilities of all students with special needs. This integrated approach allows the team to identify, screen, assess, and help students with dyslexia, ADHD, etc… in a classroom setup that provides continuous evaluation of every student’s progress. Students from the secondary division receive credit from services rendered around the school to promote responsibility and engender a strong sense of belonging. Responsibilities for students in these services vary from peer tutoring to being bus prefects. The Learning Lab serves those students who were unable to grasp a certain skill or concept in a particular lesson. The teacher of the subject or one whose expertise falls within the scope of that particular subject or skill uses the Learning Lab to fill in the gap for the student(s). The student(s) receive(s) one-on-one instruction from the teacher during the day so he/she may resume regularly in class the next day. The After School Program is designed for students whose parents are unable to provide them with the necessary help after school hours. Qualified teachers are available in school from 3:00 to 5:00 pm, Monday through Friday, to supervise and help students with their homework. Their ultimate task is to help students develop good study habits. The International School Al – Koura was founded in 1985 to cater to the growing population of Lebanese families who wished to place their children in an international-based schooling system. The idea of creating an international curriculum (leading to a High School Diploma) stemmed from the need to provide Lebanese students with foreign passports the same quality of education as that of students in the Lebanese program (leading to the Lebanese Baccalaureate Official Government exams).

Hariri High School III aspires to educate a knowledgeably and culturally capable generation that is aware of its capacities, cognizant of human values, sensible to beauty, able to adapt to changing circumstances, prepared to positively react within its environment, and committed to responsible citizenship to develop into free, empathetic and cooperative learners open to the community and the global world. Our General Educational Objectives are: Develop the intellectual, social, emotional, and physical aspects of the learner’s personality. Give the learners the chance to acquire the integrated and essential skills which contribute to their capacity building and critical thinking, and help them in expressing themselves fluently and independently. Enhance the relationship between the learners, their families, school, community, and country and ensure the following of the Quran instructions and the rules of conduct and good manners. Build a personality that is prideful of its unique traits and ability to communicate and interact properly and openly with school staff, peers, and adults, which would later ease the integration of the learners in the whole wider community. Continuously assess students’ learning, based on individual differences and grade-level expectations, to help improve their educational and social performances. Use education technology and audio-visual aids to complement the teaching-learning process. Involve students in doing projects, presentations, and group work activities, which are considered an integral part of the curriculum. Ensure an academically, culturally, artistically, and socially rich school life, which meets students’ expectations and realizes their ambitions. Use proficiently the native and second and third languages, which fosters cultural and educational diversity. Exploratory curriculum at Hariri High School III Dance Music Computer Arm our children with media studies Art at Hariri High School III Theater All students have the right to an arts education as a fundamental part of basic education. Dance has been recognized as one of the five fine arts taught at Hariri High School III. Teaching Dance includes creative work, dance forms and techniques, dance history, performance and production, aesthetics, and criticism. By providing students with opportunities to learn through movement, dance incorporates the use of auditory, visual, and kinesthetic modalities, more commonly referred to as hearing, seeing, and doing. Dance is a powerful educational device for meeting the physical, intellectual, and social needs of students. Perceptions, thoughts, and emotions are grounded in a physical experience through dance. As a participatory experience, dance nurtures and fosters a sense of community. The value of group work and cooperation is inherent and reinforced. Dance education also provides students with exploration, selection, organization, and evaluation experiences. At Hariri High School III, students are constantly developing their musical “habits of mind”. Studies have indicated that musical training physically develops the part of the left side of the brain known to be involved with processing language, and can wire the brain's circuits in specific ways. Music provides children with a means of self-expression. Music classes will prepare our students to: Listen Question Create Reflect Perform We believe that all students need to be proficient computer users or "computer literate”. At our school, the result of computer literacy is not to operate computers, but to use technology as a tool for organization, communication, research, and problem-solving. Hariri High School III has stopped teaching isolated "computer skills" and is now teaching integrated "information skills”. We have found that information skills can be effectively integrated when the skills directly relate to the content area curriculum and to classroom assignments, and when they are tied together in a logical and systematic information process model. The school is equipped with a computer lab, accommodating 21 students working on individual, networked terminals. Hariri3 School makes media studies a core school subject to help children negotiate the words and images the world bombards them with. We believe that developing general critical thinking skills is manifested actively in Media sessions. Students are now participants in the media every day. They should understand what they're dealing with. The art classes teach vital modes of seeing, imagining, inventing, and thinking. While students in art classes learn techniques specific to art, such as how to draw, how to mix paint, or how to center a pot, they're also taught a remarkable array of mental habits. Such skills include visual-spatial abilities, reflection, self-criticism, and the willingness to experiment and learn from mistakes. Hariri High School III provides her students with two big Art rooms which accommodate space for individual and small or large group activities with a student clean-up area separate from the general work area. They have standard classroom windows. Where possible, the windows are oriented to the north to allow natural lighting without glare. The room accommodates up to 30 students. Drama can challenge students’ perceptions about their world and themselves. Dramatic exploration can provide students with an outlet for emotions, thoughts, and dreams that they might not otherwise have the means to express. Drama is communication. Like all the arts, Drama allows students to communicate with and understand others in new ways. Perhaps more than any other art form, Drama also allows children to do training in the very practical aspects of communication, so necessary in today's increasingly information-centered world. Our students who participate in dramatic activities are less likely to have difficulty speaking in public, more Persuasive in their communications, both written and oral, better able to put themselves into others' shoes and relate to them, and will have a more positive, confident self-image. We believe that dramatic activity requires self-control and discipline that will serve the student well in all aspects of life. Students in Drama will learn to work together, to cooperate, to find the best way for each member of a group to contribute and to listen to and accept the viewpoints and contributions of others. Drama is an important tool for preparing students to live and work in a world that is increasingly team-oriented rather than hierarchical.