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At IHTTI School of Hotel Management, our innovative program combines studies in hospitality management with the principles of hotel design, luxury, and branding. Supported by design and personalized services, the courses are structured for students to succeed in the competitive and rapidly changing hospitality management world. With our campus nestled in the heart of Neuchâtel, benefit from an exceptional quality of life with the very best of what Switzerland has to offer. Equipped with a design studio and accredited by the Chartered Society of Designers, your time with us will give you a perfect chance to hone your skills. Your education with us will prepare you for your future career journey as we focus on design and hospitality. With hands-on classes and small class sizes, you will have the opportunity to develop your skills during your two internships. With multiple professional partnerships, including Andaz and Alessi, you will benefit from a wealth of expertise as well as unique internship opportunities in some of the most highly sought after establishments to launch your career. A full-time librarian is on hand in the well-stocked library to assist with your questions. Students also have access to a wide range of online catalogs and articles. Having a good quality of life includes having access to sports, physical activity, the outdoors, excursions, museums, arts, local heritage, festivals, individual hobbies, and interests. At IHTTI, our Sports and Leisure Coordinator works hard to organize various sport and leisure activities throughout the semester. Each semester the International Recruitment Forum brings representatives from some of the world's leading hospitality companies to meet students' current internship and graduate positions. A vital occasion to network for future job opportunities. Students who have thorough knowledge or qualifications in a module may be exempted. Exemption requests must be made during the first two weeks of the semester. The appropriate form, available from the academic office, must be submitted to the module lecturer in the first week of the academic semester accompanied by supporting documents (transcripts, course descriptions, and learning objectives). The modules develop students' competencies to pursue careers in the hotel, branding, luxury, and design management. The program equips the students with design thinking skills to find business solutions for management and customers. The theory is well supported by real-life projects to enhance student employability. Leadership development is a cornerstone of all levels of the program. The Postgraduate Diploma at IHTTI offers fantastic opportunities for graduates seeking a new opportunity in their career path or those currently working in the hospitality industry and require further training to enhance their career opportunities. The program focuses on four primary areas, Hotel Management, Food and Beverage Management, Hotel Operations, and Hotel Design, with an excellent combination of academic and practical education. You will also have the opportunity to enhance your language through studies in French or German. The Master of International Business in Hotel & Design Management is designed for graduates who aim to advance their careers by gaining advanced knowledge of theoretical and applied topics in luxury, hotel design, and executive leadership. Through the program, you will acquire skills in analysis, critical evaluation, professional application, and the ability to solve problems rigorously and independently. The Master's program has been designed to consult the industry and is endorsed by IHTTI's industry partners. A successful manager needs to understand the role of every employee within an organization; a great way to gain this knowledge is through the internship experience. Internship periods of four to six months are an integral part of the academic program. Internships offer a unique opportunity to enhance both practical and language skills highly valued in the hospitality industry. In our hotel school, learning continues beyond the classroom walls. There are excellent opportunities to participate in social and sporting activities throughout Switzerland and Europe. The Student Ambassador Forum organizes multiple events, including ski trips, excursions around Switzerland, sports days, and themed nights. The English Foundation Programme, offered by Swiss Education Group, and based at Hotel Institute Montreux, is an ideal way for students to strengthen their English language skills before commencing their academic studies at one of the Swiss Education Group schools. The program helps students acquire the competence, confidence, and skills necessary to enter any Swiss Education Group school program. It consists of several levels of intensive non-credit courses, which are delivered to small groups of students. Students entering the program are tested upon arrival using the Oxford Online Placement Test (OOPT) to place students in the appropriate class level. When you join a Swiss Education Group school, you will become a more prominent family. Whether you find yourself far from home for the first time or need a bit of friendly academic advice, we make sure there is always someone you can talk to. View full university

On the banks of the lake that bears its name, Geneva is a compact city with impressive architecture, an integrated transport system, and many parks, making it a great place to live and study. Access to internships in some of the biggest names in banking and finance and international institutions gives students in Geneva an unrivaled opportunity for practical experience alongside formal work on campus. Spacious and modern, our flagship Geneva campus retains its hallmark family atmosphere associated with GBS for over 20 years in Geneva. Located in the heart of the Geneva International Organizations quarter, the campus is perfectly situated to take advantage of nearby restaurants, fitness centers, shops, recreational activities by the beautiful Geneva lake, and some excellent job opportunities. With our state of the art auditorium and numerous study hubs, our Geneva Campus is designed to offer a new learning experience in an optimized student environment. Benefit from classrooms designed to facilitate best the various innovative learning methods we promote, all equipped with the latest technology tools. We focus on strong participation and interaction between faculty, staff, and students at our Geneva campus, with a dedicated administration team and career workshop facilities to assist you through your entire time in Geneva. Our motto, "Real Business, Future Leaders," highlights the importance of teamwork and leadership. We are confident that by devoting your time and energy to your studies and activities, you will undoubtedly have a life-changing experience with us. Geneva is a peaceful city, internationally diverse, and has a long-standing reputation as a financial center consistently ranked in the top 10 by the Global Financial Centres Index. It is also continuously ranked within the top 3 best cities to live in terms of quality of life by the Mercer Index. It contains the most significant number of International Organizations globally, including the United Nations, to which all GBS students and faculty have access to use the outstanding library facilities. Our Geneva campus boasts a dedicated career center that works with you to make sure you take advantage of the many work placement and internship opportunities the city provides. We will also keep you updated and informed of the various workshops and international networking opportunities available to you in Geneva. We will train you to be a proficient, highly-skilled professional capable of showing leadership in an environment of rapid change. With our project-based practical education, a paperless digital learning experience, we will prepare you for the impending global business marketplace's challenges and exciting opportunities. All Bachelor programs share the same core components to prepare you for the 21st-century world of business and finance. This is the journey common to all our Bachelor programs. During our unique orientation weeks, you will receive specialized training for your chosen major – at the end of this journey, GBSyou will be ready for the next step in your future career. The GBS master's programs have been designed to give you the most up-to-date training for future leadership. With innovative learning methods, personalized mentoring, tailored education, and the opportunity to transfer between campuses, you will develop management and problem-solving abilities essential for success in any business endeavor. With the Student Council's help and assistance, GBS organizes and supports sports, cultural and social activities throughout the academic year. As a Business School, it is paramount for us to maintain strong ties between students, encourage team spirit and personal development. Every campus has its way of organizing these activities, offering an alternative way to meet new people and network with organizations. We are a cutting edge Business School combining theory with practice. We offer an innovative education enriched by quality research, supported by technological platforms changing the world. Our doctoral programs promote scientific research with immediate applicability to collaboratively solving problems, whether in the financial sector, international relations, sports business, marketing, and beyond. We are interested in exploring the world around us and understanding, anticipating, and predicting global trends. In the age of disruption, we aim to be a voice that brings understanding and clarity to the world around us. Geneva Business School believes that teaching and research are mutually supporting. We recruit highly qualified faculty who can bring their work alive in the classroom and bridge the gap between academia and business practice. Taking advantage of our global reach, we encourage our faculty to work on projects that involve international collaboration, exchanges, and dialogue. At the heart of GBS research are the International Research Centre, the hub for all GBS-related research activity and our programs looking at sports management, technology in business education, and leadership and work in the 21st century. Our global network of faculty, working alongside our Doctoral, Master, and Bachelor students, makes vital contributions to the advancement of business research. In 1995, Institut de Formation de Gestionnaire de Patrimoine (IFGP) was established to provide instruction mainly to private bankers in Switzerland. In 2001, as global demand for training in banking and finance outpaced local needs, the School of Finance was created to provide education in international banking and finance. As our strategic position shifted, the name was changed to Geneva Business School (GBS) in 2010 to emphasize the importance of our location, specialty, and specificity of the education we provide. In 2012, GBS began an ambitious expansion strategy to open new campuses in the world's most strategically significant regions. In addition to our main campus in Geneva, we currently have centers in Barcelona, Moscow, Dubai, Abu Dhabi, Dammam, Chengdu, and Astana. GBS offers undergraduate, graduate, and research programs in Business Administration and Finance. Teaching is strongly focused on the international aspects of business and finance, and the courses are taught to emphasize the global nature of the learning objectives. GBS takes pride in its broad international community of students and alumni and is incredibly proud of its graduate and research programs. Through our strategic growth and focus, Geneva Business School has become a recognized catalyst for global business education innovation. GBS carries out its mission to offer Swiss quality education by combining a faculty of active professionals with high academic and professional standards with small class sizes. As a result, we ensure that all our students receive the best learning experience possible as they begin their future leaders' journeys. View full university

Established in the Swiss mountains in 1994 by a non-profit foundation, The European Graduate School / EGS comprises two divisions: Arts, Health Society (AHS) and Philosophy, Art Critical Thought (PACT). The OHS Division, founded by Paolo Knill, centers on the expressive arts, specifically addressing coaching, therapy, education, conflict transformation, and peacebuilding. Founded by Wolfgang Schirmacher, the PACT Division (formerly Media Communication) addresses, as its title suggests, philosophy, art, and critical thought, and within those fields, architecture, film, literature, digital design, music, psychoanalysis, and political thought. Together, the two divisions compose a unique and diverse community of artists, theorists, scholars, and practitioners, making the EGS one of Europe's most critical sites for ethical, socio-political, philosophical, psychological, and artistic inquiry. Its cross-disciplinary, low-residency MA and Ph.D. programs offer students and scholars an exceptional academic experience centered on annual intensive seminar programs led by an eminent faculty in residence in Saas-Fee, Switzerland↗, and Valletta, Malta↗. This dynamic structure creates a vibrant forum in which students and scholars engage with distinguished theorists, practitioners, and artists in their fields. The EGS was created to be a university that would function beyond the traditional disciplinary structure's many constraints while stimulating work leading to respected and well-recognized academic degrees. For the EGS, education remains a process that is both experimental and transformative, and learning is never divorced from critique. Faculty are given maximal freedom from cumbersome bureaucratic duties and encouraged to focus on teaching that is not just research-led but also an active form of research. The EGS does not shy from the requirements of professionalism, but it seeks to redefine the conditions for achieving this term's true meaning. The EGS seeks to intervene in a global context where education is increasingly structured by instrumental ends that favor technical expertise and frustrate fundamental questioning. It seeks to keep alive a spirit of free inquiry devoted to supporting creating practice and intellectual exchange of the highest level directed to the most pressing issues of our time. Known as the "Pearl of the Alps," Saas-Fee is located near the Matterhorn of Wallis (Valais). Surrounded by thirteen mountains, it is the main village in the Saastal or the Saas Valley and a municipality in Visp's district within the canton of Wallis (Valais) in Switzerland. Its location close to the glaciers of the Dom and the Allalinhorn, along with its neighboring mountain peaks, such as the Weissmies, the Nadelhorn, and the Lenzspitze, have made Saas-Fee an attractive destination in the Swiss Alps with recreational opportunities throughout the year, including skiing, carving, snowshoe trekking, mountain climbing, canyon climbing, and ice climbing. German playwright Carl Zuckmayer (Der fröhliche Weinberg, Der Hauptmann von Köpenick, Des Teufels General) lived in Saas-Fee 1958 until he died in 1977. It has also been the home to The European Graduate School / EGS since its inception in 1994, inspiring its students and faculty who convene throughout the summer at the Steinmatte classrooms up the hill from the small village. The Hotel Allalin, located in the sunny "Lomatte," is the principal reception place for The European Graduate School / EGS. The hotel has been in the Zurbriggen family for three generations and is currently owned and operated by Sabrina and Eva Zurbriggen. The hotel and family are known for their services and the warm and inviting atmosphere they create. In partnership with the EGS, the Hotel Allalin provides students with exceptional rates of approximately CHF 128.00 per day either in hotel rooms or nearby apartments, including lodging, three meals per day, and internet access. The hotel also offers reduced rates for family members or friends visiting students or faculty during the summer seminar programs. All lodgings are located in or near (no more than 600 meters) the Hotel Allalin. Both single and double rooms are available in the hotel and the apartments. Although apartment floor plans vary, all of the rooms meet high-quality standards. Please note: typically, the apartments are not equipped with telephones, hairdryers, alarm clocks, voltage adapters, or minibars/refrigerators. The hotel may provide some of these amenities upon request, but they are limited, so please be sure to pack your adapters. Some apartments are equipped with kitchens or kitchenettes. If this is the desired option for your stay, please make your requests well in advance. All meals for both faculty and students are served at the Hotel Allalin. The hotel provides three meals a day and can accommodate vegetarians and vegans. Additionally, the hotel provides a limited number of gluten-free options. Unfortunately, the hotel cannot accommodate individual food allergies. If you have a food allergy, please address your situation directly with the hotel. You may request a kitchen/kitchenettes or inquire if a particular food plan is available that meets your dietary needs. Accidents and illnesses requiring medical attention can be costly. We encourage all EGS students to make the appropriate arrangements for health insurance coverage from their home countries well in advance of their departure. It has recommended that you speak to your healthcare provider between four and six weeks before your time of travel so that your immunization history, personal health, and planned activities can all be considered to determine what is needed for your trip. Be sure to indicate all travel destinations to your healthcare provider so that they can inform you of the necessary vaccinations and health advisories in effect. If your home health insurance policy does not cover you abroad, there are many short-term and long-term travel insurance policies available from numerous providers. Please keep in mind that access to, and the legality of, medicine and prescription medicine varies from country to country. Therefore, make sure that you have an adequate amount of your prescription medicine(s) to last the duration of your trip. It is recommended to keep them in their original packaging and bring them in your carry-on baggage. If they include liquids, consult the security guidelines of your airline. View full university

Established in 1973, EU Business School (EU) is an international, professionally accredited, high-ranking business school with campuses in Barcelona, Geneva, Montreux, Munich, and online. We offer English-taught foundation, bachelor’s, masters, and MBA programs. These include business administration, communication & public relations, international business, digital business, sports management, marketing, finance, and enterprise. Our small class sizes guarantee personalized and cooperative learning from our highly qualified faculty, entrepreneurs, consultants, and business leaders. Our pragmatic and experiential approach to business education, including case studies, business simulations, and company visits together with the EU’s global network, prepares you for careers in today’s rapidly evolving and globalized business world. EU has a multicultural student body and faculty with more than 100 nationalities and a 27,000-strong alumni network. Our intercampus and international exchange programs further enhance our students’ global experience. View full university

At Business School Lausanne, we approach business education differently. Building a new generation of leadership has become essential to create learning programs that address the fundamental changes of working in the 21st century. This includes focusing on how digital transformation, current economic trends, societal structure changes, and environmental concerns have transformed the business landscape. Based in Switzerland, we are a truly global learning lab. Students from sixty nationalities with diverse backgrounds join our experienced faculty in a co-creative approach to learning, focusing on topics as broad as leadership, systems thinking, economics, and business-driven sustainability. Our faculty comprises individuals who have run successful businesses and have practically applied what they teach in real-world situations, ensuring our students are taught the most cutting-edge business thinking. BSL is committed to creating a personalized and focused learning experience for each of our students. This is why we insist on keeping our classes small. So each student has the opportunity to truly participate in seeking new ideas for measuring the role and impact of business in today's society. We endeavor to create a space where all of our students, professors, staff, researchers, and stakeholders, feel free to come together to ask courageous questions and maximize solutions through values that matter because the connection is key to tackling issues for the common good. We teach our students big picture thinking to develop innovative cross-sector solutions, which we believe will help them realize their true potential in whatever avenue of business they choose to pursue. Pursuing a BSL degree gives you the chance to live and study in Switzerland, a multilingual country with a culturally diverse population and a growing ex-pat community. You will have the opportunity to meet people from all over the world, enhance your cross-cultural skills, learn new languages, and develop a global mindset. BSL students benefit from the school's proximity to many international organizations and large corporations in the Geneva Lake region. With its banking, commercial, and tourism infrastructure, Switzerland ranks among the world's 20 largest economies and hosts 15 Fortune 500 companies. We are committed to creating and maintaining a civic business school with an international reputation for shaping responsible management behavior. Our Mission is to provide a learning platform that enables individuals and organizations to thrive by co-creating viable business solutions for our planet and its people. We aim to: Deliver teaching and learning opportunities of the highest quality. Be recognized internationally as an innovator in responsible business education. To be relevant to industry so that they value our opinion and our graduates. Our six values support our three cornerstones and allow us to measure our intentions, behavior, and actions. These commonly developed values have been guiding the collaboration among all our stakeholders – from students to professors and administrative staff and our business partners, parents, and friends of our students, our suppliers, and partners in society. BSL's student council is responsible for organizing events and cultural activities on and off-campus throughout the year to bring students together to build relationships and network. You can look forward to welcoming parties for new students, our much-loved Culture days, BBQs, and many other exciting social events. Our council is also dedicated to giving back, so they have some humanitarian projects they are involved in, and we encourage our full student body to get involved. BSL offers a dynamic and enthusiastic team of professors. In line with the school's pragmatic approach, they have been carefully selected based on their abilities to combine real-life experience with classroom learning. All are current and accomplished business professionals, incorporating today's issues and challenges into their lectures. As seasoned business professionals, BSL professors live in a world of bottom-line responsibility and effective management. They originate from many cultural backgrounds, and most have practiced business in two or more countries. This level of diversity and multicultural experience provides BSL students with unique perspectives on problem-solving. BSL professors are excellent communicators and mentors, often working one-on-one with students. Their goal is to see students succeed, and they provide a continuous assessment of students' development. Students are trained and assessed based on their ability to be successful in today's business environment. At BSL, we are all bound by our shared passion for conducting our business (and indeed our life) in a way that does good in the world. Through these stories, we discover the infinite number of different ways that diversity can make this typical goal manifest itself. Humans of BSL celebrates this diversity and commonality and slowly reveals through its wonderfully unique Humans, the Soul of BSL. View full university

The Business School is an integral part of one of the world's oldest universities. Granted its royal charter in 1582, it has remained at the forefront of learning throughout its long history. In 1916, the University was encouraged by the Edinburgh Chamber of Commerce to consider instituting a degree suitable for study by its members. In October 1919, we had the first students start on our Bachelor of Commerce (BCom) degree. In the same year, the Chair of Accounting and Business Method was also founded, the first in Scotland. Originally part of the Faculty of Arts, these initiatives led to the creating of the Department of Business Studies and the Department of Accounting and Business Method. The BCom degree survived until the start of the 21st century before giving way to the Master of Arts (MA) in Business Studies. Our Full-time Edinburgh MBA was first offered in 1980, followed by the Part-time MBA in 1984. Since then, over 3,500 students from various backgrounds, nationalities, and business specialisms have completed these programs. The precursor to the MBA, the Postgraduate DipBA, dates from 1961. We launched our first MSc in 1996. Since then, our MSc program portfolio has grown significantly and now lies at the forefront of business development in areas such as Finance, International Business, Entrepreneurship & Innovation, and Management. The Business School has a clear mission, focus, and vision for the future, including global rankings amongst all other business schools. The mission is to develop effective and responsible leaders by creating insightful knowledge and inspiring minds in dialogue with the world around us. Vision is to be recognized as a progressive and connected community for thought leadership on the international business stage. Values The Business School has identified five fundamental values that will help us to achieve our vision. Thus staff is being encouraged to adopt these wherever possible Visionary, Inspirational, Collaborative, Impactful, and Sustainable. The Business School strives to ensure the quality of our teaching and research. We comply with the Quality Guidelines disseminated by the broader University and publish extensive guidance for staff on the topic. We are committed to the equal and fair treatment of all employees and students. Some policies concerning diversity, support for mental health, support for women, and support for work-life balance are in place and align with broader University policies concerning these topics. The University of Edinburgh Business School strives to embed sustainability in all our day-to-day activities. Our strategy is informed by the University's Social Responsibility and Sustainability Department (SRS). View full university

Founded in 1948, the University of Strathclyde Business School (SBS) is a pioneering, internationally renowned academic organization that shapes and develops tomorrow's business minds. Strathclyde Business School is one of four faculties forming the University of Strathclyde in Glasgow, The University was established in 1796 as 'the place of useful learning' and this remains at the forefront of our vision today for Strathclyde to be a leading international technological university that makes a positive difference to the lives of its students, to society and the world. SBS has established international centers in Greece, Switzerland, UAE, Oman, Bahrain, Singapore, and Malaysia. With around 200 academic staff and more than 3000 full-time and part-time students (undergraduate and postgraduate), Strathclyde Business School's subject departments and specialist units collaborate to provide a dynamic, fully-rounded, and varied program of specialist and cross-disciplinary courses. We are a triple-accredited business school: the first business school in Scotland to hold this accolade, and one of only 74 in the world (2016), to be triple-accredited, holding accreditation from the international bodies, AMBA, AACSB, and EQUIS. Our departments and programs also hold internationally recognized industry accreditations: Department of Human Resource Management is a CIPD approved center Department of Accounting and Finance accredited by CIMA and ICAS Department of Marketing is accredited by the Institute of Export, Chartered Institute of Marketing, and the Market Research Society The Institute of Hospitality accredits our Hospitality & Tourism degrees More recently, we were awarded the Small Business Charter Gold Award – joining an elite group of institutions at the forefront of entrepreneurship in the UK. SBS is now one of only five universities in the UK to have the Gold Award, recognizing its world-leading support for scaling Scottish firms through innovation, internationalization, and leadership. In addition to our international accreditation, Strathclyde has a reputation for research excellence. Based on the REF (Research Excellence Framework) 2014 GPA scores, the Times Higher Education ranked us first in Scotland and the top 10 business schools in the UK for its research. Times Higher Education also ranked us 3rd in the UK for the Impact of our business research, based on the REF's GPA scores, how the research impacts practice in business. We have firm roots in the business community in and around Glasgow's home city, which extends not only nationally but internationally. We pride ourselves on our collaborative approach to working alongside industry, building mutually beneficial relationships that add value to both organizations and individuals. View full university

The GSA is internationally recognized as one of Europe's leading higher education institutions for education and research in the creative visual disciplines. The Glasgow School of Art is one of Europe's leading higher education institutions for education and research in the creative visual disciplines. The GSA is internationally recognized as one of Europe's leading university-level institutions for the creative visual disciplines. Our studio-based approach to research and teaching brings disciplines together to explore new ways to find new innovative solutions. The studio creates the environment for inter-disciplinarity, peer learning, critical inquiry, experimentation, and prototyping, helping to address many of the grand challenges confronting society and contemporary business. Since the School was founded in 1845 as one of the first Government Schools of Design, as a center of creativity promoting good design for the manufacturing industries, our role has continually evolved and redefined to reflect the needs of the communities we are part of, embracing in the late 19th-century fine art and architecture education and today, digital technology. Then as now, our purpose remains the same - to contribute to a better world through innovative education and research. Across our digital, fine art, design, and architecture disciplines, The GSA Archives and Collections Online Catalogue is now available to search and browse. View full university

Port Macquarie Adventist School is in many ways like a diamond. It's small and often hard to find, but the rewards are fantastic once you discover it. Port Macquarie Adventist School is a caring learning community committed to developing personal excellence through academics and leading students into a personal relationship with Jesus. Our school provides nurture, promotes excellence, and instills values. For many, school is about classes, homework, and academic standards. Our aim at Port Macquarie Adventist School is to provide quality, individualized education and support students in developing skills to cope with life, find where they belong, and understand how they can make a difference in their world. Our focus is to go above and beyond this practical dimension to a higher purpose – assisting students in developing a balanced life where personal skills and talents are nurtured, friendships are enjoyed, and positive attitudes are developed. We understand that you want the best for your child. We also understand that children learn differently. For this reason, we focus not only on what your child learns but how they learn. With enviable student-to-teacher ratios, we can meet children's individual needs and optimize their academic achievement. We also recognize that learning goes beyond the classroom that it extends to building confidence and resilience, taking responsibility, and engaging with others. These aspects of learning, plus more, are explored through our pastoral care program. The supportive environment at Port Macquarie Adventist School facilitates spiritual, academic, and social growth in all school community members. By choosing Port Macquarie Adventist School for your child, you will be placing them in a safe and intimate learning environment that supports their learning, nurtures their talents, and encourages their development into confident and capable citizens of their community. Port Macquarie Adventist School is a co-educational Adventist school owned and operated by Seventh-day Adventist Schools (NNSW) Ltd, a member of Adventist Schools Australia (ASA). ASA is a part of the world-wide Adventist education system, one of the world's largest Protestant education systems. Also, Port Macquarie Adventist School is a member of the Association of Independent Schools (AIS) of NSW. Port Macquarie Adventist School provides an approved program of education for students from Pre-Kindy to Year 6. We are registered and accredited by the NSW Board of Studies, a body that regulates all independent schools in NSW and prescribes the NSW Curriculum guidelines and outcomes. The local administration of the school is delegated to a School Council appointed by the Board of Directors. The School Council generally meets every month during school terms. Port Macquarie Adventist School aims to provide a balanced education to meet each child's academic, physical, social, spiritual, and emotional needs. Opportunities are provided for children to: Achieve personal best in academic achievement Develop physical, musical, and cultural skills Build sound, healthy peer relationships Develop positive social skills Learn problem-solving strategies Find where they belong and understand how they can make a difference Develop and adopt Christian values Assume a sense of pride in themselves and their school Feel valued, safe, and cared for. View full school

In 1975 an advertisement was placed in the local paper requesting attendance at a meeting of anyone interested in Montessori Education for their child. In 1976 the first School Council of Plenty Valley Montessori School Association was elected. It consisted of eight members elected from the parent group that was ultimately responsible for the school. The first school began in Montmorency as a sessional preschool with two groups of 17 children. The Primary School, with 25 children and one teacher (Pennie Puckey), commenced in 1978 in St Paul's Anglican Church Hall, Montmorency South. The numbers of children and Staff steadily increased simultaneously as the School Council worked hard to find a permanent home for the school. In late 1979 the Plenty Valley Montessori School Association purchased the Aqueduct Road site in St Helena. From this small beginning, the school has grown to multiple Early Learning and Primary Level classrooms. There are three Cycle 1 rooms for the 3 – 6-year-olds. We also introduced a transition room in 2014 for 3 – 6-year-olds attending three days a week. There are two Cycle 2 rooms and two Cycle 3 rooms in the school. The school also offers Playgroup and Art Playgroup. Plenty Valley International Montessori School is set on two hectares of picturesque leafy grounds. It consists of Playgroups, Early Learning, and Primary School for children from 8 weeks to 12 years of age. Plenty Valley International Montessori School celebrated its 35th anniversary in 2011. Widely viewed as a model of 'best practice' and educational excellence, Plenty Valley International Montessori School attracted high quality and committed staff. All Staff are trained in Mainstream Education and have specialized Post-Graduate Qualifications. Plenty Valley International Montessori School is firmly rooted in Montessori philosophy's timeless and globally recognized methods while integrating the best of modern Education, where appropriate. We are passionate about empowering children to enhance their potential in all aspects of their development. We celebrate the uniqueness of each child and their learning styles. We encourage them to develop a love of learning and respect for one another and the world, setting them on the path to becoming well-rounded individuals – our leaders of tomorrow! The philosophy embraced at Plenty Valley International Montessori School is also shared in the teachers' lives and the children's families. This creates a real sense of community that facilitates an all-encompassing environment for growth and sharing. Plenty Valley International Montessori School is a beautiful, harmonious environment in which adults and children work together to celebrate the joy of learning and achievement – an education for life. Our Mission At PVIMS, we nurture lifelong learning and encourage excellence to prepare informed, compassionate, global citizens. Our Vision PVIMS is a center of excellence providing best practice Montessori Education. View full school

In addition to our core curriculum, we provide specialist learning programs in the areas of Arts, Language, and Sport. We support students in their learning through education support and academic extension programs. Through our sports program, children experience a variety of sports from cricket to soccer. They are allowed to develop their skills and sportsmanship by participating in inter-school competitions across the government and private sectors. After school opportunities range from sport to science and encourage children to continue learning and consolidate skills in a fun environment; throughout our curriculum, and by way of positive role modeling and working closely with families, we endeavor to instill in our student's positive social values that will enable them to become successful, supportive and caring members of our society. View full school

Pine Community School is an independent democratic community primary school for children situated in the leafy bushland of Arana Hills, Brisbane, Queensland, Australia. We are committed to providing a caring, harmonious environment where each student's academic, physical, social, emotional, and creative development is attained to their maximum potential. This is achieved through small, multi-age settings, with a high teacher to student ratio, where teachers, parents, and the community work together to nurture positive self-esteem and encourage all students to become responsible and motivated. A Democratic School is a self-governing school in some capacity, with each community member influencing decisions and outcomes. A contrast might be made with more 'autocratic' school structures, in which power and authority are concentrated in the teachers and adult administrators. In democratic educational philosophy, students, including and especially children, are seen as active participants in their learning and environment. Each student's voice is given weight in decision-making, both personal — for instance, the direction of his or her education — and communal — the rules and adjudications by which the school functions as a whole. Pine's motto is "Happy Children Learn," and everything in our philosophy and approach stems from that. It starts with the well-researched idea that children learn best when they are happy and relaxed and engaged – when they are interested in what they are doing. So how do we make this happen? What does it mean to be happy? How do we help our children be happy and thus learn well? For a start, Pine allows children to "have a childhood" – allowing lots of time for play, allowing them to take risks and understand consequences, not enforcing needless structure and control. We allow children to have "downtime" when they are not interested in learning, and we maximize the "uptime" when they are keen and excited and engaged. Pine teachers are amazingly good at capitalizing on children's ever-changing interests. One of the many examples of this was in late 2007 when a few of the students became very interested in writing their comic books. This was allowed and encouraged, and the interest spread, and several students set up their own "comic book shop" in the school's library room, spending most of each day there for several weeks. They defined roles for themselves (the boss, bodyguard(!), artists, writers, etc.) and produced comics for all the other kids to read. In this process, kids who naturally hated writing were writing like crazy kids who were not good readers were loving reading the comics, and all the kids involved learned a lot about negotiation and teamwork. Pine Community School is committed to providing a caring, harmonious environment where each student's academic, physical, social, emotional, and creative development is attained to their maximum potential. This is achieved through small, multi-age settings where teachers, parents, and the community work together to nurture positive self-esteem and encourage all students to become responsible and motivated. Pine Community School is an independent, democratic community primary school. We offer multi-age groupings with a low student/teacher ratio in a caring, harmonious environment. We are committed to partnerships with parents and students that support children's individual learning development holistically (addressing the whole child, including academic, social, physical, emotional, and aesthetic needs). Through a child-centered, co-constructed curriculum, we provide hands-on learning opportunities that challenge and support students' needs and interests. We are passionate about using research-based best practices to engage our students, providing opportunities to learn and develop in play-based and real-life contexts, and having a positive outlook and self-identity. We believe that our school helps children to become confident, capable, and happy learners who care about others and make good choices as citizens. We aim to develop these skills throughout the primary years. Our motto is 'Happy Children Learn' through a partnership of home and school environments. View full school

Pilgrim School is a Reception to Year 7 school, providing the highest quality Christian education. It has a great community feel, reflecting the high level of Christian care for children and their families. Our school is part of a great campus, with excellent facilities that start at the preschool level, including a state-of-the-art Performing Arts Centre, where worship is held twice a week. The academic standards at Pilgrim are high, and we work in partnership with parents to achieve the best results for each child. Staff at Pilgrim care for each child, their education, and their emotional development. Our Year 7 graduates' hallmark is that they are trained to be leaders, and they move onto local secondary schools as confident, responsible, and caring young people with strong values. As Principal of Pilgrim School, we are pleased to introduce you to this Christian school and the reasons it is a special place. Pilgrim School is set in a unique Campus, which means we share as extensive and very well resourced site with Thiele Primary School and the School of the Nativity. There are many excellent facilities and committed people who work together to make the Campus an exceptional place. At Pilgrim, we have a staff of committed Christians who work in this Uniting Church school to provide an education of very high standards. As a smaller school, in a larger setting, we provide a high quality of pastoral care, and the partnership between parents and staff is reliable and ensures good communication. We use the Australian Curriculum at Pilgrim to teach from a Christian perspective, based on biblical principles. If you would like to know more about Pilgrim School, please come and visit, take one of our famous Saturday School Tours, and talk to our families and 'old scholars.' Our Vision is to challenge and inspire children in a Christ-centered community. We value Boldness Passionate and dynamic commitment Challenge and Innovation Inspirational Teaching and Learning Being purposeful, diligent, and strong Consistency and dedication Striving for and achieving excellence Teamwork and Relationships Accountability Diversity Our Mission We passionately present a Christ-centered curriculum. We thrive in a strong partnership with families. We create enthusiastic learners. We value each individual. In a culture which demonstrates Honesty and Integrity Love, care, kindness, and compassion Respect and Trust Christian Faith Joy and a sense of fun Self-motivation Balance View full school

Phillip Island Village School uses the Victorian Curriculum as the basis for its academic program. The school’s Philosophy and Guiding Principles outline the broader framework in which teaching and learning occur. The school’s approach has been developed and refined at Koonwarra Village School. The two schools are managed separately, but staff and students regularly work together. Our 2016 Annual Report overviews the activities and programs that occurred in our inaugural year. Our 2017 Annual Report captures the activities and programs as they progressed for our second year of operation. At PIVS, we believe self-actualization is best achieved through freedom. Internal freedom - in thought and expression, within an environment free from overbearing authority, externally imposed rules, and unnecessarily prescriptive courses of study. Such freedoms are provided within the context of a healthy and functional school community and positive engagement with society at large. This requires a balance between effective self-management and responsibility. There are three critical aspects of our school culture that are interwoven with freedom and responsibility. These will support students in their journey towards living fully conscious and meaningful lives. The first of these is social and emotional intelligence – allowing students to know themselves, have empathy with others, and communicate effectively. The second is autonomy and shared decision-making – ongoing opportunities to practice making decisions that affect each individual personally and the broader school community. The third is connection – to nature, people, and the rhythms of life – through real-life activities such as spending times in all forms of nature, learning from a wide range of people – younger and older and engaging in celebrations and rituals that reflect important events in their lives. While some of these critical aspects may seem like a significant distance from the emphasis of conventional schooling, they reflect a subtle yet profound shift in priorities. These priorities are our response to a changing world more quickly than ever before, a future that will require highly adaptive survival strategies in conditions that will provide new and wide-ranging possibilities. PIVS will facilitate this unique educational experience within government requirements relating to schools and incorporate the best of current knowledge about teaching and learning. View full school

Welcome to Peter Moyes Anglican Community School. We are a school that aspires to excellence, enabling students to achieve their full potential and pursue their chosen pathway. We aim to be a school where all students become successful learners, confident and competent individuals, and active and informed citizens. We provide students with an academic, sporting, cultural, and religious environment that offers a wide range of learning experiences and opportunities. Engaging in learning experiences within and beyond the classroom is an expectation for all our students. We believe that students' full and varied involvement best promotes their ability to discover and develop their talents, interests, and capabilities. Peter Moyes Anglican Community School is a proud member of the Anglican Schools Commission network of schools. The school opened in 2000 and has proliferated and developed a distinct identity in its relatively brief history. The school is set in northern Perth's coastal area with fantastic panoramic views of the nearby Indian Ocean. Our students enjoy an excellent campus with high-quality facilities, supported by a hardworking and dedicated team of staff assisting them in reaching their full potential. Across each of our Sub-Schools - Primary (Pre-Kindergarten to Year 6), Middle (Years 7-9), Senior (Years 10-12) - students and staff work within a distinct pastoral care structure that aims to meet the needs of their respective students best. An integral component of the school is the development and expression of the Anglican tradition's values. We seek to develop a sense of grace and Christian purpose in our students' lives. Students actively contribute to the school's Anglican life through their participation in weekly Chapel, Religious Education classes, and Eucharist's marking significant events on the Christian calendar. I hope you enjoy the snapshot of Peter Moyes Anglican Community School's life and times that this website provides. I think you will find that a sense of connection and community is palpable in our students' informal photographs as they participate in the events that make up the School calendar. Suppose you and your child are excited by what we offer here at Peter Moyes Anglican Community School. In that case, I invite you to take a tour to see first-hand our community of confident, resilient, and engaged learners and to talk with our motivated and innovative staff. At the opening of Stage Three of the School in 2002, Mr. Peter Moyes spoke of his wish that a student named in his honor would display: "Personal excellence with compassion for others." Accordingly, the School wishes, in the Anglican tradition, to foster, model, and build the following values within its students, staff, and the broader community: Knowledge & Insight: The pursuit of truth through organized learning is conducted to emphasize collaboration and honesty. Equality & Compassion: Where all have the same value and rights as others in such a way that each can be oneself and enable others to be themselves in a spirit of equity, trust, and the acceptance of diversity. Integration & Wholeness: All work to develop the inner capacity to organize the mind, body, and spirit into a coordinated, harmonious whole. Confidence, Competence, and Responsibility: All have real confidence that they can achieve positive and are personally accountable for the development and fair use of those skills, exhibiting respect for others' rights. Self-worth: All know that others they respect and esteem know them and affirm that they are worthy of their care, respect, and protection. Members of the School community are encouraged to explore Christian beliefs, think, feel, and respect differences without denouncing other identifiable value systems. We aim to develop each person's faith within a community framework to assist each in their own spiritual and social development. The school aims to focus on the whole person's needs – intellectual, aesthetic, moral, spiritual, emotional, physical, and social. These are incorporated in the total range of activities experienced at the school, commonly known as curriculum. The curriculum includes the formal academic component of school education, developing knowledge and insight into the world of learning, and integrating experiences from various sources such as the Co-Curricular program. All students can learn. Learning is best conducted in a safe environment, where mistakes can be made without ridicule. School life's focus must be a holistic one that includes the full and balanced development of each school community member. A healthy balance must exist between school and home life demands for all students, staff, and parents. Learning is best when the learner integrates experience, imagination, information, and application. Regular feedback is vital for teachers, students, and parents. Students are recognized for their uniqueness. Our sense of community is built around the quality of relationships between staff, students, and parents. Therefore, it is partially dependent upon staff welcoming parents into the school as much as possible and associating with them on other occasions. Students need to communicate clearly and work with other students, staff, and parents. Parents need to be involved with the school as much as possible, taking an active interest in developing their own and others' children. Our school is committed to demonstrating an open and inclusive approach to all aspects of School life. Entry to the School is non-selective, and the school seeks to demonstrate a democratic approach to the education and participation of its students in all School activities. The Anglican tradition and the School's Vision and Values for its students reinforce this inclusive school environment's commitment. View full school

Peter Carnley Anglican Community School (PCACS) is a young and dynamic school, offering students education from Kindergarten to Year 12 across two beautiful campuses. With a new Early Learning Campus in Calista, and an attractively designed Wellard campus for students from Years 2-12, the school provides a nurturing and balanced educational experience for all its students. Both campuses enjoy open play spaces where physical exercise and nature play is encouraged. As educators, our purpose is to take each child on an Educational Journey: spark students' intellectual curiosity to grow their creativity and capacity to tackle and solve problems to value work ethic and persistence and work with others to show care and compassion. As a school community, our focus is to empower the students in our care to make good choices and to provide quality education for all that walk through our gates. There is a real sense of community at our school. Our staff is committed to challenging and inspiring our students to be the best they can be, both for their journey through school and for life beyond our gates". We encourage all new families to attend one of our monthly Welcome Mornings at either campus to get a sense of the school daily and meet our dedicated and talented community of students and educators. Peter Carnley Anglican Community School is a school of The Anglican Schools Commission Inc (ASC). It opened in Term 1, 2007, on a greenfield site in The Village at Wellard within the City of Kwinana. The school caters to students from Kindergarten through to Year 12. Peter Carnley Anglican Community School seeks to provide excellence in education, stressing high academic standards and developing individual potential in a dynamic, caring, and Christian environment. The mission is to challenge and inspire every member of our school community and raise awareness of those who live in need beyond our gates. Vision is To: Respect our Anglican tradition and offer an accessible, diverse, and inclusive education Understand that the welfare of our community is a priority that underpins all we do Provide a caring and supportive environment for our students Be identified by our Christian beliefs, high standards, and compassion for one another Encourage creative thinking and inquiring learners with a strong work ethic Foster and value academic achievement Present curriculum and co-curricular programs that demand exploration, creativity, and the development of self-confidence Be committed to individual personal bests. Peter Carnley Anglican Community School students are given the education to prepare them to become contributing and successful members and future leaders. The school aims to nurture each child, so they can accept responsibility, demonstrate commitment and initiative, and be self-disciplined while showing sensitivity to others' needs. The school aims to stimulate students students' intellectual curiosity increase the capacity to tackle and solve problems, think creatively and logically and have the ability to work with others. Students receive a Christian education and are encouraged to use it as a basis for living. The school expects students to show the highest possible standards of courtesy, dress, and behavior. View full school

If a child has been able in his play to give up his whole living being to the world around him, he will be able, in the serious tasks of later life, to devote himself with confidence and power to the service of the world. Each Waldorf School, while sharing a joint philosophical base and methodology with other Waldorf schools, has a unique character. In the broadest sense, Waldorf education aims to: Awaken and preserve the child's innate sense of wonder, awe, and reverence for life. Restore vitality to childhood by infusing the learning process with love and enthusiasm. Cultivate the child's capacity for clear thinking. The school's objective is to: Help each child blossom into young adulthood with a balanced capacity for both feeling and thinking to prepare, with self-confidence and inner resources to accept responsibility and take their places as creative, self-directed members of society. The Waldorf School curriculum has been developed and refined over the past 80 years and is designed as a unity. Its subjects are introduced and developed in a sequence that mirrors the pupil's inner development as they grow. Incoming students at every grade level easily adjust to the natural progression of the curriculum. The school does not seek any specific type of student. A broad spectrum of styles and abilities within each class is essential for creating a healthy environment. Our students all acquire knowledge and information in a curriculum approved by the W.A. Office of Non-Government Education. We may be sure about the future; we do not know what it holds in store. One of the prime reasons parents give for choosing Waldorf Education for their children is that it keeps the pupil inwardly supple and mobile, nearly for the technical adaptability and social flexibility invariably demanded in our fast-changing world. Former pupils of other Waldorf Schools are people with a broad range of disciplines and interests. They maintain within the framework of specialized work, a wealth of inner resourcefulness and initiative, and an outlook on life that is always ready to face challenges or initiate the next quest. Their education and the fact that schools make it their policy to attract a spectrum drawn from diverse backgrounds ensure that they cannot only function well in teams but are at home in different social settings – extremely important in today's multicultural, multi-disciplined world. As they do, all walks of life take with them all the above qualities in entering. One of the most controversial issues facing parents interested in Waldorf Education is the policy on television and other media forms, including radio and computer. Why is it in our modern age, where virtually every home and office is filled with electronic gadgets, computers, and television, that Waldorf teachers so passionately voice concerns over the effects these technologies have on children's development and education? The following information is given, not to discredit or deny positive aspects of the media, but as a guide to deciding at what age and what extent use of media is appropriate. Most people are aware of research indicating a relationship between what children view and their behavior afterward. However, are you aware of the following? When children are passively watching T.V., their cardiovascular system is working at its peak. Muscles are in a state of tension. The media requires the brain to form 625 lines composed of over 800 dots appearing 25 times per second – into meaningful images. This strain, combined with a lack of eye movement, can produce sleeplessness, anxiety, nightmares, headaches, perceptual disorders, low concentration, and blunted senses. Rapid visual image and content changes allow no time for reflecting and questioning. This inhibits the assimilation of the material and interferes with the brain's ability for concentrated thought. T.V. watching may be linked with hyperactivity. Artificial light and radiation? Research is inconclusive. Young children cannot discriminate between reality and make-believe; hence the news, drama, and commercials live in them indiscriminately. For this reason, media (movies, DVD's, videos, T.V., and magazines) can encourage false values, stereotypes, and deceptive thinking. The interpretation of techniques such as close-ups, flashbacks, shoulder shots, and reverse shots requires analyzing, symbolizing, and abstract. These abilities should only be appealed to and developed after year 9. Every early development of slumbering capabilities weakens those capabilities and results in a disharmony of the total organism. In the first seven years, children are real sense organs, building into themselves everything they hear, see, taste, and touch outwardly and the inner quality and atmosphere of that which surrounds them. Children imitate this in the minutest detail. Therefore, children must be given models of behavior worthy of imitation, which leads them to experience and express goodness and trust. Seeing it on T.V. is not the same as walking in the wilderness, listening to a concert in the park, or watching artists at their craft. It is not a substitute for reality. Television children lose or do not develop initiative and become almost dependent on outside stimulation to learn, think, create, and even play. Studies have shown that creativity, originality, and imaginativeness are diminished by television watching. Waldorf Education aims to educate the child artistically and holistically. For teachers to succeed in their task, they must know at what time and how to introduce subjects to them. On a spiritual level, they must be aware of the hindrances and impediments that work against each child's healthy development. The supportive partnership between teacher and parent for the child's love and nurturing is essential for this goal to be realized. These children have been entrusted to our care, and it is "our" responsibility to be awake to potential dangers to their health and well-being. View full school

Perth Montessori School recently changed its name to Perth Individual – a progressive Montessori College. As one of the state’s leading Montessori educators, the College initiated the name change to reflect better its unique blend of Montessori-inspired education, personalized teaching, and comprehensive high school experience. “The name is already gathering momentum and has struck a chord with many students who now affectionately refer to the College as ‘Perth Indi,’” said Deputy Principal Ian Michael. “The College prides itself on providing great teaching staff and learning environments and focuses on building creative individuals rather than expensive sporting facilities.” With the same dedicated team of passionate educators, Perth Individual continues to tailor personalized education for students from early learning to high school in a boutique learning environment. Perth Individual is one of the state’s most ethnically diverse Colleges, celebrating individual and cultural differences. The College has a detailed student profiling process to personalize education planning for all students and identify their gifts. Perth Individual also offers a more outstanding student to teacher ratio enabling the Montessori director/teacher to give their full attention to individual students. Perth Indi believes that children are outstanding individuals with unique gifts to share with the world. We believe that treating them as individuals gives them the best possible chance at lifelong success. We believe that an excellent education comes from an environment that allows a child to develop intellectually, academically, creatively, socially, and emotionally. A progressive Montessori school, leading the provision of excellent education from playgroup through high school, for children, families, and educators. PERTH INDIVIDUAL – GUIDING PRINCIPLES To respect.$11,644.00 To honor each child’s reality and experience. To nurture each child’s self-esteem and individual expression. To foster a love of learning and maintain a sense of wonder. To encourage each child’s self-discipline, personal responsibility, and active participation in their learning program. To respect every individual’s rights, regardless of age, race, gender, beliefs, disability, social, national, or ethnic origin. To encourage a balance between the needs of the self and others. To develop a supportive College community by encouraging parents, family, and friends’ involvement and participation. To respect, care for, and live in harmony with nature and our environment, with reverence for all forms of life. View full school

Not every child thrives in a conventional classroom setting. Our teaching methods stimulate innovation to produce creative, compassionate individuals. We are not right for every child and every family. We encourage our children to learn as much as possible from authentic learning experiences – our children play with sticks, wear gumboots, use recycled materials to build and create, take delight in dressing up, and enjoy exploring the bush around the school. Get muddy, get wet, use sharp knives, light fires, use power tools, ride skateboards, do parkour, climb trees, go on camps, use kitchen appliances, do woodwork, swing off ropes, play wild games, fight with sticks, play in the bush, use technology and sometimes we even make them vacuum. We believe that adults are necessary role models for children throughout their schooling years. In a large school, the role models children find are more likely to be children of similar ages. Our teacher/student ratios ensure that adults naturally become role models for children during their day, and we insist that Peregrine remains small for this reason. Each of our students is a unique, vibrant individual. As a staff, we start with who they are and build upon that. We work with all our students to be creative, curious, and persistent. We promote independence and a spirit of adventure. A Peregrine child is not afraid to ask for help and to clarify things. They have an awareness of who they are and a strong sense of self. We hope we have made them resilient. We hope we have given them a strong moral compass. We know them well. We hope they know themselves well. We create young individuals who are creative, curious, and persistent. Peregrine first opened in 2000, with only 14 students. Since then, teachers, parents, and students have woven an organic tapestry to become the school we are today. With 70 students, we are now a much bigger community, but we have learned from challenges, successes, and others. We are still a small school, where children spend their days with a team of adults who, over time, become their mentors and role models. The school operates on a first-name basis, and children benefit from the continuity of belonging to one whole group with the same small group of teachers throughout their schooling. What lies at the heart of Peregrine is the fundamental development of relationships. Our students belong and have a sense of place in our small community. At Peregrine, we put connections at the heart of our structure. We keep the school and class size small, we keep children with the same teachers year after year in mixed-age groupings, and we use first names. We build powerful connections between people connections that are more like those in an extended family. Students learn and progress at their own pace, and each student's teacher's expectations are high as they know them well. Character development is as important as intellectual growth. When you use this structure, you get great results. The children engage in learning; they develop empathy and love school. We intend that the school remains small. We have a firm belief in the human benefits of small schools. View full school

A liberal arts education offers you all of this! Not only will it equip you with the skills you will need to get an engaging job as a young professional, but you will become a knowledgeable citizen who can benefit society. Bratislava International School of Liberal Arts (BISLA) is a liberal arts college, the first of its kind in central Europe. Situated in Bratislava, near the borders of four countries – Slovakia, Austria, Hungary, and the Czech republic – BISLA's beautiful campus is right next to Bratislava's historical center, which offers you a real European environment and a vibrant atmosphere. You will study in English, in international classes led by excellent academics from Slovakia and worldwide. BISLA's focus on critical thinking skills, attention to the development of personal relations, and engagement in the broader community have brought results in the quality of education offered at BISLA. The OECD's 2013 survey, Assessment of Higher Education Learning Outcomes, confirmed that our education approach is right. BISLA offers small classes (typically ten students) where each student's voice is heard with attention and respect. All courses are taught in English. If you are from Slovakia or another non-English speaking country, your English command will be improved by BISLA's intensive training program in academic English. During their studies, every BISLA student undergoes an internship in a challenging position in the media, a public institution, or an NGO. Students are active in organizing various activities such as theatre, film and sports clubs, debating societies, student journal, etc. Every student is encouraged to spend a semester abroad at our partner universities in Europe, the USA, and Asia. BISLA students acquire the skills and knowledge to apply for positions in the private sector, public administration, media, and non-governmental organizations. Over 95% of BISLA alumni continue to pursue graduate education after BISLA. They have a very high admission rate to prestigious universities across Europe. More than 60% of our graduates have completed or are pursuing graduate degrees abroad. Our alumni do come back to Slovakia after their graduate studies and pursue careers in the public sector, non-profit organizations, media, marketing, culture, business, or academia. BISLA provides a well-rounded, skills-centered education, which serves as a springboard for a broad range of professional careers. Many of BISLA's graduate's study abroad in English, either English-language programs in central Europe or the United Kingdom or the United States. Our alumni have studied at 19 universities and faculties, almost half of them at institutions abroad like the London School of Economics, King's College, University of Oslo, the University of Groningen in the Netherlands, Central European University in Budapest, and more. We have alumni who continue to pursue their Ph.D. degrees in the United States and at Purdue University and the University of Chicago. Our vision is that universities provide an appropriate education to equip leaders with the abilities to succeed in a diverse world, bring long-term solutions to local and global problems, and contribute to society's healthy and democratic development, one that honors peace and sustainable human well-being. We also believe that the real purpose of education is not merely to secure a job. Education is essential for its own sake, as a conduit to a meaningful life, to understand world events and appreciate and draw energy from the diversity of arts and culture that our civilization has produced over millennia. BISLA aspires to provide its students with an excellent education that will become the basis for their professional career, personal well-being, and awareness of the moral values and ethical standards that are the precondition for becoming a responsible citizen of their community, be it local or global. BISLA follows the tradition of modern liberal arts and sciences, which we believe is the best way to provide appropriate education and teach each student the intellectual skills necessary to become a creative and critically thinking person in the 21st-century knowledge economy and to engage meaningfully in today's culturally and politically diverse world. BISLA endeavors to advance liberal arts education in Europe as the most efficient way to allocate resources into undergraduate education – the time, effort, and skills of students on the one hand and the funds and benefits offered by governments, companies, and society in general on the other. View full university

Wits Business School is the Graduate School of business administration of the University of the Witwatersrand, one of Africa's top tertiary institutes. The School offers a variety of postgraduate academic programs and executive education programs, and weekly public seminars. WBS also designs tailor-made, in-company programs, partnering with client organizations to develop management capacity. With a full suite of programs on offer, WBS delivers innovative, transformative, and immersive learning experiences using generative thinking methodologies. The School aims to deliver leaders who can fashion the future of Africa and raise the values-bar on how business is done on the continent. Therefore, learning is relevant to the challenges and opportunities that we face on this continent, providing students with a deep understanding of the complexities of doing business in Africa within a global context. WBS has an extensive Management Library, 24-hour meeting rooms, and Africa's largest Case Study Centre, housing over 200 real-life cases that bring relevant business challenges into the classroom. The main campus is in Parktown. Our satellite campus is in Braamfontein, both in Johannesburg, the vibrant commercial hub of the continent, and offers a modern learning environment built on the Harvard School of Business' horseshoe' format. From the students and faculty to our alumni and friends, we make a substantial positive impact on the world around us as a collective. So when you decide to join Wits Business School, you decide to become a future leader in both business and society. As a WBS student, you become part of a broader WBS community of active and innovative changemakers that grow beyond themselves. On graduating, this will only strengthen as you become part of a network of WBS alumni that spans every industry across the globe, a network that has been forged for half a century. WBS is accredited by some leading international organizations, attesting to the high regard a WBS degree holds in the business world. We have accreditations from the Association of MBAs (AMBA), the Global Admissions Council (GMAC), and the Partnership in International Management (PIM). The School is also a founding member of the South African Business School Association (SABSA). Many of our graduates hold senior positions in organizations both locally and abroad. Together with Wits University, we are ranked 32nd internationally in the employment of alumni in top executive positions. WBS has also graduated the most MBAs in Africa – over 6 800 and counting. Wits Business school is located in the heart of the most vibrant commercial hub of Africa. We do not doubt that spending time in this learning environment, in a vibrant city surrounded by exceptional people, will provide you with the foundation for an extraordinary life. We see the relationship with you not as a transaction but as a partnership, one of lifelong learning and holistic development. Masterclasses, short courses, alumni colloquiums, public lectures, and networking events form part of this post-graduation commitment to you. WBS holds the largest academic institution case center in Africa, bringing real-life business challenges and processes into the classroom for analysis and debate. The WBS Case Centre has developed more than 200 cases on diverse businesses and industries, from fried chicken to gold mining, and puts students in a time and place these companies faced some of their most significant turning points. Research is one of the School's four pillars of excellence and a core component of students' graduation criteria. We pursue high-impact, forward-thinking, relevant research for business, society, and humanity. Our vision is to be recognized as one of the top 50 research-based business schools in the world. Our classrooms have the latest audio-visual equipment and are based on the Harvard Business School's horseshoe format to stimulate interaction between students and lecturers. We have smaller group meeting rooms available 24-hours a day so that students can work collaboratively on organization-based projects. Our WBS Management Library holds over 15 000 volumes, subscribes to over 200 database journals, and a wealth of e-content. We have a well-equipped computer laboratory, high-speed internet, and Wi-Fi throughout the campus. Our on-site canteen caters to all needs, especially those numerous coffee cups that fuel the academic debate. By 2020, being recognized as the African business school of choice by students, employers, business, civil society, government, and labor, while maintaining a fearlessly critical outlook, driven by a sense of professionalism, ethics, and integrity. The School aims to create the academic, research, leadership, and character excellence conditions that nurture graduates who grow and achieve beyond themselves as Africa's leaders in business and society. WBS' intention is also to build bridges - between business, government, civil society, and organized labor- to address the issues critical to Africa fulfilling its economic destiny. The WBS strategic plan is firmly rooted in the belief that the School can play a significant role in Africa as the continent undergoes economic regeneration and unprecedented expansion. It recognizes that tomorrow's African leaders will need a different leadership toolbox and skillset. This requires reimagining graduate business education and graduating leaders with the capacity to grow and achieve beyond themselves. Our programs' portfolio is built on four pillars of excellence – academic, research, leadership, and character – to prepare leaders to deliver business results, social responsibility results, and public leadership. The strategy envisages that by 2020, WBS will be recognized as the most admired business school in Africa by the world's leading business publications, have the most diverse pool of applicants of any business school on the continent, be recognized as one of the top 50 research-based business school in the world and be at the center of critical discourse about the economic, social and public policy future of Africa. View full university

Since 2004, with world-renowned universities, I have realized that every student has the intelligence and talent to be a successful world leader in business. Regenesys Business School was established to awaken the potential in students and make them successful global leaders. The beginning of student life. The beginning of college life marks one of the most critical transitions as a student. We bring innovative leadership from highly qualified and experienced national and international academics using the best practices and resources to help students awaken their dormant potential. Regenesys is synonymous with world-class practical and industry-oriented education that attracts the best students from across the globe. We are proud of our alumni who are working for highly reputable companies in top positions. We take great pride in our student engagement culture and collaborative learning that blends national and international education. Students graduate from Regenesys with a world-class qualification and an incredible network of alumni to help grow their careers and a lifetime of memories to cherish at the end of their programs. Regenesys Business School has a beautiful and self-sufficient campus equipped with the best facilities for our students. The campus is based in Sandton, 4 Pybus Road (cnr. Katherine Street) Johannesburg. Regenesys offers a range of facilities to enhance the learning experience of the students. The campus has modern classrooms, a state-of-the-art computer lab, and a small gym. The Regenesys journey began in 1998 when Dr. Marko Saravanja, Dr. Penny Law, and Mr. William Vivian came together for human development through education. They started with nothing but an idea and a vision. Our founder Dr. Saravanja, a former monk, came to South Africa from Croatia without any possessions except his orange robes and a passion for changing the world. After years of successful humanitarian pursuits, he went on to study and then work at the University of the Witwatersrand (Wits). He left the university in 1998 to start Regenesys in the quest to awaken human potential and make the world a better place to live. Regenesys initially operated from a tiny office in the Johannesburg suburb of Killarney, and the first training program with 20 participants was delivered in a church in 1999. The Regenesys footprint has since spread, from these humble beginnings to having state-of-the-art campuses in South Africa, India, and Nigeria. Regenesys Institute of Management: Regenesys launched a subsidiary in Mumbai, India, in 2013. Regenesys India offers a range of programs such as executive programs including a postgraduate program in Digital Marketing, the International Management Development Programme where students are exposed to global management and leadership trends, top international faculty and companies, and the Work Readiness Programme involving CV preparation, professional presentation and business writing skills, and professional conduct in the workplace. A vast array of customized Executive Development programs and short courses are also delivered to reputable organizations across the country. Regenesys Business School, Nigeria: Regenesys launched a subsidiary in Lagos, Nigeria, in 2013. Situated on Victoria Island, Regenesys Nigeria offers a range of short learning programs that are practical, relevant, and designed and facilitated by industry and subject matter experts. Regenesys Foundation: An essential step in this journey was the formation of the Regenesys Foundation. The Foundation is based on the philosophy that access to quality education is a fundamental human right. Education provides a powerful tool to address the world's socio-economic problems, including poverty, unemployment, and crime. Free education, financial aid, and scholarships are some of the initiatives of the Regenesys Foundation. MyWealth Investments believes that access to the financial markets and achieving financial freedom should be available to all. Through their financial education offering coupled with simple investment products, MyWealth Investments provides the tools for you to achieve this. Canada Talent: Dayananda Talent is a recruitment firm and part of the Regenesys Group. Regenesys has educated over 140 000 students since 1998 in South Africa, India, and Nigeria. Dayananda Talent is committed to excellence and the highest standards of quality and service delivery to our clients. View full university

Penrith Christian School honors the privilege entrusted to educate the next generation – our leaders of tomorrow – and welcomes the opportunity to partner with you to equip, inspire, and empower your child with foundations for life. Penrith Christian School is a vibrant Preschool to Year 12 educational facility registered and accredited with the NSW Board of Studies. We are a distinctive Christian school with a unique four-tiered school structure reflecting the critical stages in the life of a child Early Childhood Services, Junior School, Middle School, and Senior School. Our Christian staff believes that caring for your child is as important as teaching them. Alongside our rigorous academic program, we provide a range of pastoral care, anti-bullying, and personal development programs that build each child's self-esteem and sense of belonging. We are renowned for our all-roundedness, catering to students' vast needs with diverse learning styles, course subjects, and facilities, equipping them to face life's challenges. Penrith Christian School is not merely about providing an education to enable students to enter university. It is about equipping them to lead fulfilling lives no matter which career path they choose. Penrith Christian School values each student for who they are and endeavor to foster an atmosphere of ''family'' with love and discipline where children feel accepted, secure, supported, and empowered to be all God created them to be. We focus on cultivating a love of learning and lifelong friendships. We pride ourselves on offering affordable, quality, Christ-centred education based on Truth, Integrity, and Excellence – equipping your child for life! We believe students develop best within a caring and close-knit community. By working in close collaboration with parents, we strive to realize their children's dreams and open the doors to each student'sstudent's future. Penrith Christian School has an intimate community that sets us apart. We believe each student is unique and what is best for each child forms the foundation of every decision made at Penrith Christian School. We rigorously pursue excellence and are a forward-thinking and ever-expanding educational facility. We have a strong commitment to the ongoing professional development of our staff and advancements in digital technology. We boast a 1:1 computer to student ratio with a wireless network enabling ''anywhere anytime'' access to the online school curriculum and intranet. Priority is given to small class sizes, with a strong emphasis placed on building literacy and numeracy skills. An education at Penrith Christian School fosters Truth, Integrity, and Excellence, enabling students to graduate as well-rounded leaders with a distinct desire to go into the world to make a difference. Our history began with a vision from God to our founding forefather Ps Gordon Gibbs calling parents to bring their children up ''in the discipline and instruction of the Lord'Lord' Ephesians 6:4b (RSV). As seeds of promise and provision took root, God watered, and they grew into individuals whom today bear much good fruit. Penrith Christian School – with Christ central to all that we are and do – was birthed in faith in 1981 as Heritage Christian School from Penrith Christian Life Centre, known today as ImagineNations Church. In 1985 the school became known as Penrith Christian Community School with twenty-two students, one teacher, and one teaching Principal. In 1989 the school moved into Secondary education with the establishment of Year 7 and in 1995 graduated its first Year 12 in the Higher School Certificate. We introduced a double-stream in 1997 and, in 2006, became known as Penrith Christian School. Since our humble beginnings, we have grown to a Preschool to Year 12 School with an enviable reputation of achieving excellence in a wide range of curriculum areas, including academia, performing arts, trades, and sport. The mission of Penrith Christian School is to equip students to fulfill God'sGod's purpose for their lives through the provision of innovative, excellent, and Christ-centered education based on Biblical values. The vision of Penrith Christian School is to provide a Christ-centered education for significant and abundant living that gives glory to God, acknowledging Him as the One from whom and for whom all knowledge exists. Our vision is united with that of ImagineNations Church in providing a ministry that ultimately identifies and encourages the expression of each individual's place in the Kingdom of God. We seek to work in partnership with Christian families to foster students' development so that they will ''grow up into Christ'Christ' as mature Christian adults, having an intimate knowledge of God through His Son Jesus Christ and a confident understanding of the purposes for which God has created them. Penrith Christian School acknowledges each student to be the specific creation of a loving God with strengths, weaknesses, gifts, and talents. We seek to identify these characteristics and nurture individual growth in the context of a loving and caring Christian community. Christian education is far more than merely teaching Biblical Studies in the classroom. It is the constant modeling, teaching, and reinforcing of the Christian lifestyle to effectively shape our lives. The quality of education does not rest with what a person knows, but who a person is and what they become. View full school