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The University of Science and Technology of Southern Philippines (USTP) is a state university established on August 16, 2016, under Republic Act 10919 through the amalgamation of the Mindanao University of Science and Technology (MUST) in Cagayan de Oro City, Misamis Oriental and the Misamis Oriental State College of Agriculture and Technology (MUSCAT) in Claveria, Misamis Oriental. Both campuses are located in Northern Mindanao, the Gateway to Mindanao, which offers a strategic locational advantage for the institution to train and develop students from all the other Mindanao regions. The USTP exists to contribute to the economic and social development of the country through human capital formation and knowledge generation and application by: Providing advanced education and training in critical areas in science, Technology, engineering, agriculture, and mathematics, and establish centers of excellence in these areas in order to strengthen the university’s sphere of influence Conducting basic, applied, and advanced research in various fields of specialization Creating a seamless environment for research and teaching, as well as experiential learning for the students and faculty with the Involvement of the business and industry, thereby eliminating skills mismatch of graduates Providing timely and relevant technological solutions to pressing industrial and societal problems with the Involvement of faculty and students Assisting in the development of technopreneurs undertakings to propel economic enterprises at the grassroots level Leading the establishment and creation of new science and Technology rooted in practical solutions to global problems. A nationally-recognized S&T University is providing the vital link between education and the economy. Bring the world of work (industry) into the actual higher education and training of students. Offer entrepreneurs the opportunity to maximize their business potentials through a gamut of services from product conceptualization to commercialization. Contribute significantly to the National Development Goals of food security and energy sufficiency through technology solutions.

The University is committed to preparing its students for a rapidly changing world by providing quality education. It shall also increase the knowledge base through research, convert new intellectual property into economic development and provide expertise and innovative solutions to businesses, governments, and others who seek assistance. Being the premier institution of higher learning in Quezon, Southern Luzon State University (SLSU) had its humble beginnings starting as Lucban Municipal Junior High School by Municipal Resolution No. 5 passed in April 1964. Assistant Secretary of Education Hon bestowed the permit to operate. Miguel Gaffud in July 1964. In May 1965, Municipal Resolution No. 86 was passed requesting the name's change to Lucban Municipal High School. The Director of Public Schools, Dr. Vitaliano Bernardino, approved this resolution in August 1965. Lucban Community College was created and was made part of Lucban Municipal Junior School as an adjunct institution for College Education in June 1968. Lucban School for Philippine Craftsmen formally started in July 1970 by Republic Act 4345, also known as the merger law took into effect merging the Lucban Municipal high School and Lucban School of Philippine Craftsmen, thus forming the Lucban National High School in July 1972 (with the continuous operation of Lucban Community College). The College's promising future was visualized in 1981 when 20 Assemblymen of Southern Tagalog Region sponsored the Parliamentary Bill No. 173 for the long-awaited conversion of Lucban National College into Southern Luzon Polytechnic College. The bill was approved in December 1981 and was signed into law known as Batas Pambansa No. 145 by President Ferdinand E. Marcos. The rapid growth of SLPC was manifested in seven satellite campuses strategically located in various parts of the province of Quezon. The first satellite campus was SLPC-Alabat, established in July 1991. In 1991, SLPC-Polilio was created under Board Resolution No. 19, Series of 1992. The following year, two additional campuses were established: SLPC-Sampaloc in Brgy. Caldon, Sampaloc, Quezon (BOT Res. No. 33, 1993), and SLPC-Infanta.In 1996, another campus, the SLPC-Lucena Dual Training and Livelihood Center were established under Board Resolution No. 130, series of 1996. Judge Guillermo Eleazar Polytechnic College was integrated in February 2002 under Board Resolution No. 352, 2002. The newest campus was established in Tiaong, Quezon, in 2005. Mr. Angelo Peña was the founding president of SLPC. He served from 1964-1986. Dr. Palermo Salvacion served as the Officer-in-Charge of the College in 1986. In 1987, Dr. Ernesto de Chavez led the school and ended his term in June 1990. Dr. Joselito B. Jara took his office as College President in 1990. On May 31, 2002, Dr. Cornelio D. Esquieres became the college president until his demise in August 2004. Dr. Cecilia N. Gascon was designated as Officer-in-Charge of the College in January 2004 and as Acting President to serve the unfinished term of Dr. Esquieres until May 31, 2006. Dr. Gascon became the full-fledged College President on June 1, 2006. On March 17, 2007, SLPC was converted to Southern Luzon State University by R.A. 9395 signed into law by President Gloria Macapagal-Arroyo.Dr. Gascon became the first University President under the Board Resolution No. 609 Series of 2007.

The University of Southern Mindanao, formerly Mindanao Institute of Technology, is a university in the Southern Philippines. It provides instruction and professional training in the fields of science and technology, particularly agriculture and industry. The University was founded by Bai Hadja Fatima Matabay Planning, an educator and philanthropist. It formally opens on October 1, 1954, and achieved university status on March 13, 1978. Its 1,024-hectare main campus is located in Kabacan, Cotabato. The University of Southern Mindanao is one of the four State University and Colleges to achieve excellence in agricultural education and nine to hold Level IV status. Across its three campuses, USM holds a total of 5 129.97 hectares of land, mostly for agricultural teaching and research. The USM Undergraduate Degree is produced by Admission and Records Office. It was made through the different colleges' collective effort, particularly the deans, academic assistants, department chairs, vice-chairs, and secretaries. The Graduate School was established in June 1976 by Resolution N. 65 series Of 1975, which was approved by the Board of Trustees of the then Mindanao Institute of Technology (now University of Southern Mindanao) in December 1975. It aims to become the center of excellence in graduate education in this part of the country. It became a regular and full-pledged academic unit in 1981. After passing the 1st accreditation survey in 1997, the Graduate School was renamed Graduate College per Resolution No. 30, s 1997, approved by the Board of Regents. The College has four doctoral programs and twenty-three master's degree curricula. Of the graduate degree programs, four (4) passed Level II accreditation, and thirteen (13) have been re-accredited by AACCUP. In the first semester of SY 1976-1977, the Graduate Studies program of the University of Southern Mindanao started under Res. No. 65, series of 1975 approved on December 5, 1975, by the Board of Trustees of the then Mindanao Institute of Technology (now USM). This was during the presidency of Dr. Jaman S. Imlan (1975-19870. This program was under the Assistant to the President for Academic Affairs and Graduate Studies, the late Dr. Venancio G. Garagan, from 1976 to 1980. Program offerings were MS in Agronomy and Horticulture and MA in Education. Because of the growing enrolment, it became a regular academic unit of the University in 1981. The first Dean was Dr. Teofilo C. de la Cruz, with Dr. Lydia P. Oliva and Dr. Emerson D. Pascual as Associate Dean and Secretary. The GS office was first housed on the second floor of the College of Engineering building, then at the College of Arts and Sciences Building. It was transferred to the University Laboratory Building and then to its present location – the DD Clemente Building. New academic programs were opened. The MA in Science Education (MASE) program began in 1978 in cooperation with the Philippines' Science Foundation. In 1982, the Master of Professional Studies in Rural and Economic Development (MPS RED) was offered, followed later by the MPS curricula such as MPS - Public Affairs Management and MPS Educational Management, and MS in Agronomy, in Animal Science, in Soil Science, and Social Sciences, such as Agricultural Education and Extension Education. During the presidency of Dr. Kundo E. Pahm, specifically in SY 991-1992, the doctoral programs in Educational Management, Extension Education, and Agricultural Sciences with various major fields were instituted. To reach and serve more graduate students, the Graduate School Outreach Program (GSOP) was organized in 1983. It conducted graduate classes in five sites: the Summer Institute for Teachers if Agriculture in Jolo, Sulu – four summers in 1984 to 1987 with Dr. Teofilo C. de la Cruz as project coordinator, the weekend graduate classes in Cotabato Cty starting in 1989 with VPAA Dr. Kalinggalan B. Abdulsani taking over a project coordinator when Dr. de la Cruz retired in 1992 the training-seminar schedule of graduate classes in Mati, Davao Oriental in 1991-1992 with Dr. Florecita G. Tabora as project coordinator and the Fifth in Digos, Davao del Sur lanced in June 1995 upon the request of the Southern Mindanao Agricultural Project (SMAP) management to offer the MPS – Rural Extension and Development program for its field technicians. Two other graduate course offerings were MPS-PAM and MAEd. Dr. Rosa Fe D. Hondrade coordinated these projects. Moreover, the Graduate School embarked on varied extension projects. It adopted barangay schools to undertake improvement projects on infrastructure, classroom facilities and capability training, and rural communities to uplift socio-economic conditions through integrated development programs. USM faculty and staff's health conditions were a concern answered by medical services, especially for FBS, cholesterol, and anti-oxidant screening and bone scanning. Linkages with health service providers facilitated this. The Mothers for Peace Movement was launched to harness women's power in the quest for peace. Seminar-workshops further enhanced women's empowerment on gender and development. These issues were addressed because peace and development is part of the GS curriculum. The Graduate School established a partnership with the United Bangsamoro Movement for Peace and Development, Inc. (UBMPDI)- USM, the service provider for the GREAT CARE project, which caters to the educational needs of 500 officially enrolled out-of-school youth from 12 barangays in Pagalungan and Datu Montreal, both in Maguindanao Province. Furthermore, it also forged linkage with the Institute for Training and Development based in Amherst, Massachusetts, USA. This partnership led to an International Conference on Islamic Education in Contemporary Indonesia and the Philippines on December 11-18, 2006, at USM. Madrasah education was the focus of the conference. Another project undertaken by the Graduate School with Dr. Rogelio S. Tabora as Dean (November 2000-2005) was the consortium with Sulu State College per Res. No. 95, s. 1999, for the offering of EdD and MPS in Teaching Agriculture. The GS also forged linkage with the DepEd for the Third Elementary Education Project (TEEP) scholars. Elementary school teachers were enrolled in the Master of Arts in Teaching Basic Education program for Social Studies, Filipino, Science and Administration and Supervision. Another linkage was with the Department of Agriculture in which the Mindanao Rural Development Program supported scholars to acquire degrees in MS Rural Economic Development. In 2002, construction for the GC building expansion began with funding from local funds and savings from the Advanced Education Foundation. The building with three function rooms for the GC Dean, Secretary, and staff was inaugurated on December 20, 2003. In the First Semester of 2003-2004, a new academic program was offered – Ph.D. in Rural Development. This is under the Institute of Development Economics and Management management now, College of Business Development and Economic Management. To meet graduate school standards, accreditation was conducted by two agencies – the Evaluation of Graduate Education of the Philippines team, which evaluated these programs: EdD and MS in Education and Master of Public Affairs Managemen'’ and the Accrediting Agency for CharteredColleges and University of the Philippines (AACCUP) which conducts a periodic evaluation. In the first semester of SY 2005-2006, the Provincial Government of Cotabato, through the Hon. Gov. Emmanuel F. Piňol also started the scholarship program for 23 scholars enrolled in the Master of Science in Rural and Economic Development (MSRED). In the second semester of the same school year, the Local Government Unit of Kabacan, through the Honorable Mar Luzviminda J. Tan, funded 21 scholars for the MPA program. In 2006, two new curricular offerings were added: Master of Science in Plant Breeding and the Master of Arts in Islamic Studies, which had 14 students awarded with scholarships by the Harry Stine Grant of Iowa, USA. This grant was through the initiative of Dr. Abubabakar Murray, Dr. Carmat Amilbahar, and Mr. Rasul M. Busian. Another welcome development was the one-semester stint of visiting professor Dr. Sall Habana-Hafner of the University of Massachusetts in Amherst, Massachusetts, whose specialization is participatory Action Research. On September 11, 2006, the GS Policies, Rules, and Regulations were revised during a GS Council meeting. The Board of Regents confirmed approved revisions on December 23, 2006. For resource generation, the deteriorating wooden stage wall in the Function Room at the Ground Floor of the DDCBuilding was replaced with a concrete one. This function room is now being rented out for added income to the GS. In June 2006, provision for a Cyber Nook was established, making the GS area in the DDC Building Wi-Fi zone. Graduate students with laptop computers can access the Internet within the GraduateSchool area. Other USM students avail of internet services at the lowest rate. For online visibility of the GS and easy access to information, the GS Webpage was opened in November 2000. Newsletter and the bibliography of books n the GS library are presently available. The bibliography and the Handbook of Policies, Rules, and Regulations, and the GS Faculty Manual and Bulletin of Information. After over three decades, the GS continues to line up to its mission of producing competent, updated, and innovative professionals who excel in their area of specialization and contribute to the upliftment of the people's quality of life in the Southern Philippines.

USPF is a 21 st century transformative learning environment for global lifelong learners. We commit ourselves to a value-laden quality education that nurtures ethical, creative, competent, and socially responsive individuals. Today USPF has a growing population of international students. For 68 years as a university and 90 years as an academic institution, the University of Southern Philippines Foundation has served the nation by producing professionals in different fields of specialization, thereby making USPF true to its commitment. Today USPF has a growing population of both local and international students. Shortly the USPF envisions to be a premier educational institution that responds to the high demands of producing globally competitive graduates. University of Southern Philippines Foundation will then become the hub for a technology-based academic institution that promotes professionalism, integrity, excellence, and social responsibility. USPF will continue to respond to the community's needs and its clientele by innovating programs and creating avenues for quality student services. Picking the right institution that will train you ready for your chosen career is just as integral as choosing the right materials that will make up for a durable infrastructure that will stand the test of time. Like how a sturdy building attributes its strength to its solidly built foundation, a successful professional treading his career path has grown to become one because he was trained by an institution that puts a premium on laying the right foundation necessary for his growth. The University of Southern Philippines Foundation (USPF) exists to equip its students holistically to be ready for the world. With its diverse program offerings, highly competent teaching force, and complete facilities, USPF ensures that its students receive quality instruction and skills-based education that targets the development of their knowledge and experience in their chosen programs. As a testament to its pursuit of excellence, USPF's Information Technology, Education, and High School programs have recently been accredited level II by the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA). USPF is also among the few institutions in Region 7 to have the level III accreditation status. Celebrating 90 years as a vital institution, USPF has over 50-course offerings in the fields of arts and sciences, business management and accountancy, computer studies, engineering and architecture, education, and health sciences. The university aims to produce a pool of conscientious professionals in these various fields who will respond to the community's needs in the future. USPF banks create a community of skilled students, faculty, and staff as well as maintain an environment conducive to learning. Dr. Helmer Montejo, Former USPF director of information and marketing, said the university annually holds workshop seminars and invites top-rank speakers in leadership and development to hone the knowledge and skills of its stakeholders. USPF continuously develops its facilities to further cater to the learning needs of its students, he added. USPF is also pursuing creating linkages and forging synergies with various institutions in the country and abroad to provide more learning opportunities for its teachers and students. More than providing quality education to Cebuanos, USPF is also an international student-friendly institution accommodating over 15 different nationalities for the current academic year. Lay the right foundation for a strong career in the future and enroll now at the University of the Philippines Foundation. To know more about the institution, log on to uspf.edu.ph or visit them at Salinas Drive, Lahug, Cebu City. The University of Southern Philippines Foundation was founded by men and women who felt the need to establish an educational institution that would offer relatively high instruction standards within reach of the community's average man. These men and women were: Agustin Jerez, a Civil Engineer from the State University of Iowa Virgilio Gonzales, a doctor of medicine from the University of the Philippines Miguel Sanson, a practicing attorney Mrs. Natividad Villa – Albino, a school teacher Felipe Ouano, Fructouso Ramos, and Hipolito Andrada, businessmen and Dr. Jose Mirasol, a chemist and a former dean of the Cebu Junior College, then the Cebu branch of the University of the Philippines. Dr. Mirasol served as the first director of the school. The University of Southern Philippines Foundation was first called Southern Institute when it was founded in 1927. The institute began by offering a complete elementary course and the first two years of Firstly education. In response to public demand, the Firstly course was made complete. Classes were held in a residential house on Colon Street. With the school population's increase, the school moved to a more spacious location on Mabini Street. Collegiate courses were opened in 1933. With complete collegiate courses in the Arts and Sciences, Education, Commerce, Law, and Southern Institute was changed to Southern College in 1937. In 1949, the Southern College was granted the permit to open a Graduate School. Having attained university status, the name Southern College was changed to the University of Southern Philippines on July 8, 1949. USPFLOGONOV2015COLORED In 1959, the stockholders agreed to dissolve the original stock corporation and converted USP into a non-stock, non-profit foundation. Envisioning the eventual congestion at the Mabini Campus and noting the trend of dispersal among educational institutions to the suburbs, the founder, in 1962, and established the USP Lahug Campus, which is located in Salinas Drive.

The formulation of the university's Vision is aligned and influenced by the 2015 ASEAN Integration and Higher Education Rationalization of HEIs and Programs, which is a component of the strategic plan of the Commission on Higher Education (CHED). The aligning of HEI programs with national development, Typology, and Amalgamation Programs are to be considered moving forward in order for the university to sustain its relevance and contribute to the overall societal goal in attaining inclusive growth and sustainable development. With the reality of ASEAN Integration, typology (CMO 46), and amalgamation (CHED's Strategic Plan) moves, restructuring programs are imperative for the university's development into a specialized institution. With Science and Technology as the central area of specialization, the university will focus and be recognized for such excellence according to a harmonized quality assurance (CMO 46) criteria in due time. Alongside this new Vision, the university shall maintain the current mandated and priority programs and deliver the mandated services in Instruction, Research, and Extension with Science and Technology application to attain the goal of human development and poverty reduction, inclusive growth, and sustainable development. The new Vision reflects a university with a specific area of specialization and aspires for an organization with attributes of a corporate university, a strategic tool designed to assist its parent organization in achieving its goals by conducting activities that foster individual and organizational learning and knowledge. It can also start and support change in the organization, get the most out of the investment in education, remain competitive in today's economy, and bring a common culture, loyalty, and sense of belongingness. The five (5) development goals are in alignment with the mandated services of the university (Instruction, Research, Extension, Production) and contribute to the attainment of the higher education sub-sector goals, to wit: the formation of high-level human resource and generation, adaptation, and transfer of knowledge and technology for national development and global competitiveness. Goal 1: Develop comprehensive curricula to produce Science and Technology leaders and professionals. Goal 2: Establish a culture of Science and Technology-based research. Goal 3: Facilitate the adoption of technology to communities and service areas. Goal 4: Intensify production capability. Goal 5: Establish a transparent, efficient, and effective Management System.

Institute of Southern Punjab Multan (ISP) has been chartered and adorned with the status of Degree Awarding Institute (DAI) through legislation by the Government of Punjab and accredited by the Higher Education Commission (HEC) Government of Pakistan, which is the highest Federal Authority to manage the affairs of University/Degree Awarding Institutes in Pakistan. ISP is committed to enhance employment avenues and to reveal the hidden potential of our students. ISP is concentrating on human growth and development to enable students to become responsible & productive members of the Institute community and society. ISP also endeavors to be open to change, seeks to adapt, innovate, and keep in step with society's goals. We believe that through hard work and efforts, our students will be able to step forth into the real and highly competitive world with the ability to make mature and well-informed judgments based on a clear understanding of essential principles, concepts, and moral values. This, we believe, is the best contribution we can make towards their development and rounded personalities and as productive members of society. It has a dynamic conducive environment for academic pursuits. It is affiliated with reputed foreign educational institutions. ISP is committed to achieving the highest standard. We confer upon our students the best experience through the dedicated faculty, the best services, and the top-notch facilities. In research and teaching, we are one of the top-ranking institutes of higher learning in Multan. With the highest teaching quality, excellent learning environment, and outstanding faculty, we provide ample chance to broaden your wisdom and vision. Education at the Institute of Southern Punjab, Multan is state-of-the-art and holistic coupled with excellent facilities to promote moral values, self-discipline among students to face challenges and opportunities of life with care, confidence, and commitment. Institute of Southern Punjab Multan provides high-quality, relevant, and varied educational programs and opportunities for all community members' intellectual, cultural, and personal growth. ISP is committed to providing an intellectually rich, collaborative, and intimate learning environment for students, faculty, and staff while serving it. It has a mission to be of international standings to shine and excel their students' personality by inculcating the sense of responsibility, confidence, commitment, and dedication towards their profession, society, and nation. The Institution has adopted a policy for the achievement of its manifesto.

Montessori philosophy embraces the whole child, their natural curiosity, and love of learning. Based on mutual respect and cooperation, Montessori education encourages independence by providing environments that meet children's developmental needs. This builds self-confidence, inner discipline, a sense of self-worth and promotes positive social behavior. Dr. Maria Montessori's insights and understanding of child development have been enormously influential worldwide, both through the Montessori movement and in mainstream education, which has incorporated many of her practices. Interestingly, Montessori education parallels what is now known about brain development and actively fosters cognitive functions, social cognition, and such higher-order competencies as empathy and leadership, thus providing a strong foundation for lifelong learning. Montessori Education Develops: Concentration and persistence Independence A sense of order A positive attitude towards learning Initiative and intrinsic motivation Self-confidence Self-discipline Sensory-motor skills Natural curiosity Cooperation and a sense of community Respect for the rights and needs of others Respect for the natural world The mission is to provide a challenging and diverse education that fosters independence, respect, collaboration, and a love of learning. It supports children to be valuable members of the community and care for the environment. Vision is A Montessori learning environment that involves families, educators, and the broader community in empowering children to reach their potential. We have small, multi-aged classes where children are supported as unique individuals. Independence, self-discipline, mutual respect, and a love of learning are consistently fostered throughout the school from Baby Steps to Year 9. It is upon this foundation that teachers, parents, and other school community members work cooperatively to advance each child's unique talents. As a school espousing the Montessori philosophy, our students, staff, parents, and Board are committed to preparing children to play a constructive role in society, using their talents responsibly and working actively towards creating a better, more peaceful world. Southern Montessori School has a strong sense of community where partnerships between the school and the home are vital. This sense of shared purpose helps develop a secure, caring environment where children thrive and rise to their true potential. To get a feel for the school, I invite you to visit when classes are in session to see what we can offer your family.

Southern Christian College is a growing educational community that was established in 1986 to serve the local community. The College currently provides a rich educational program for children from 3 years of age (at the Kingston Early Learning Centre) to Grade 11. Grade 12 commences in 2017. Students develop academically, socially, spiritually, and physically through their engagement in an educational environment that is outward-looking, nurturing, and provides support and extension. S.C.C. has been educating boys and girls for 30 years in a single campus school with a family atmosphere. The College seeks to develop young men and women of faith and character. Students are provided with a broad program that includes specialists right down to Kindergarten and vibrant language and arts programs in the senior school. Southern Christian College is a Christian, faith-based organization serving the community. The College aims to provide a holistic education that develops a community of balance spiritually, intellectually, physically, emotionally, creatively, and socially. The College aims to develop lifelong independent and cooperative learners through a Christ-centred quality education that inspires and equips young people for life. The College promotes an understanding of, and appreciation for, the teachings of Christ through the Scriptures and His life being foundational to our relationships and practice. This understanding is demonstrated through: Partnering with parents and the community in the education of children. Expressing faith as caring and respectful members of a global community, acting in ways that promote social justice and international mindedness. Celebrating the knowledge, goodness, and grace of God in creation and salvation. Southern Christian College is a growing school community situated on the Kingston hills' crest, overlooking the beautiful Kingston valley and Mount Wellington's southern slopes. It is a vibrant and stimulating learning environment, characterized by a robust educational innovation culture, which draws upon the best available educational thinking and practice – both new and old. We are proud to provide the International Baccalaureate for all grades from 3 years old to grade 12. The I.B. is one of the most sought after and respected educational programs in the world. The I.B. Programme aims to develop inquiring, knowledgeable, and caring young people who help create a better and more peaceful world through intercultural understanding and respect. Its values include personal aspiration, goal setting, achievement, academic rigor, inquiry, collaboration, leadership, international-mindedness, and creativity. As we look towards the 2018 school year, We commend Southern Christian College to you as a place that makes a difference in many lives. In the words of one student who has recently enrolled: "The teachers at this school treat us like real people, not just like something they have to teach.

Southern Hills was established in 1980 and is located in a unique bush setting next to Bungendore Reserve in the South Eastern corner of the Perth Metropolitan Area. The College boasts a positive and enriching learning environment and provides the stability your child needs to complete their Kindergarten to Year 12 education. As Christian educators, we believe children should be guided and nurtured to young adulthood in a way that recognizes their worth as individuals. This is behind our commitment to work alongside parents in the task of educating their children. It means our definition of success moves beyond academic excellence parameters and aims to ensure that each student recognizes they are a unique individual with intrinsic worth. At the same time, we are committed to an innovative curriculum that always seeks better education approaches in the 21st century while maintaining a foundation of strong literacy and numeracy skills that form the basis of all good education. The first thing you will notice when you come to Southern Hills is the physical environment surrounding our school. It is the quintessential Australian surroundings - magpies chirping, kangaroos over by the top fence, and a canopy of eucalyptus trees. It truly is an organic, natural environment for our students. The second thing that you will notice is our staff. Pastoral care is at the top of our list, and every student should feel comfortable and safe within our school as they pursue their academic successes. It reads so merely, but what this statement embodies is everything within the mental, physical, social and spiritual dimensions that children in our care encounter during their time at our College. Your child’s schooling begins at age three, and they graduate from our College at age 18. Students grow up in front of us, and we must see them grow properly and nurture them for life ahead of them. At Southern Hills, you will find staff that listens, students that want to contribute to the community around them, and teachers that want to shape and promote students of character and integrity. As a school built by parents on the foundations of Christian education, we believe in the power of saving grace and the Biblical virtue of salvation. Christian education should be excellent, and our staff works hard to achieve this every single day.

Welcome to Southern Vales Christian College. We love our school and our fabulous school community and work hard to ensure each student has a sense of belonging in a safe environment. Southern Vales Christian College is - one school on two campuses at Morphett Vale and Aldinga - and we cater for students from Foundation to Year 12. We are a ministry of the Harvest Australia Church. Our college is a Christ-centered, child-focussed school filled with learning and discovery, deep understanding, thinking, excitement, fun, creativity, color, music, sport, drama, challenge, celebration, care and friendship, family, encouragement, a love of God in Jesus and a love of the fullness of life. Our teaching philosophy is based on the belief that children are capable of thinking deeply and creatively. Each student is created with an insatiable, innate drive to explore and understand the world around them. Southern Vales Christian College students present themselves with an engaging mixture of openness, sincerity, and passion. Be it in classrooms, on the sporting field, on stage, debating, chess club, fashion parades, engineering challenges, or in worship assemblies, they are enthusiastic and determined they care for each other and they aspire to learn. A key to our success is the belief that students respond positively and engage effectively when teachers establish clear expectations both academically and behaviorally with a strong sense of belonging. We believe God has placed each student in our care and they are highly valued. In our SVCC ELC, Jesus is the center of all things, where life flows from Him and we live in His life each day. We believe children: Are joyful souls who take pleasure in celebrating life Are curious, creative and wonder drives their learning process Are powerful, capable, and resilient, able to be the main characters of their learning process Have a voice and many different ways to express themselves Bring knowledge and understanding with them to build connections. Have a natural desire and need for connection and relationships Are unique and each journey has its own pathway Express their worship and understanding of God

Welcome to Southern Highlands Christian School for over thirty years. Southern Highlands Christian School’s core commitment to growing Knowledge, Character, Service, and Leadership has laid a firm foundation for many young men and women. Our dedicated Christian staff, who value each student as a unique individual, seek to foster these critical aspects of education in all our students from Prep to Year 12. At SHCS, our vision is to provide a curriculum of academic excellence while building a partnership with parents to grow, develop, and equip our students for their place in the world. We desire that all our families feel valued, and we seek to build a great sense of community and ownership with them. SHCS is committed to offering a high quality, Christ-centered, Bible-based education, providing the students with life-long values, friendship, and opportunities. Our vision at Southern Highlands Christian School is for students to embrace the potential God has gifted them to make a difference in the world. Therefore, children need to be empowered in their learning, equipped as creative thinkers and problem solvers, work as part of a team, and be encouraged towards high levels of achievement. Success stretches beyond wealth or position in society, and our prayer is that our students will exude truth, justice, mercy, compassion, and grace to the very character of Jesus. The education offered at Southern Highlands Christian School is based on these foundational values. For over thirty years, SHCS has been providing quality Christian education in the Southern Highlands. Our core commitment to growing Knowledge, Character, Service, and Leadership has laid a firm foundation for many young men and women throughout that time. Our dedicated Christian staff seeks to foster these critical aspects of education in all our students from Prep to Year 12. At SHCS, we provide a curriculum of academic excellence while building a partnership with parents to grow, develop, and equip our students for their place in the world. At SHCS, we are committed to developing the whole child, mentally, spiritually, physically, and emotionally. Part of this commitment is to help them achieve an outward focus. Our school has developed a strong history of overseas mission trips to countries such as Fiji, the Soloman Islands, and Vanuatu and trips within Australia to Bourke and Darwin. We want to challenge all students to respond to Christ and share His love and the offer of salvation that He freely makes. Without a doubt, mission trips are the highlight for many students, and they see the unique opportunity provided to them in serving others.

Ensuring that staff employment packages are the benchmark in Australian education. Engaging staff in professional development and training enhances their knowledge skills and understanding of the art of teaching. Educate in world-class physical and built environments that: Reflect our pride in our School, Enable students and teachers to learn, teach and play in safety, Demonstrate our commitment to creating sustainable and high-quality learning and teaching environment.

Prescott College Southern provides a warm, caring environment where all children can relate positively to students, staff, and other adults. It recognizes each individual's uniqueness, and priority is given to helping every student develop academically, socially, spiritually, emotionally, and physically to the fullest extent possible. Prescott College Southern School will give students opportunities to: Participate in a differentiated curriculum Develop the academic ability to their maximum potential Mature in physical skills Make positive social adjustments Build lasting peer relationships Cultivate critical thinking and problem solving Grow in Christian values Create a sense of pride in themselves and their learning environment Learn in a balanced environment where their natural abilities will be challenged Prescott College Southern is proud of its size. We currently have an enrolment of approximately 570 students. The small school focus enables students to enjoy close personal contact with the teachers and fellow students. We average 25 students per class in the Primary and Middle School. This enables staff to give each child the attention required in the implementation of a differentiated curriculum. The Mission of Prescott College Southern is to promote a redemptive relationship between each student and Jesus Christ and to facilitate academic excellence and enjoyment in a caring disciplined learning environment. Prescott College Southern offers a program based on God's Christian philosophy of being the Earth's creator and savior. The fundamental premise upon which our educational philosophy is based on the belief that the gospel touches every aspect of life. The educational program in this school is designed so that the redemptive and restorative power of the gospel may become a reality in students' lives, pervading all aspects of their living. Prescott College Southern was first established as Noarlunga Districts Adventist Primary School in 1977. For many years it was a two-teacher school with enrolments primarily made up of Adventist children from the local area. In 1991 the school name was changed to Prescott Primary Southern. A focussed differentiated curriculum was developed, and children from the local community increased substantially, making up most of the school enrolments. In 2012, we welcomed the addition of the middle school students as we migrated towards becoming an R-12 school and changed our name to Prescott College Southern. Our current enrolment is approximately 570 students.

Welcome to Great Southern Grammar, where wide-open spaces equal wide-open futures. Our campus is as expansive as our curriculum. Situated on 144 acres adjoining Oyster Harbour in Albany, we offer your child everything from science to SCUBA diving, maths to maritime studies, and history to horse riding. This richness of learning and breadth of experiences allows your child to uncover their strengths and passions. We give girls and boys from Kindergarten to Year Twelve, a world of opportunity in a supportive, country setting. At Great Southern Grammar, your child has room to flourish. GSG is an independent, Christian, coeducational, residential, and day school for students K-12 and is the School of choice for Great Southern families. GSG opened in 1999. Its mission was to provide the young people of the region and beyond with a world-class school incorporating a liberal education, the Christian faith, and maritime heritage. The School's motto of Wisdom and Knowledge embodies its goal of imparting the life skills young people require to participate in the community and achieve academically. It provides a balanced approach to academic, sporting, and cultural excellence and encourages festive community spirit. The mission of GSG is to provide the young people of the Great Southern region and beyond with a world-class school, incorporating a liberal education, the Christian faith, and maritime heritage. Excellent Southern Grammar is committed to providing students with a well-rounded education that imparts valuable life skills and prepares young people to participate and achieve in community and society. We are committed to: Providing students with a broad and balanced education by encouraging participation in as many learning areas as possible Assisting students to recognize and value their gifts and talents and developing these inappropriate ways Encouraging students, through their exposure to Christian teachings, to explore issues of faith, spirituality, and values Enabling students to develop and appreciate the vital place that integrity, respect, tolerance, and compassion have within a modern society. GSG OBJECTIVES To be a useful educational community that actively involves students, staff, parents, and friends and develops active links with the broader community within which the School operates. To provide a diversity of learning programs suited to the developmental stages and learning needs of students. In all educational programs, the Christian faith's central role is the fundamental human commitment that gives shape to all life. To facilitate the highest levels of educational achievement for each student, according to individual ability. To develop an educational environment in organizational structure, pastoral care, and teaching programs is authentically Christian. To equip students with an appreciation of their worth and the values of others. To instill in students the capacity and confidence to make decisions concerning all aspects of life, including their chosen vocation, and help students deal creatively with economic and social matters. To provide all employees of the School with an enjoyable and rewarding working environment. GSG VALUES are the core values of GSG are integrity, respect, tolerance, and compassion. GSG values include: Pastoral Care is abundant and teaches compassion, care, and concern for the individual. Learning which is joyful and lifelong by nature and stems from openness to change. Participation is active learning and not passive reception. Self-acceptance which stems from real knowledge and love of one's self. The faith which is inwardly reflective and demonstrated in service for others. Standards that apply in every field of endeavor and are set high to encourage the pursuit of excellence. Partnerships involve the family and the community as the contexts in which children grow. Self-discipline is learned from experience and cultivated through hard work. The responsibility is both individual and joint in scope and nature. Relationships which give purpose and meaning to life and which are based on integrity and mutual respect. Citizenship promotes commitment and understanding at a local, national, and international level. Resilience is built through purposeful effort, participation, and persistence.

The southern highlands association for Steiner education (shase) was formed to cultivate, nourish, and promote Steiner education in the southern highlands. The Association is established for the object of operating a Rudolf Steiner co-educational Primary school for children, irrespective of their social, religious, or cultural background, which: provides a living, inspired learning environment, which strives to foster the qualities of goodness, beauty, and truth through the research and implementation of the principles in the educational approach of Rudolf Steiner develops progressive social and cultural forms through nourishing the physical, soul, and spiritual aspects of the community life of the school strives for a respectful, safe, and loving environment between all who work and learn at the school. As one of over 1000 Steiner/Waldorf schools throughout the world, Aurora is a small school offering a big-hearted education full of nourishment for the whole child. Our approach, inspired by the indications of Dr. Rudolf Steiner, actively engages the senses with real-life experience, learning through the head, heart, and hands. We are a school that upholds respect and reverence for the natural world. We celebrate the Australian seasons, grow food in our garden, and explore our local area's beauty. We are a school of spirit, welcoming families into our community with open arms and open hearts. We value kindness and compassion, and we seek to create an environment that fosters healthy social relationships. An education at Aurora builds a strong academic foundation. We provide a rich, engaging environment where students learn concepts and skills at a developmentally appropriate time. The attributes of curiosity, creativity, and capacity are nurtured, ensuring our children are equipped for today's world as morally responsible global citizens. Aurora offers an integrated, interdisciplinary curriculum for Primary school. Our academically rigorous curriculum is integrated with creative arts and personal development. This means academic subjects are presented imaginatively to engage the students' whole-hearted participation: physically, cognitively, and emotionally. Each lesson incorporates movement, supported by music, poetry, visual arts, traditional writing, reading, and mathematics skills. Your child will learn literacy, mathematics, music, speech and drama, languages, physical education, visual arts, eurythmy, artisan handicraft, and social and emotional skills in any week. The class teacher is a trained Steiner teacher as well as a State qualified teacher. A deep and caring relationship and understanding are fostered between the child, the teacher, and the class as a whole. The teacher brings each part of the curriculum at the right stage in the children's development to meet and satisfy their inner needs. The teacher's task is to bring the child all the subjects in a living way, involving the whole child in the learning process. The educational aim is to stimulate students' curiosity, imagination, and interest in the world to foster a balanced feeling for life, to develop a sense of morality, service, and strength of will. This encourages each child to grow in confidence, imagination, and initiative. Each day begins with the Main Lesson, a two-hour period when a core subject is taught, experienced, and worked with for a block of time, usually three to four weeks. Our Kindergarten lays the foundations for learning and life. In an atmosphere of love and warmth, children are encouraged to learn through a sense of wonder, imagination, and exploration. The Kindergarten day is purposefully based around a natural rhythm, including free play, structured activities such as arts, crafts, food preparation, ring-time and story-time, and outside time to climb, run, and experience the changing season's elements. With its kitchen garden and space to run and climb in our country campus, your child's school day is filled with play and adventure. Children engage in real-life experiences, learning through active involvement. They climb trees, go for bushwalks, bake bread, grow and cook vegetables, play instruments, dance, make crafts, organize festivals – all as part of their day's learning. Aurora caters to Pre-kindergarten and Kindergarten aged children in a combined class. This 'family' group of mixed age allows older children to care for and lead the younger children and allows them to engage socially with older children and learn with them.

SFedU traces its history back to 1915. Over 33 thousand SFedU students (the 2015 data) have already had the opportunity to appreciate the advantages of studying at SFedU; the deserved top place occupied by SFedU in the academic rankings of Russian universities the well-established traditions maintained by SFedU in the area of education and research the image which is positive and looks attractive to the prospective applicant. Diverse opportunities for postgraduate and further education the well-developed network of university branches in the South of Russia, A leading position in the area of innovations and research integration of research into education a winning combination of fundamental and applied research highly reputed schools of thought open-minded and creative teaching staff up-to-date research facilities and appliances collaboration with the Russian Academy of Sciences and international research facilities Extensive supportive infrastructure for increased efficiency of professional and research training (Research & Education Centers, Centers providing public access to research facilities, scientific journals published by SFedU, SFedU Publishing Center, etc.) Great diversity and flexibility of study programs fed applicants can pick and choose from a range of Bachelor, Master, and Doctorate programs in the broadest range of sciences and humanities: history, philosophy, art, economics, law, psychology, biology, chemistry, physics, mathematics, computer science. Each program contains several core courses, but apart from them, students can choose between elective courses. It is also possible to apply for several programs, Up-to-date research facilities, and young researchers' opportunities. SFedU is proud of its numerous research institutes dating back to the Soviet era but equipped with cutting-edge facilities. Award-winning researchers holding over 150 international patents work and teach at SFedU. SFedU researchers strive to exchange experiences with foreign colleagues and frequently visit international conferences. High Scopus citation score bears evidence of the importance of our scientific publications. The global strength of our reputation and qualifications. International dimension SFedU strives to make sure that all the study programs we offer are kept in line with international standards and the Bologna Declaration's principles. Twenty-eight programs have undergone international accreditation. SFedU maintains partnership links with numerous highly-reputed universities and research centers worldwide. We foster diversity and welcome international exchange and cooperation. Our university's mission is to develop the research, education, and innovation space of Southern Federal District, based on the generation and transfer of scientific knowledge and technologies, conservation, and enhancement of cultural traditions and values. The strategic objective of the university is active participation in the production of new knowledge and its dissemination and use through research, education and innovation, accumulation and augmentation of moral and cultural values of the society, formation of large-scale inter-regional, national and international center of education, science and culture, as well as becoming one of the leading universities in the world. To achieve a strategic objective, the following tasks are set, they need to be addressed in the implementation of the development program: Training of highly qualified specialists and academic staff following the needs of different economic sectors of Southern Federal District and the country as a whole Development and implementation of high-demand interdisciplinary educational programs Ensuring continuous adaptation of training programs to the needs of business and society Basic and applied world-class research, based on the convergence of science, the production of innovative products The formation of university-based innovation system kernel of Southern Federal District through cooperation with major Russian and foreign high-tech companies within the technology platforms and innovation clusters, network science, innovation and information infrastructure, a network of centers sharing unique scientific equipment and other centers Creating conditions for the fullest implementation of personal and professional potential of University staff and students Increasing financial and economic stability of the university Accumulation and augmentation of multicultural and multiethnic traditions and values. Based on the strategic objectives of development of Southern Federal District and accumulated infrastructure, research, education, and human capacity, the following priority directions of scientific and educational activities of the university are defined: Intellectual" materials, photonics, nanomaterials, nanotechnologies, devices and systems based on them Biotechnology, biomedicine, technologies of living systems, ecological safety Information and telecommunication technologies, devices, and systems Marine, aviation and space-rocket engineering, robotics, radio engineering, automation, and control Architectural and artistic creativity, design, restoration, modernization, and creation of objects of urban planning, architecture, design, and art Humanities technologies and models of human capital development and socio-economic communities in multiethnic Russia Development of the university's innovative potential associated with the formation and development of innovation and technology clusters in the Southern Federal District within the areas above.