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The New Sorbonne University (French: Université de la Sorbonne Nouvelle, also known as Paris III) is a public university in Paris, France. The French cultural revolution of 1968, commonly known as "the French May," resulted in the division of the world's second-oldest academic institution, the University of Paris, into thirteen autonomous universities. New Sorbonne University is one of the inheritors of the former arts, languages, and humanities faculties of the University of Paris ("the Old Sorbonne"). View full university

Competition creates quality is a saying that can be applied to many areas except that of the private higher education that requires the meeting of intrinsic conditions, particularly those relating to the quality of teaching staff as an essential factor in the overall success of an education system, functional and suitable premises, and émulative atmosphere because we have faith that the University is a sacred place where are forged individual and collective destinies. The UPES has a highly functional infrastructure that we put within reach of our students. These working means and equipment and instruments at both the IT level of communications, advanced technology that provide students with an environment and exceptional education. Students will also have access to a well-stocked library and continuously enriched. View full university

The University of Sfax is a university located in Sfax, Tunisia. It was founded in 1986 and is organized in 8 Faculties. The University of Sfax (جامعة صفاقس) is a university-based in Sfax (Tunisia). It was founded in 1986 under the name University of the South and then covers all academic institutions in the South. It is divided into three universities, including the current University of Sfax, with the University of Gabes's creation in 2003 and the University of Gafsa in 2004. View full university

The University of Sousse was created in 2004 from a division of the University of the Center, created in 1991 from the University of Monastir. The University of the Center had proliferated from 45,000 students in 2001-2002 to nearly 60,000 in 2003-2004 in 30 institutions. In 2004 new universities were created in Monastir, Kairouan, and Gafsa. View full university

By Dahir No. 2.75.662 of 11 Chaoual 1395 (17 October 1975) and by the Royal Directives aimed at bringing higher education establishments closer to researchers and students and, on the other hand, University in its environment and to promote research for development and regional and national well-being, was created the Sidi Mohamed Ben Abdellah University in Fez. Before the creation of the University, there already existed in Fez of the annexed establishments of the Faculties of Letters and the Human Sciences and the Legal, Economic, and Social Sciences of Rabat and a university city. Since its inception, the Sidi Mohamed Ben Abdellah University has grown significantly in terms of the structure and number of institutions and the teaching staff of researchers, administrative staff, and students. All this gives it a place of choice in the university map of the Kingdom. Its mission was to provide teaching and scientific research in science, technology, economic, social, legal, and human sciences. Sidi Mohamed Ben Abdellah University, with its development, was accompanied by the development of Socio-economic development of the north-central region through the training of qualified and specialized staff and technicians. View full university

University Moulay Ismail of Meknes was launched under the Dahir number 21-86-144 on October 23rd, 1989. The University offers, in the main campus in the city of Meknes (center of Morocco) and a smaller one in the southern city of Errachidia (the gate to the Tafilalet oases), a broad range of educational and training programs in such fields as Science and Technology, Social Sciences and Humanities, Economics and Management, Public and Private law, Mathematics, Industrial and Mechanical Engineering, Computer Integrated Manufacturing, Industrial Data Processing, and Quality Control and Maintenance. Internationally the University has over 245 cooperation agreements with universities in Europe, Asia, the Middle East, and North America. The University has a student population of about 66000, all full-time, seeking degrees at the Bachelor's (Licence), Master's, and Doctorate levels, as well as in specialized degrees in Engineering & Technology. For the period of our second term (2019-2023) at the head of the Moulay Ismail University, we intend to conduct a clear and transparent development policy based on the consolidation of achievements obtained and the improvement of shortcomings, especially as the results expected during our first term are very satisfactory and encouraging and that we are required to invest more in teamwork and the synergy of the many stakeholders through several concrete actions, in particular: Pedagogically, by diversifying its training offer, be it initial or further training, by the job market. In terms of student activities by strengthening sports associations and socio-cultural associations set up at each institution's level and by encouraging students to join these associations for better fulfillment, which is necessary afterward in an active life insertion. In the field of scientific research through a restructuring policy aimed at federating and pooling resources and equipment and implementing centers of expertise and structures that would meet socio-economic needs in terms of training and expertise. Our policy also aims at continuously encouraging scientific production. In terms of cooperation and international relations, by consolidating the links with our privileged partners and developing programs funded by large endowments. Today, we are among the leaders in terms of involvement in Erasmus's international mobility programs. In terms of governance through the implementation of procedures and an effective information system that responds to the needs of the University in terms of student affairs management and staffing, in terms of management of massiveness at the level of institutions with open access, and financial management through integrated management of all institutions about the University, and regulations that allow everyone to be treated and considered in the fairest way possible. On developing skills through further training in all areas related to financial and administrative management, they are allowing these resources to be in tune with the evolution and global change. On the social dialogue level through a straightforward and continuous communication strategy with all trade unions and calm and favorable working conditions for better work performance. In terms of infrastructure, it was increasing the reception capacity and the construction of new institutions that would meet the national and international economy's needs. Our ambition is to continue what we have started during the last four years because we today believe that we have made the right diagnosis required to upgrade the university level. We are convinced of continuing to bring realizable and practical solutions against the challenges of this prestigious University to help transform it into a major university. View full university

The University of Chouaïb Doukkali was created in 1985 in the middle of El Jadida city. It came into the world with two academic institutions: the Faculty of Sciences and the Faculty of Arts and Humanities. Today, the University consists of five academic institutions through the creation of the Polydisciplinary Faculty (2004), the National School of Commerce and Management (2006), and the National School of Applied Sciences (2008). Concerning article 3 of Act 01-00, on the organization of Higher Education, the University's primary missions are: Contribution to the strengthening of the Islamic and national identity Initial training and continuing education Development and dissemination of knowledge, information, and culture Preparation of young people for integration in working life, notably through the development of know-how Scientific and technological research Offering expertise Contribution to the country's overall development Contribution to the promotion of universal values. The university bears the name of an illustrious Moroccan figure of the twentieth century. Sheikh Abu Chouaib Doukkali is a Moroccan scholar and resistant (1878-1937), known to have participated in spreading the reformist ideas of the 'Nahda' in Morocco and as a pioneer of the independence movement. He served as Minister of Justice and Education and spent a long time in the Middle East, where he gained an excellent reputation. We want to make Chouaïb Doukkali University a modern and efficient institution in its students' service and the development of society. Our vision considers the major national programs in which the country is engaged and integrates the sectoral development strategies of the Great El Jadida and its surrounding areas. In the pedagogical project, three main parameters are taken into account: Pedagogical innovation Improving the quality of training The reinforcement of the students' accompanying devices upon their arrival, during, and exit from the university is for better internal and external performances. In the research field, we make scientific research activities at the center of prominence/radiance of the University. We insist on the interaction of the UCD with its socio-economic environment in a win-win strategy by developing the research and development axes and human resources' continuous training. UCD is a significant component of the Mazagan Urban Pole (MAUP). A new dynamic is infused with the various existing opening structures (Incubator University-business Interface Center for Continuing Education). We are also working towards realizing the 'Mazagan Technological Center, ' which brings together the University Research Centers, the Socio-economic Observatory, and the Technological Platform. We will continue our strategy of developing them along with developing the information and management system. In terms of infrastructure, the development of the new Mazagan University Campus is a priority to accompany the Mazagan Urban Pole (MAUP) by 2030. We will also continue to consolidate existing institutions by increasing their overall capacity for receiving new students, their equipment, and their rehabilitation. The UCD development action plans cannot be conclusive without the commitment and involvement of all the actors of the University, faculty, staff, technicians, and students and also the different components and structures, starting from the departments, through the various committees and school councils concerned and, at the end of the chain, the University Council. The role of our socio-economic partners and local authorities and elected representatives of the region remains a decisive factor in the UCD outreach. View full university

In a context dominated by globalization and intense competition between the various contenders, our university, empowered by its assets and proud of its values, accepts the challenges posed by such tasks. This is done by committing itself to the Reform process and making the adaptations it requires. Our main objectives are to promote excellence, eliminate school failure, access the new technologies of learning by setting up digital teaching infrastructures and open up international venues to help the university forge a place among international élites. Once more, I welcome you and invite you to work with us, hand in hand, to create an innovative university capable of taking the challenges of the century. It is my great pleasure to welcome you to this university website. It would give me greater pleasure to read your propositions and suggestions as they would help improve the quality of our services. Then, this venue is a significant link between the various creative actors of the country as it encourages debates punctuated by fruitful exchanges of information and know-how. View full university

Cadi Ayyad University is a university in Marrakesh, one of the significant universities in Morocco. One of its components, the École national des sciences appliquées de Marrakech, was created in 2000 by the Ministry of Higher Education and specialized in engineering and scientific research. Cadi Ayyad University was established in 1978 and operated 13 institutions in the Marrakesh Tensift Elhaouz and Abda Doukkala regions of Morocco in four main cities, including Kalaa of Sraghna, Essaouira, and Safi in addition to Marrakesh. View full university

On Tuesday 13 March, as part of the state visit to Canada, UCL and the University of Ottawa signed a dual degree agreement in multilingual communication. On the same day, the two universities organized a research seminar on language learning. On 13 March, King Philippe opened a research seminar on multilingualism at the University of Ottawa. The seminar, which UCL coordinated in collaboration with UOttawa, was an opportunity for various university teams from Belgium and Canada – two countries with a long tradition of multilingualism – to present recent research results on immersion education. On behalf of UCL, Professors Arnaud Szmalec and Philippe Hiligsmann presented the first results of a five-year ARC (collective research initiative) project carried out in collaboration with UNamur immersion in English and Dutch in French-speaking Belgian education. In French-speaking Belgium, the number of schools that use immersion is continuously increasing. In 2015-2016, 191 primary schools and 100 secondary schools offered an immersion program to some 32,000 students in the Federation Wallonia-Brussels. The researchers were interested in the effectiveness of this program for second language acquisition and the level of learning of general subjects in a language other than the mother tongue. The seminar also allowed Professor Bertrand Hamaide, Vice-Rector for Education and International Relations at Université Saint-Louis, to present a study on success in multilingual programs, one of his university’s areas of strength. Following the seminar, UCL and UOttawa signed an agreement concerning a dual degree in multilingual communication. In concrete terms, this will enable five UCL students and five UOttawa students to benefit from a one-year exchange at the other institution to experience Belgian-style or Canadian-style multilingualism. The agreement will boost student mobility between Belgium and Canada, which is already very dynamic: in 2016-2017, 160 UCL students made an exchange trip to Canada and UCL welcomed 88 Canadian students. This year Canada became the top exchange destination for UCL students. Since its founding in 1425, UCL has both reached out to the world and invited it in. Through student exchanges, hosting international professors and researchers, interuniversity partnerships, participation in European and global networks, and a long tradition of cooperation in international development, UCL has exerted influence throughout the world for nearly 600 years. UCL wants to enable anyone who desires an education to pursue one of the highest possible quality. Whether fresh out of secondary school or in mid-career, students can acquire skills and expertise conducive to personal and professional development. Course quality is ensured by closely tying innovation in teaching to developing programs and maintaining their cutting edge. UCL is a stabilizing force in an uncertain world. It prioritizes universal access to high-quality education and makes innovation the governing principle of its activities, teaching as much as in research. It creates synergies between its involvement in regional development and its international influence, enabling them to fuel each other. Its research reveals the complexity and provides perspective in a world that emphasizes the here and now. In June 2015, university authorities approved ‘Louvain 2020’, a strategic plan to guide UCL to the end of the decade. Designed with input from throughout the university, the plan addresses several areas, including high-quality course offerings, improving the university’s ranking as a research institution, reinforcing internationalization, intensifying regional cooperation, developing the ‘digital university,’ and promoting universal equality. UCL wants to enable anyone who desires an education to pursue one of the highest possible quality. Whether fresh out of secondary school or in mid-career, students can acquire skills and expertise conducive to personal and professional development. Course quality is ensured by closely tying innovation in teaching to developing programs and maintaining their cutting edge. As a research university, UCL assumes its place in an international community based on recognizing the excellence of its contributions to development and knowledge dissemination. UCL favors an environment conducive to scientific creativity, the commercial development of findings, and a balance between research and teaching. Leveraging its regional foothold (seven sites and two university hospitals in the French Community of Belgium), world-class research and educational capabilities, dynamic alumni network, formidable spin-off creation capacity, science parks, incubators, and international development cooperation projects, UCL contributes to the development of a society that ensures the well-being of all its members. UCL is a stabilizing force in an uncertain world. It prioritizes universal access to high-quality education and makes innovation the governing principle of its activities, teaching as much as in research. It creates synergies between its involvement in regional development and its international influence, enabling them to fuel each other. Its research reveals the complexity and provides perspective in a world that emphasizes the here and now. In June 2015, university authorities approved ‘Louvain 2020’, a strategic plan to guide UCL to the end of the decade. Designed with input from throughout the university, the plan addresses several areas, including high-quality course offerings, improving the university’s ranking as a research institution, reinforcing internationalization, intensifying regional cooperation, developing the ‘digital university,’ and promoting universal equality. The values on which UCL’s vision is based are openness to others and differences, solidarity, freedom, and respect. Faculty enjoy academic freedom enshrined in the constitution, specifically, freedom of thought in the pursuit of truth arrived scientifically and free from the undue influence of current trends. UCL is a cosmopolitan and intellectual human space whose diversity stimulates encounters between people of different backgrounds and with the world itself in the spirit of rational discussion and mutual enrichment. Its Christian tradition is a living heritage, a driving force of an authentic pluralism that benefits and respects all people regardless of their beliefs. View full university

Since its founding, Université Laval has been training, equipping, and guiding the decision makers who've grappled with the major issues of society. Through the advancement and sharing of knowledge, its culture of excellence, and its global outlook, our academic community contributes to the development and international profile of our province. Still today, with the world at a crossroads, Université Laval plays a bigger role than ever in Québec City and on the national and international scene, both as a catalyst for change and a visionary institution where knowledge, curiosity, and innovation are part of everyday life. View full university