Anglican Pre K-12 Day & Boarding School for Girls; encouraging students to develop their potential by fostering pursuit of personal and academic excellence. Abbotsleigh provides a quality, well-balanced education, underpinned by the Christian faith. Each girl is empowered to be a courageous, constructive and compassionate world citizen, who embraces diversity and has a will to serve others. For many generations, Abbotsleigh has been empowering young women by providing them with an education that prepares them for their future. Education includes more than academic excellence, so Abbotsleigh seeks to focus on the whole girl, offering girls unparalleled opportunities to develop their gifts and talents as well as their character.
In 1869, the Reverend Thomas Bowman Stephenson saw some children living rough under the arches of Waterloo Station Instead of walking by, he stopped to listen to their stories. Then he worked out the most practical way to help. Stephenson was a Methodist minister from the North East of England. He was also passionate about social justice. So when he moved to London, he challenged the Methodist Church to take action to help children living on the streets. Stephenson’s work led to the creation of the National Children’s Home (NCH). In 1994 we became NCH Action for Children. We’ve been Action for Children since 2008. Our vision is that every child and young person has a safe and happy childhood, and the foundations they need to thrive. We put children at the heart of everything we do. That includes our mission and values. They’re our blueprint for the way we work. We protect and support children and young people. We do this by providing practical and emotional care and support. We make sure their voices are heard. And we campaign to bring lasting improvements to their lives.
Alinjarra Primary School, located in the northern suburb of Alexander Heights Perth, opened in 1988. The word ‘Alinjarra’ is an aboriginal word meaning “North”. The school caters for Kindergarten to year 6 students and offers a safe, caring and positive learning environment. All classrooms are air-conditioned, fully networked with computers, have interactive whiteboards to enhance student’s learning and a well developed, monitored website. A wide range of learning activities are offered across the curriculum including the specialist areas of Science, Music (a school choir and instrumental programs in flute, guitar and clarinet), Italian, ICT and Physical Education. Talented and gifted students are also catered for in a variety of programs across the school and district including PEAC and EYES. The school continues to develop strong links with the local community. Our community consists of a variety of nationalities with over 20 different languages spoken by our families. The school works in partnership with our School Council, P&C, School Volunteers and Chaplaincy programs to ensure the best outcomes for our students. Together at Alinjarra Primary School we equip our students to strive for excellence, be healthy active lifelong learners and responsible members of the community who possess the necessary skills, knowledge and attitudes to achieve their individual potential.
Amoyo is an after school and weekend performing arts training platform (dance, acting, singing) working with over 150 impoverished children from the townships in Hout Bay. Amoyo is so much more than just a performing arts training programme. Our classes are a platform to engage with our youth, to show them we care about them, about the choices they are making, that we are there to support and help them develop into successful, employable adults. The Amoyo journey aligns skill development with self-respect, respect for others, integrity, emotional intelligence and communication skills needed to survive in the fast paced professional world outside of their immediate environment of poverty, neglect, criminal and gang activity. Our MISSION is to uplift the communities of Imizamo Yethu and Hangberg, one child at a time, through an after-school and holiday programme offering high-quality dance, drama, music and performance classes. Our VISION is that each Amoyo child will continue into tertiary education after school, equipped not only with performing arts skills but also with life skills, self-esteem, self-confidence, and self-discipline to conquer life successfully. Our PHILOSOPHY is one of gratitude. Amoyo means “spirit of appreciation” (appreciating everything and everyone) and our unique approach to upskilling and empowering the children of Hout Bay is already having a huge impact, not only on the children but on their families and the broader community, too.
Our community in Khayelitsha is afflicted by the largest HIV/Aids epidemic in the world, an increasing number of orphaned/vulnerable children, and an unemployment that stands at a staggering 54.1% or higher. The vision of Baphumelele is to provide a temporary shelter for vulnerable/orphaned children and young adults with chronic diseases and HIV/Aids, and to provide skills development for the unemployed, early childhood care, alleviation of poverty, and healthcare information to the community in Khayelitsha and surroundings, so that the lives of everyone we touch can become more productive and accepted individuals who make a difference within society. In 1989, Rosalia Mashale “Mama Rosie” to those around her, a trained primary school teacher, moved from the Eastern Cape toKhayelitsha in the Western Cape Province. Rosie was disturbed to see young children going through the rubbish dump in search for food while their parents were away during the day, either at work or in search of work. She responded by taking children into her home, and together with a group of women from the community, began looking after these unsupervised children. After the first week, 36 children had joined their charge. The name given to this project was Baphumelele (pronounced: ba-poo-meh-leh-leh), a Xhosa word meaning “you have progressed”. From these humble beginnings Baphumelele Educare Centre was founded. Today the centre is an established community crèche and Grade R (preschool) caring for roughly 250 children aged three months to six years. While the Educare Centre had developed a reputation for looking after children, Rosie also felt a calling to reach out to orphaned children in the community. To that end, Baphumelele Children’s Home was created as a place of safety for abandoned, abused, neglected or orphaned children, many of whom have been affected by the HIV/Aids pandemic or have HIV/Aids themselves. Through the hard work, determination, and help of the community and friends overseas, Baphumelele has developed into a thriving community project over the years. In addition to the Children’s Home and Educare Centre, Baphumelele has expanded to include the Adult Respite Care Centre, Child Respite Centre, Hospice in the Home, Child Headed Households, Fountain of Hope, and Rosie’s Bakery/Sewing Project. Mama Rosie is a visionary paradigm-shifter whose leadership and vision continue to grow and shape Baphumelele today.
The Diocesan School of the Diocese of Cape Town - for boys only, normal in those times - was established in 1849 by Bishop Robert Gray, and opened its doors in Maynier’s Cottage in the grounds of the Bishop’s residence, Protea, now called Bishopscourt. Its object was ‘to give a sound Education to the Youth of the Colony’, conducted on the principles of the English Church. The first Principal was the Revd HM White, an English clergyman. Gray clearly had it in mind that this school would be different from the other grammar schools that he was establishing during the first years of his time in South Africa. He envisaged a lower school (boys aged 10 to 17) and an upper department (boys older than that) and when in 1874 the University of the Cape of Good Hope was instituted, university classes were set up as part of the Collegiate School, this was clearly in line with Gray’s orginal intentions. As the formal name of the school is quite a mouthful, the school has been referred to as ‘Bishops’ (the school of the Bishop) from the very beginning. The most worthwhile legacy you can leave your son is an education that recognises and encourages that special spark within each boy to catch fire; that provides him with the best academic grounding he can get, the foundation of a healthy physical lifestyle, opportunities to develop his cultural and social world, and one that enfolds him with values, and an understanding of the role of a spiritual component to life. As a boys’ school, we actively address what it means to be a boy, and how young boys can develop into mature men. Once a boy leaves school, it is right that he turns to new opportunities, new challenges, but we believe that the bond formed at school should be maintained and that friendships grown in school can be encouraged to remain through the association with the old boys’ union. Bishops aims in all we do to inspire our boys to find something that they are passionate about, and then provide them with all the resources possible to develop that passion. We expose boys to a wide range of activities, and watch closely to see what catches, what grows. Our boys are hugely busy, but in the end, they benefit from and enjoy the range of things they can do. The education we provide is based on the South African National curriculum, and we offer a wide range of subjects within a technology rich environment – one which provides them with exposure to the connectedness and resources of today’s world. Our boys produce exam results which have been ranked in the top ten schools of the Western Cape for the past four years, they participate in and achieve good results in national Olympiads. Our classroom are richly resourced, and our teaching staff are men and women of the highest calling. All boys engage with sport in various ways. At the heart of their sporting requirements lies the belief that boys need vigorous physical activity to grow; that healthy competition results in maturity of spirit; that habits of exercise that are planted young continue to provide benefits long after school has been left behind them, and we know that the sharing of victory and defeat in games contributes massively to the camaraderie and fellowship which binds the school and the family of the school together. We all live in cultural and social contexts, and activities which expose us to our cultural backgrounds and to the cultural diversity of South Africa develop and enrich us. The annual Eisteddfod in which all boys take part is one of the key highlights of each year; the dramatic, musical and social events each year ensures that everyone can both observe and participate in. We believe that the role of a values-based life-style in the development of fully rounded and fulfilled men is vital, and we constantly return to our values base to determine actions and programmes in the school. We are an Anglican Christian foundation, and Chapel plays a role in the daily life of the school, but we are open to all faiths, and we make provision for boys to meet their own religious practices. We know that the bonds forged between boys at school endure, and provide support and strength to many during both the good and bad times that life confronts us with. The Old Diocesan Union has branches all over the world, and reunions held at the school regularly bring together huge numbers of old boys, even up to fifty or sixty years after they had left school. We respect these gatherings within the school, because joining the school as a boy becomes a life-long journey with the school’s wider family.
The Bloemhof Girls' High School, located along the Eerste River in Stellenbosch, is the oldest Afrikaans medium school for girls in South Africa and has been named the best high school with Afrikaans as the medium of instruction in the Western Cape since 2017. In 2021, Bloemhof will be named the best Afrikaans medium high school in the country - a great honor! Bloemhof is synonymous with excellent academic results and learners who bridge the gap between school and university with ease. High-performance sports, professional coaches and world-class facilities help our learners to compete against the best in SA. We offer a wide range of cultural activities that hone social skills and regularly enjoy exposure at the national level.
Taking our past into the future with Carolina Reviglio! Carolina enjoyed a carefree childhood in the Piedmont countryside. With many cousins and friends, the passion for culture was instilled from an early age. Surrounded by beauty and art in the family mansion Cimena, expertly curated by her grandmother namesake, Carolina. On the paternal side of the family, her Venetian grandmother was equally influential. The unique character and rich culture of Venice, epitomizes Carolina. While travelling often, she feels most at home, in the isles of Venice. Schooled in Italy and the United States, lived in provinces throughout the length of Italy, Carolina considers herself truly Italian, with an international vision. “My country is rich in heritage, but poor in the pocket to keep it so. It saddens me to see so many buildings in a state of disrepair.” She has honed the skills of renovation and interiors of historic buildings, since 1987. Learning by trial and error, spurned on by failure and ultimate success, Carolina has grown and prospered. Now is the time to give back. Helping artisans of all disciplines to find work and ply their trade with pride. Matching projects to professionals and vice versa. As Heritage Doyenne, Carolina’s primary contribution to this unique initiative, is to encourage the participation of Heritage Ambassadors. This cause is yet another open avenue, to take our past into the future. By intertwining culture and heritage, to create more synergy. “Only once we fully understand where we come from… and truly appreciate our heritage… can we imagine a fabulous future filled with the richness of our past. Life is ours to design!” ~ Carolina Reviglio
At Christine Revell Children’s Home we provide full-time care for up to 49 babies and children from birth to five years of age who have been referred to us by social workers and placed here by order of a children’s court. The children are either neglected, abandoned, abused, orphaned and are accepted at the home irrespective of HIV status, race or gender. We strive to create a warm, friendly and homely environment, but our ultimate aim is to re-unite a child with its parents or the extended family should circumstances permit. Children are also placed into foster care with suitable families in the communities and when the proper legal channels have been followed children can also be adopted. These decisions are always taken with the full involvement of our social worker, the social worker who referred the child to us, the family and children’s courts. Many of the children who arrive at our Home have not had the chance to grow and develop normally. A healthy and nutritious diet, suitable exercise and the mental development of our children are therefore of great importance. With this in mind we run a crèche weekdays from 08:00 to 11:45 where we develop the children mentally, physically, emotionally and socially.
John Carpenter, Town Clerk of London in the reign of Henry V, was famous as the author of the Liber Albus, a compilation of the laws, customs and privileges of the City, the memory of which had been threatened by the depredations of the plague. Property left on Carpenter’s death in 1442 was devoted to the education of four boys who were attached to the Chapel of the Guildhall, whose library Carpenter had helped to found. After the suppression of the Chapel in 1546, these ‘Carpenter’s Children’ led a wandering existence, being educated for a time at Tonbridge School. By the beginning of the nineteenth century the accumulated funds greatly exceeded the cost of their education. Warren Stormes Hale, a future Lord Mayor, worked for the creation of a permanent school. In his negotiations in the City, Hale drew support from progressive educationalists such as George Birkbeck, and, above all, the Whig Lord Chancellor, Lord Brougham, a radical patrician with the vision and drive to push the necessary Act through Parliament in 1834. In the Act, the Corporation of London took over the Carpenter Estates and created a School Committee as the governing body. Unusually, there was to be no religious test for either boys or masters. The curriculum laid down by the Committee broke with the customary monopoly of classics, and specified science and a range of modern languages, taught by native speakers, and Hebrew. The new School, a neo-Gothic structure designed by J B Bunning for 400 boys opened its doors in Milk Street in 1837. At City of London School, we understand that for boys to thrive they must be happy. It is why we cherish individuality, shun stereotypes, and encourage every pupil to be the very best version of themselves. With a vibrant, multicultural city on our doorstep, we draw strength from difference, recognising that diverse perspectives can help answer big questions. As a result, every member of our community is keenly aware of their responsibility and capacity to make a difference, right now. Through it all, we ensure our pupils are ready for the rapidly changing demands of the coming decades. This shows in our commitment to academic excellence, but also in our restless curiosity and desire to improve in everything we do. It means our pupils are equipped to provide the kind, inquisitive and respectful leadership that our society will so urgently require in the decades ahead.
La Ciudad de las Artes y de las Ciencias (Ciutat de les Arts i les Ciències) de Valencia es un conjunto único dedicado a la divulgación científica y cultural, que está integrado por seis grandes elementos: el Hemisfèric, cine IMAX, 3D y proyecciones digitales; el Umbracle, mirador ajardinado y aparcamiento; el Museu de les Ciències, innovador centro de ciencia interactiva; el Oceanogràfic, el mayor acuario de Europa; el Palau de les Arts Reina Sofía, dedicado la programación operística, y el Ágora, que dota al complejo de un espacio multifuncional. A lo largo de un eje de casi dos kilómetros, en el antiguo cauce del río Turia, este complejo impulsado por la Generalitat Valenciana sorprende por su arquitectura y por su inmensa capacidad para divertir y estimular las mentes de sus visitantes que, recorriendo sus edificios, conocen diferentes aspectos relacionados con la ciencia, la tecnología, la naturaleza o el arte. El papel relevante de la arquitectura en la Ciudad de las Artes y de las Ciencias de Valencia ha sido posible gracias al trabajo de dos arquitectos españoles de prestigio internacional, que han aportado aquí lo mejor de su obra: Santiago Calatrava, con el Palau de les Arts Reina Sofía, el Hemisfèric, el Museu de les Ciències, el Umbracle y el Àgora, y Félix Candela, con las singulares cubiertas de los edificios principales del Oceanogràfic. Un conjunto arquitectónico de excepcional belleza, que armoniza el continente con el contenido. Una ciudad donde conviven el mar y la luz del Mediterráneo de manera sorprendente. Se ha constituido como uno de los mayores focos de difusión cultural. En conjunto, las proyecciones digitales y las películas en gran formato en el Hemisfèric, las exposiciones interactivas en el Museu de les Ciencies Príncip Felipe y las exhibiciones bioeducativas del Oceanogràfic, conforman una gran oferta interrelacionada, que se complementa, con el único objetivo de satisfacer la curiosidad y las ganas de divertirse del visitante. La Ciudad de las Artes y de las Ciencias une además la admirada tradición mediterránea del mar y la luz, de los colores azules y blancos, con una arquitectura vanguardista diseñada por Santiago Calatrava y Félix Candela. Sus audaces líneas identifican a la capital del Turia del siglo XXI; es la estampa futurista que simboliza a la nueva Valencia: una ciudad moderna dentro de la ciudad milenaria, donde millones de visitantes acuden cada año para disfrutar con la cultura, la naturaleza, el arte y la ciencia.
La Comunità Mamma-Bimbo accoglie donne italiane e straniere, gestanti o con figli minori che vivono situazioni di violenza, alta conflittualità familiare e forme di marginalità sociale che possono avere pesanti ripercussioni sulla salute psicofisica del bambino e della donna. Offre protezione e sostegno al nucleo mamma-bimbo, consente l’osservazione e il supporto della funzione genitoriale. Oltre al percorso comunitario si progetta la fase di reinserimento e autonomia del nucleo. Laddove possibile (e mai nei casi di violenza intrafamiliare), vengono attivati percorsi di coinvolgimento dei papà o interventi di sostegno alla cogenitorialità. La comunità promuove attività di supporto specifico alla genitorialità come la psicomotricità o gruppi di confronto su tematiche comuni alle mamme presenti in struttura.
Crawford International has been a part of South African education for over 20 years. The schools that make up the Crawford collection constitute the largest single private school organisation in South Africa. Crawford International boasts twenty-two of the top schools in South Africa. Together they have challenged every traditional and conventional practice in education in our country. Their academic success is proven. Crawford International is a trailblazer in innovative and forward-thinking education. Every student is acknowledged and offered the opportunity to excel. The child-centred approach inherent in every school ensures that students examine and realise their own potential. Crawford International offers an academic foundation of the highest order and ensures that each student is a fully-rounded person. Cultural success is a cornerstone of every school, while sport is enjoyed by every sports-loving student and community involvement is celebrated by every civic-minded citizen.
Curro was established in 1998 and is the leading for-profit independent school provider in southern Africa. It develops, acquires and manages independent schools for learners from three months to Grade 12. We believe the purpose of education is to empower every person with the opportunity to achieve their potential as individuals and members of society. We further believe that education is the cornerstone in the development of quality leaders and responsible citizens who will positively impact the economy, environment and society. Our vision is to make independent school education accessible to more learners throughout southern Africa. Our value system is based on four pillars: Child-friendliness, Positive discipline, Christian ethos (ethics and morals), Creative thinking. Curro created a balanced educational space in which learners can learn and grow, as encompassed in the name of the group, ‘Curro’, which in Latin means 'I run'. Within the education context it can be interpreted as: ‘I learn at my own learning pace and according to my own aptitude, attitude and talents.’ These principles form the foundation of Curro’s ethical standards, which are included in the group’s code of ethics, codes of conduct, good citizenship and related policies. South African education has seen many transformations since 1994. However, despite a substantial allocation of the national budget to education, the increasing demand for high quality schools and teachers remains insatiable. Despite making progress in creating equal opportunities for learners, government still faces great challenges in providing education at an acceptable standard. Understandably, their efforts are targeted where the situation is most dire. However, this creates a vacuum in terms of facilities and standards at the lower to middle of the market, as well as for new campuses in the more affluent areas. This has led to the private sector increasingly playing its part. Section 29 of the South African Constitution enshrines and protects the valuable role of independent schools in this regard. Against this background, we aim to develop a large number of independent schools across South Africa and the rest of Africa. Development of independent schools creates opportunities in public schools for new enrolments and saves the state significant capital outlay and running costs. A joint venture between various investors and Old Mutual’s Schools Fund will accelerate access to quality education. It will also support government in addressing South Africa’s educational needs in the lower-income market under the brand of Meridian Schools. Curro will expand its independent school group through new developments and acquisitions. This strategy will not only support the public sector but will provide parents with additional options for their children’s education, as independent schools increasingly improve educational standards – this will positively impact the development of the South African population and economic growth.
Durban Girls High School was founded in 1882. Our academic focus is based on the strong work ethic of both staff and learners. This is enhanced by state of the art technology and fully equipped venues which provide outstanding teaching resources. Cultural opportunities offer learners a platform from which to develop self-expression, creativity and explore their own ideas in a supportive environment while service activities reinforce the values of empathy and community. We offer a comprehensive sport programme that encompasses both the competitive and wellness elements of physical activity. We view sport as essential for the development of health, self-discipline and team work. We offer a range of diverse leadership opportunities, offering learners the chance to build their skills and put them into practice.