ISSUE 5
JAN 2015
Qatar Leadership Academy
PBIS In the Classroom Mrs. Zarmina Hotaki A key component in guiding classroom success can be marked by the positive interaction between teacher and student. Studies show that the “quality of the teacher/student relationship is the single most important factor to consider when thinking classroom management� (Patricia Sequeira Belvel & Maya Marcia Jordon, 2010). There are situations where we find ourselves struggling to understand why the effort we put in as educators does not balance the results of our students. It is relevant to share our techniques and formulas with parents so we can all have an understanding of what is beneficial for our cadets. PBIS encourages the use of data (its collection, monitoring, and application) as a useful tool towards the troubleshooting of classroom management. For example, the next time the intended outcome of the class falls below expectation it is important to take note of any contributing factors. Maintaining a record of data will help all teachers throughout the year as it segregates days/weeks into months and quarters tracking outbursts or successes. Everybody wins when student behavior improves. As parents it is important to understand that when classroom routines or procedures changes the purpose is to help facilitate a system that works best for our cadets. PBIS clearly notes that Academic success or failure is another contributing factor to classroom management. Academic failure will lead to or exacerbate problematic behavior. It’s recommended to match curriculum to skills. Maintain instructional objectives while being flexible to adjust your instruction to assist in their success. As parents and teachers are we asking those important questions of why your son might be misbehaving in the class. Sometimes it is because he does not understand. Perhaps the most overlooked management tool is the room itself and its engagement. The location or position of desks for example is important, proximity does make a difference. Posting of classroom expectations also matter. Student engagement within the classroom is another important factor. Interacting with the cadets prior to the bell. It is vital get a feel of what you will be getting into that day. Parents inquire about the classroom and where you child sits; something as small as seating arrangements can make all the difference. Proper behavior management helps us as educators and parents gain intended results. Although every class and home has its own uniqueness, our approach to order and instruction remains universal.
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QLA PBIS Story From the twinkle of the idea, to the innovative acronym, and the continuous challenges of implementation and improvement. The story of the implementation of PBIS in QLA is stimulating. To adequately narrate this exciting story, I need firstly to set its historical context, i.e. the moods, attitudes, circumstances and conditions associated with this as a school wide fertile initiative. To start with, I’m proud to say that the seed of this pioneering initiative was planted in the soil of QLA and initially bred by the QLA Counseling Committee (QLA CC) during the last Academic year. QLA CC was established to help track students and develop system-wide solutions to address counseling and behavioral challenges. Thus, the initiative was originally an outcome of productive team work which was started in light of an exploration of the school environment including its key strengths, challenges, weaknesses and complication. I remember that the main concern which led us to carefully think about such an initiative was the question: what is the most effective and suitable program that would encourage positive behavior in QLA, bearing in mind the uniqueness of our academy and its special circumstances. In parallel with the start of the QLA CC program, I started a sincere internal discussion among key members of the QLA senior management about the main ideas presented by William Glasser in his inspiring book “The Quality School: Managing Students Without Coercion.” It is worth mentioning that when I first read the book and came across its key inspiring ideas namely “if we cannot persuade students (without coercion) that it is to their benefit to do quality work in school, we will do nothing to improve the schools,” I kept wondering: How can we positively develop the school culture of QLA in that direction? Thus, this has become a dream, i.e. to lead QLA to be a quality boarding school in which our cadets will learn “without coercion.” Knowing how perplexing the QLA’s school culture has been, we totally realize how challenging this dream was going to be. In that particular context, we initially discussed PBIS in QLA CC as one of the available programs for encouraging positive behavior in schools. One of the attracting advantages of PBIS is that it “emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments” (http://www.pbis.org/school). To what extent can the PBIS program be customized to our needs as well as our culture needed to be analyzed and to what extent could it be successful in our society was information we needed before we started. We closely consulted Awsaj Academy when we found out that they had been implementing it for three years. The very positive feedback we received from Awsaj about their implementation of PBIS has strongly encouraged us to propose PBIS as a school-wide developmental initiative in QLA. By linking the expected positive outcome of PBIS and its potential of customization with the real challenges, needs and dream of QLA, the initiative has gained enthusiastic support from QLA’s senior management. Based on such great support, we started to seriously prepare for the implementation of PBIS in QLA at the end of the academic year 2013 and has become a remarkable turning point in QLA. Dr. Mohamed A Al Musleh Dean of Students
Leadership Program
Grade 11 Leadership working on “Casualty evacuation training”, They used a dummy and stretcher and were challenged to take the casualty over all the obstacles! Grade 8 Leadership working on task known as “Islands” or “Contaminated Crossing”. The Mission is to cross with 2 ammo boxes and cadets across a contaminated marshland.
Cancer Association Donation
The grade 11 and 12 IB students were able to donate 10,500 Riyals to Qatar Cancer Society. They raised the money by washing cars and selling snacks at a football game. We are extremely excited and proud of their hard work and accomplishments.
Why Is Leadership Important To Me! Leadership is important because it will always be in your life. You will always need and use it. If you want to the in the Army you must have all of these values: honesty, ambition, duty, courage, teamwork, excellence, loyalty, caring and cooperation. These qualities are the most important in being a leader. For example if you are in the desert with only two of your friends, all have to work together and support each other. They must have courage and help each other. Leadership can help you solve any problem you have. Last year we went camping and the weather was bad and everybody stayed together to be safe. This is why leadership is important to me. Cadet Hamad AlAl-Sulaiti Grade 9
Study Skills Mrs. Jane Habermann Study skills were highlighted in the school counseling program during the month of January in preparation for mid-term exams. Important components to successful learning and test taking were shared with all the students throughout the past weeks by the teachers, counselors, and TACs. Good study habits increase students learning because students work independently to understand the material rather than rely only on the teachers to carry all the knowledge. The skills reviewed and practiced were: Self-motivation Organization Note taking skills Review strategies Flash cards for vocabulary Time management Test taking strategies Students taking responsibility for their learning is a primary goal of QLA. We are making strides to support this growth in the academic day as well as in the barrack life. We encourage students and parents to create structured study space and time for the students at home to support the consistent hard work that takes place during the school days. By providing this families can help to develop their son’s motivation and discipline outside the structure of the school. When they study at home and school habits are developed overtime because there is regular practice, success, and confidence built by everyone having consistent expectations for their son’s success. We wish all the cadet’s the best during mid-term exams next week! We hope you reap the benefits of all your hard work during the first semester by earning successful grades for the quarter and on your exams.
Vocab Madness QLA marked its 3rd Annual Vocabulary Competition this year. The weeklong event, organized by the School’s Literacy Committee: Mrs. Fiona Bayliss, Mrs. Arleen Davis, Mrs. Melissa Patton, Mr. Louis Petersen, and Mr. Adnan Mackovic, consisted of in-class competitions led by the English teachers, inhouse semifinals, and inter-house finals, both led by our grade 12 students: Abdulmalik al Oufi, Ali Al Aufi, and Mohammed Obaidan. Grade 7 - 11 students not only had a chance to enhance their academic vocabulary skills but also enjoyed doing that through a game of “Who Wants to Be a Millionaire.” Over the course of the term, through our school-wide literacy initiative, students were taught specific academic vocabulary in each of their subjects. This allowed all of our staff members to collaborate on preparing the vocabulary questions, and it allowed our students to showcase their knowledge in all content areas. The winners of the competition were recognized in the all-school assembly. Please, join us in congratulating them as well: 1st place - Mohammed al Farsi (grade 10), 2nd place - Turki al Nisf (grade 9), and 3rd place - Falah al Badi (grade 7). This competition marked the beginning of our literacy initiatives and efforts for this year. We are excited to announce three more competitions: writing (February 15 – 19), reading (April 26 – 30), and debating (May 04 – 07). Please, join us in celebrating our cadets’ achievements and successes.
Mr. Adnan Mackovic Academic Coordinator
Focus on French: Invest in Your Future and the Future of Qatar Learning languages is a key element of the IB program and French is offered at QLA in addition to the required Arabic and English. Many of our students have travelled with their families to France on vacations and are interested in learning French but the value of the language goes beyond being able to sight-see, shop, and order food in cafes. In fact learning French is an extremely valuable investment. On an individual level studying French gives your brain, education and career a boost. Research has shown that studying languages creates more brain connections and improves thought processes. People who study languages become better problem solvers and create better memory functions, both good skills in education. French, in particular, helps students improve their English vocabulary since French is a contributing language in the development of English and has many Latin roots. Research has been done on SAT scores and the results show that studying French really does give better results. If the SAT, IELTS or TOEFL test is in your future you may consider studying French for at least 2 years if not more. Colleges and universities like language learners. They know that learning a language is a complex intellectual task so success in high school language classes indicates good general learning ability for university studies. In fact, most majors in most colleges require students to have 2 years of a foreign language at the college level or pass a placement exam. Since many of our cadets speak Arabic and English the question remains, why add a third language? The answer is simple, the more world languages you speak the more effective you are in an international career. Also being bilingual is not enough in our global world –being multi -lingual (3-5 languages) is becoming necessary with the variety of trade relations between Arab, English, French, Spanish, Russian and Chinese speaking regions. Carlos Ghosn, the French-Lebanese-Brazilian chairman of car manufacturers’ Renault, Nissan and AvtoVaz, who was voted the 3rd most respected business leader in 2004 by the Financial Times and the 10th most powerful business man outside of the US in 2003 by Fortune Magazine , speaks French, Arabic, Portuguese and English fluently plus he has studied Japanese. This is the businessman’s model for the future. In looking at the relative value of training in economics/business and language learning, a manager for a major international accounting firm once told a French teacher: “If two job applicants have similar backgrounds I will hire the one that speaks the foreign language. I can teach a new employee all they need to know about accounting in 2 years but I can’t teach them how to be fluent in a language”. As future leaders of Qatar, our cadets will have both a national and international role to play. French, like Arabic and English, is one of the six official United Nations Languages. It represents regions and populations that are significant in the world and to Qatar. French is spoken by over 390 million people worldwide. It is the only language that is spoken and taught on every continent. There are over 36 countries in which French is an official language and a consortium of 56 countries that use French significantly or have joined the International Francophone Association. Qatar has recently joined this association thereby formalizing its cultural ties with France and in this respect has also launched a government initiative, the Qatar Francophone Committee. Qatar also sponsors a Qatari-French Business Club with over 17 corporate members. There are 51 wholly owned French companies in Qatar and over 100 Qatari- French joint ventures. In fact the 6th largest contractor in Qatar is a French-Qatari joint venture, Qatar-Diar Vinci Projets. France is the second largest recipient of Qatari investment in the European Union. Finally, the trading volume between France and Qatar continues to increase by 2% from 2013 to 2014 for a total of 2.5 billion USD. Altogther, the cultural, economic, and business ties between the two countries mean that Qatar and France will need to speak each other’s languages. Here are a few more reasons why learning French is a good investment here in Qatar and abroad: FIFA is a French-based international organization and, of course, we all know Paris St Germain Football Club – watch out World Cup 2022! The Aspire4 Sport Trade Show features French sports manufacturers products here in Doha The prestigious INSEAD Business School in France has an annex in Doha One of the working languages of International Red Crescent is French Airbus manufacture and aerospace engineering are world class in Toulouse, France. LaFarge Cement, SNC Lanvin Engineering, Schlumberger, and Total Petroleum Company are leading international firms with French speaking headquarters. Currently Ab Initio French is offered as part of the IB Diploma in years 11 and 12 however due to student interest, an after school activity will be offered in Semester Two to give students an introduction to practical French. We will need a minimum of 6 students to make the club run. The learning will be based on videos, games and other hands on project oriented activities. We hope you start your language investment soon!
Ms. Eleanor Leyden Academic Coordinator
Qatar Leadership Academy from a Students Perspective Qatar Leadership Academy (QLA) is one of the best and interesting schools I have attended in my entire life. My name is Sari Ghouth, and I am from Saudi Arabia. I have attended many different schools that have been disorganized, unclean, bad teaching, and teachers. Some of these schools have been the worst environment that I have ever come across of, This year I have had a completely different experience when I discovered Qatar Leadership Academy. Qatar Leadership Academy is a military boarding school that is known for its discipline, honor, and friendship. This school includes excellent teaching with excellent teachers that have come from across the world to teach its amazing students. It also includes after school activities such as football, sports training, leadership drills that are run by actual military instructors that train the cadets (students) to have courage and bravery and to overcome all the obstacles in their life. This school includes three main sections, which is the academic building where the students go to their classes, the administration building where they have many offices and supplies come in and out and finally the barracks which is where the cadets live. The barracks is where the cadets have their rooms, and go to relax. It has TAC's (supervisors) that can monitor them and cameras all around. The TACs in the barracks, also teach, consult, and help the cadets with anything they need. However being in a building with so many students can be a bit overwhelming, because it often creates noise with students coming in and out from their rooms to their friends room, but after a while you get used to it. The school also includes 2 football fields one on the inside of the academic building and the other is on the outside, a weight lifting room, a basketball field, a handball pitch, and a volle ball field, but my favorite part of the outside is the running track, so we can take a cool run. Being in a boarding school in another country can also create some problems. One of the problems of being in a boarding school is that you have to fly back and forth from the school to the country that you live in, but honestly I am a person that loves planes and flying. One more problem is that you don't get to see your family for long lengths of time sometimes a month or two (depends on the vacation dates). But overall the benefits out weight the problems. By Sari Al Ghouth Grade 10
Georgetown MUN Doha 2015 The Georgetown MUN conference was 4 days and was a remarkable experience. As their advisors, Moustafa Faraj and I, Mia Elazizi, were very proud of their hard work, dedication, determination, and commitment to MUN. The days were long and the start was early. There were moments that each of us felt we couldn’t get out of bed, but in the end we did and pushed on with our commitments. The students not only represented their chosen countries well, but they represented QLA and Qatar with great respect and dignity. a Therefore it gives us great pleasure to recognize the MUN Students Ali Al Oufi Representing Ghana – in the WHO committee Abdulmalik Oufi Representing Denmark - Environmental committee Jassim Al Ghoul The Guardian - Press Ali Al-Khater Representing Pakistan - in the WHO committee Abdullah ALGhonim A Better World-Observer – in the HRC committee Mahmoud Ibrahim Representing Pakistan – HRC committee Tamim Al Hoori Representing Georgia – UNESCO committee Faisal Al Obaid Representing Botswana - ECOSOC committee We would also like to acknowledge everyone who assisted MUN… Thank you for all of your hard work! TAC Mohamed Al Muraikhi, TAC Charlie, TAC Matt, TAC Sam, TAC Walina, TAC Jamal, Mr. Khalad Kassab, Mr. Chris Eng, and Mr. Jamie. Special Thanks to our administrative team for all of your support Brigadier Ali Al Kuwari, Mr. Rashid, Miss Zarmina, Mr. Abdelhadi, and Dr. Mohamed. Most of all thank you to all the parents, teachers, leadership team, and QLA staff. Without everybody, this would not have been possible! NEXT conference is in Feb 2015, JCUMUN in Rome Italy. Mrs. Mia Elazizi Humanities Teacher
التدخين حوالي % 90من المدخنين الكبار كانوا قد اكتسبوا ھذه العادة منذ الصغر !!! ألن غالبية االطفال و المراھقين يجربون التدخين لمرة أو مرتين ثم يكون بداية الطريق ليصبحون مدمنين على الدخان والتبغ. و أنت كأب أو كأم ,ما ھو دورك ؟ عليك أن تتأكد أن طفلك يعي مخاطر التدخين ,وأن التأثيرات طويلة األمد تكون خطيرة جداً ,فيمكن أن يسبب السرطان ) %90من سرطان الرئة سببھا التدخين( وأمراض القلب والشرايين ,أمراض الرئتين ،أمراض اللثة والبلعوم والمعده ,فتوعية الطفل لھذه المخاطر ھي أقوى سالح يمكن أن تحمي الطفل به من ھذه العادة السيئة أما إذا كان الطفل قد بدأ التدخين مسبقا ً ,فستحتاج عندھا لمزيد من الجھد لجعله يقلع عن ھذه العادة. حقائق حول التدخين: النيكوتين من أخطر المواد الموجودة في تركيب التبغ ,فيمكن لإلنسان أن يصبح مدمنا ً على التبغ خالل أيام من تعاطيه و تعادل مقدرة النيكوتين في إحداث اإلدمان قدرة كٍل من المورفين و الكوكائين ,فھو يؤثر على مزاج الشخص الذي يدخن وعلى عمل القلب و الرئة و المعدة و الجھاز العصبي بسبب تأثير النيكوتين على األوعية الدموية في ھذه األعضاء. ً عرضة لتعاطي الحشيش و المخدرات و الحبوب الممنوعة. يكون الطفل و المراھق المدخن أكثر أنواع أخرى من السرطانات)غير سرطان الرئه( تنجم عن التدخين :سرطان البلعوم ,الفم ,الشفاه ,البنكرياس ,الكلية و المثانة ما ھي أضرار التدخين السلبي على األطفال؟ يقصد بالتدخين السلبي أن الطفل ال يدخن ,و لكنه يتعرض لدخان من حوله ,خاصة األبوين ،التدخين السلبي في بعض الحاالت قد يصل الى حد أن الشخص غير المدخن و المعرض للدخان قد يتعرض لضرر يعادل تدخينه لعشر سجائر في اليوم لماذا يميل بعض االطفال و المراھقون للتدخين ؟ يختلف السبب من طفٍل آلخر و من مراھٍق آلخر ؟؟ و في كل الحاالت يلعب التقليد دوراً ھاما ً إضافة لألسباب التالية: قد تكون البداية ببساطة ھي تقليد ألحد أو كال الوالدين ممن يدخنون أو لمثٍل ما في التلفزيون قد يشعر الطفل و المراھق بأنه سيبدو جذابا ً و ھو يدخن قد يتوھم الطفل أن التدخين ھو من عالمات الرجولة و البلوغ و االستقاللية قد يظن البعض أن ذلك سيساعده على تخفيف الوزن عدم ممارسة الطفل و المراھق لنشاطات ترفيھية كالرياضة و وجود الفراغ في حياته. كيف تحمي طفلك من التورط في عادة التدخين ؟ ال تكن المثل األعلى لطفلك ,فال تدخن ,أو أقلع عن التدخين يجب تنبيه الطفل بالمخاطر كجزء من تربية الطفل منذ الصغر و عدم االنتظار مفاجأة أنه قد جرب التدخين حاول معرفة رأي إبنك في التدخين بين وقٍت و آخر وال تلمح خالل مناقشة مخاطر التدخين إلمكانية معاقبتة . عزز ثقة الطفل و المراھق بنفسه و تجنب التشديد على السلبيات اجعل الطفل ينخرط في نشاطات تبعده عن التفكير في التدخين خاصة النشاطات الرياضية . انتبه لإلعالنات التي تسوق للدخان و افھم الطفل و المراھق أن الھدف منھا ربحي فقط ،عبرعن انزعاجك من التبغ و رائحته ومضاره و تكلفته المادية ،اقنع طفلك أو المراھق بضرورة عدم مصاحبة المدخنين وال تسمح ألحد بالتدخين في منزلك ! حتى من الزوار يتبع
متى أشك أن طفلي قد يكون بدأ بالتدخين ؟ ھناك بعض المؤشرات التي يمكن مالحظتھا على الطفل و المراھق كعالمات لبدء محاوالته التدخين ,و إذا كانت أول تلك العالمات ھي رائحة مالبسه ,فال تفزع و ال تتھمه فوراً ,و لكن اسأله عن سبب رائحة مالبسه ,فقد يكون مجالسا ألشخاص مدخنين أو انه قد جرب تدخين سيجارة واحدة ! و ال يعني أنه سيصبح مدخنا ◌ً و لكن العالمات التالية يجب أن تجعلك تشك أكثر في محاوالت تدخين أحد أوالدك السعال و ضيق النفس ،حس التخريش الدائم في البلعوم ،بحة الصوت ،رائحة النفس المزعجة ،تراجع اھتمامه بالرياضة زيادة عدد مرات الرشح عنده ،تصبغ األسنان ، ماذا تفعل عندما تكتشف أن أحداً من أوالدك يدخن ؟ إعلم انه حتى الھيئات المتخصصة قد تفشل في إقناع الطفل أو المراھق بالقالع عن التدخين ,فحول أن تركز في بدء األمر على تحسين تواصلك مع ولدك . و إليك بعض النصائح التي قد تساعدك في إقناعه بترك ھذه العادة : ال تيأس من تكرار المحاوالت و قدم للطفل نشرات مكتوبة حول مخاطر التدخين اشرح رأيك بالموضوع للطفل أو المراھق و كن ھادئا ً ولكن ال تسمح له بالتدخين في المنزل عبر بتشديد لطفلك عن عدم ارتياحك من رائحته و رائحة نفسه و لون أسنانه ,فھذت يترك أثراً كبيراً عنده ال تركز كثيراً على المخاطر المستقبلية البعيدة للتدخين كالسرطان و غيره ألنه غالبا ً لن يھتم بذلك إذا أجابك ولدك بأنه ال يستطيع أن يترك التدخين مباشرة ,فأطلب منه ترك شراب أو طعام يحبه لمدة أسبوع! يجب أن تركز على إقناع الطفل و ليس على إرغامه بترك التدخين يفضل أن تزود ولدك ببرنامج لترك التدخين وامنحه المكافآت عن كل محاولة جدية اجعل الطفل ينخرط في نشاطات تبعده عن التفكير في التدخين ,خاصة النشاطات الرياضية منھا .إذا كان طفلك يحب الرياضة فاشرح له تأثير التدخين على اللياقة و التنفس ينصح بزيادة الطبيب أو مراكز مكافحة التدخين لمزيد من التوعية . أما إذا كنت أنت من يدخن يالحظ الطفل منذ الصغر الفرق بين ما يقوم به الوالدين بعكس ما يقولونه ! و أكثر االطفال و المراھقين يحبون أن يصبحوا كأحد الوالدين عندما يكبروا ! و عليك أن تعترف لطفلك بأن ما تقوم به ھو خطأ ,و انك تتمنى لو انك لم تتورط ,و أخيراً من أجلك و من أجل أطفالك ,عليك باإلقالع عن التدخين ,رغم عدم سھولة ذلك ,و قد يكون اكتشافك لتدخين احد أوالدك فرصة لإلقالع عن التدخين معا ً !
عيادة أكاديمية قطر للقادة د .أحمد عون >
مناظرات
Debates
في إطار نمو الوعي الفكري والثقافي ،وتماھيا مع سياسة األكاديمية في توفير البيئة الداعمة لمواھب الطلبة وقدراتھم اللغوية من جودة التعبير ،وحسن التصوير ،وعمق التفكير ،وبراعة التفعيل؛ وضمن سياسة تنظيم أنشطة طالبية بھدف تفعيل مركز مصادر التعلم؛ ليصبح مكانا لجذب الطالب ،فقد تم إنشاء مركز دائم للمناظرات بإشراف أ .أحمد جاسم و أ .موزة الرحبي ويھدف ھذا المركز إلي إعداد طالب قادرين على الحوار والمحاججة والمناقشة الھادفة بثقة واقتدار ،وتنمية شخصية الطالب القيادية؛ ليكون قادرا على مواجھة التحديات والصعوبات التي تواجھه في الحياة العلمية والعملية ،كما يھدف المركز إلي تمكين الطالب على التخطيط العلمي السليم القائم على المنطق. وكانت باكورة نشاطات ھذا أن قام مشرفو مركز مصادر التعلم بالتعاون مع قسم الللغة العربية والدراسات اإلسالمية بتنظيم مناظرة بعنوان ) سيجبر ھذا المجلس المؤسسات الخاصة على توفير الفرص الوظيفية لذوي االحتياجات الخاصة ( ،وقد تكونت لجنة التحكيم من أ .تيسير الذيابات و أ .نايف الشمري و أ .أحمد جاسم. وقد ضم فريق المواالة الطالب :خالد الخضير و سيف ھاني و محمد القاسمي بينما ضم فريق المعارضة الطالب :باسل الكندري ويوسف رفعات و أياد الكندري . وكانت المنافسة شديدة بين الفريقين حيث قدم كل فريق حجج قوية منتمية للموضوع وقاموا بتفنيد ما ذكر كل فريق وفي النھاية استمتع الحاضرون بأجواء المنافسة الشريفة بين الفريقين .
UPCOMING EVENTS
January 31, 2015- January Saturday School February 01-05- Semester Break February 08, 2015- Quarter 2 Grades February 11, 2015- PTC #2 3:00-5:00 February 22-26- Writing Competition February 28, 2015- February Saturday School
Qatar Leadership Academy, Member of Qatar Foundation, Education, Science and Social development. Location: Al Khor City Al Khor Qatar P.O.Box: 24421 Tel: +974 44542222 Building Number: 16 Street No. 776 Zone: 74 عضو مؤسسة قطر للتربية والعلوم وتنمية المجتمع،أكاديمية قطر للقادة مدينة الخور:الموقع الخور – قطر 24421 :ب.ص +974 44542222 :البدالة 16 :رقم المبنى 776 :رقم الشارع 74 :منطقة
qla.edu.qa