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Our programs are designed to boost your professional competencies to guarantee your future success.  @Colbs we promote the learning of not only hard skills and theories and also soft* skills as teamwork, initiative, critical thinking, entrepreneurship, leadership, collaborative spirit, endurance, adversity management, etc.


Our model is based on pedagogical ideas of theorists from the New School, fundamentally Dewey and Kerschensteiner—who consider action, participation, and student work as possibilities for learning, for accessing authentic and scientific knowledge and also as the basis for intellectual tasks related to research, reflection, analysis, the ability to explain, and classification


Our undergraduate programs promote the creation and training of the essential 4 Cs to succeed professionally in the XX1st century: Critical thinking, Creative thinking, Communicating, and Collaborating, all mixed and prepared in English language.  



Practical education is way more interactive than theoretical. It does not involve just teaching and lecturing irrespective of whether the student is able to understand the concepts or not. Theoretical education usually employs teachers who teach in a plain manner or books which may or may not include interactive exercises. Whereas in practical works, inputs from students are not just invited but are also necessary. Interactive sessions, experiments, interactive exercises, are important features of practical education which ensure the involvement of students, making them learn and understand more. And learning is the fundamental purpose of education, so in order to improve the leaning level, more importance should be given to practical education rather than theory


At COLBS the classroom environment changes day to day from a typical "classroom format" to an "office format", preparing students for their future professional development. 


We believe that classroom environment is one of the most important factors affecting student learning. Simply put, students learn better when they view the learning environment as positive and supportive (Dorman, Aldridge, & Fraser, 2006). A positive environment is one in which students feel a sense of belonging, trust others, and feel encouraged to tackle challenges, take risks, and ask questions (Bucholz & Sheffler, 2009). Such an environment provides relevant content, clear learning goals and feedback, opportunities to build social skills, and strategies to help students succeed (Weimer, 2009).


​In our philosophy, the role of the teacher is essentially that of a facilitator. The students are given the autonomy, flexibility and responsibility of working together on a project. It is the responsibility of the student to achieve the academic goals as well to cooperate with the teacher in following the suggested plans to suceed. The role of the teacher is closer to the role of a leader-boss than a regular professor.