Scholarships   Universities   Conferences   Student associations   Summer courses   Jobs   How to write a...

Find us on Google+
[find out more]
[find out more]
[find out more]
[find out more]

 Log email:
Not a member? Click here to join.

United States
European Union
CEE States

Small fee conferences
No fee conferences
Full grant conferences

Summer courses
United States
European Union
CEE States


How to write a...
How to write a resume How to write a CV
Write a motivation letter
Prepare your trip aboard
Write a structured essay
Prepare for an interview
Write a cover letter
Write a research essay
Write a recommendation letter
Apply for a scholarship

Featured websites

Retete culinare ilustrate

Retete de vis

Easy recipes explained step by step

Faculdade Sete de Setembro
Fortaleza, Brazil


University description (as per official university website)


The maintainers of the School on September 7 have dense educational experience and academic management, keeping in the city of Fortaleza, for over 70 years, a prestigious educational institution organization: the College on Sept. 7.

In September 1935, a young teacher and scholar of law, with only 21, began living a dream, more precisely a dream of education. That month, Professor Edilson Soarez Brazil began with only two students in a room granted by the Presbyterian Church of Fortaleza, Rua do Rosario, 77, the embryo of the Institute Erasmo Braga.

With the growing number of students came the need to seek more space. He then moved to a house located at Rua Joaquim Tavora 1617, where he worked from 1937 to 1939, under the name Gym September 7.

The year 1939 brought in its wake, two significant events in the history of the College: the official recognition of the Ministry of Education and the change to Dr. Alberto Studart Palace, where they remained until the year 1946.

Dr. Edilson Brazil Soarez changed again the seat of the College, this time to the Avenue of the Emperor, 1330 where, until today, the Unit works Nila Gomes de Soarez.

Throughout its history, the College on September 7 actively participated in the cultural life of Fortaleza, and its founder established the Week of the Fatherland in Ceará, which are celebrated in both the Independence of Brazil and the anniversary of the College on Sept. 7.

Several other pioneering initiatives featured the participation of 7 September in the education of young people from Ceará, including:
Pan American Club Baron of Rio Branco, and
Interact Club.
In 1975, he died the founder of the School, Dr. Edilson Soarez Brazil. Dr. Nila Soarez Gomez, along with his sons, Dr. Gomes de Soarez Ednilton Ednilze and Dr. Gomes de Soarez Fermanian, understood that the greatest tribute to the unforgettable teacher pay would continue his work, improving their methods and expanding the College.

The family union and the alliance established between the family of George Soarez and supervisors, faculty and staff, mostly former students, are the key points that explain the success of September 7.

With the growth of the city to the south was a need to expand school is also in that direction. In 1986, with boldness and vision business, Dr. Ednilton begin to realize the great dream of the family, which to many seemed unattainable - the drive Aldeota. The new College, carefully planned, is equipped with modern teaching resources, such as Computer Lab, Language, Physics, Biology and Chemistry, plus a comfortable auditorium, two libraries, a gymnasium, three fours Sports, an Academy Dance, an arts center, an Astronomical Observatory and Centre for Educational Development.

Since then, three other family members have joined the Director: Dr. Ednilo Soarez Gomez and Gomez Dr. Ednísio Soarez, children, and Dr. Edilson Soarez Fermanian, grandson of prof. Brazil Edilson Soarez.

On January 28, 1993, opened the Brazil Edilson Soarez Unit of the College on Sept. 7, in one of the best location of the area south of Fortaleza.

In late 1994, it was decided to build a new plant, located at Av Emperor, 1055, called Unit Diplomat Ednildo Gomes de Soarez. Are working on it the 2nd degree, transferred from the NGS headquarters (Center), and Intensive Preparation for the Vestibular. The September 7 Pre-University, and give even better conditions for learning to students in the 2nd degree, serves ultimately to old and repeated requests from parents and students, opening for the candidates in general, a new and reliable core of specific teaching .

And so, the family of George Soarez follows his journey, educating and preparing youth for the future, fulfilling the desire of her boss, Dr. Edilson Soarez Brazil.

The Faculty

The Educator September Seven intends to offer, through its entity maintained, the School Sept. 7, a differentiated higher education, which triggers the formation of new professionals with a vision of the future, fully adapted to the area of immediate influence of the institution: the Great Fortaleza.

Thus, it was designed with a pedagogical plan a school calendar that provides supervised activities permanently, with time to study in the library, Internet research, workshops, technical visits, lectures and seminars. All consistent with the posture of an institution that emphasizes the excellence of educational services.

This little introduction is necessary to reaffirm that the School on September 7 will be deployed with defined goals and projects that seek, through integration and harmony among its leadership, students, faculty and staff to achieve quality and excellence in its products and services, seeking to meet the needs of a changing world.

His supporters are a group with experience in maintenance activity and educational administration, which reached high esteem within the family of Ceará, and seeks to instill always in their students and teachers, the ideal to grow, build, and learn learning, teaching and developing projects focused on institutional interests and needs of local and regional community.

The College is fully accredited by the MEC of Ordinance No. 1316, 24/08/2000.

Business Principles

1 - Where:
The commitment of the educational institution has the following pillars:
In general education courses;
Emphasis on education of the individual as a citizen participant;
Emphasis on developing basic skills and instrumental skills such as communication and expression, use of information technology, and others;
Emphasis on developing critical thinking to analyze and interpret that information and,
Integration with student families in the educational process and school.
In vocational courses, in addition to the above commitments, stand out, even as basic principles of operation of FA7 century:
Emphasis on professionalism and commitment, reflected in the behavior of students and teachers, curricula, teaching methods and integration of the community, the city and the professional world;
Emphasis on developing high potential for market integration and work attitudes, behaviors and skills that allow the formation of a professional manager and entrepreneur, flexible and able to adapt to future changes.
2 - For Whom:
With focus of attention centered on the client:

Set as client school students, their families, alumni, employers and the local community.

The customer focus is reflected in the mechanisms of recruitment and selection of students, courses and programs in conjunction with the job market, student life, at times, the infrastructure and the everyday interaction of community members and students together with the local community.

The relationship with the professional world will include the provision of sequential courses, graduate and extension, requirements and qualifications vary.

The concept of elitism segmented:

The school's mission is to educate their students. Its quality is defined by the ability to provide adequate education for students from varied backgrounds, including with regard to academic preparation. For both sets minimum performance standards. At the same time providing opportunities to identify, distinguish, reward and promote the effort, talent and performance differential.

The concept of best in the genre:

Each of its courses aims to consolidate itself as the best in the genre. Each course sets its profile and market it addresses. This applies both to define the profile of students and professionals involved. The hallmark of each course is to train competent professionals, creative, autonomous, capable of business themselves and find ways to implement and market their talents and develop skills and abilities.

For that it implies a coordination between the mechanisms of recruitment and selection of students, curricula, the profile to be developed and integrated with the labor markets of each occupation. It also implies the establishment of an identity, a differentiation profile and working conditions for each unit or course.

3 - Which Way:

Through its own peculiarities, each course has a set of common characteristics that provide an identity profile to the institution itself, thus including this profile:
Sense of mission: each course has clearly about its mission, markets to which it is addressed, the professional profile that offers the market and the dynamics of these markets, and hence in a direction to ensure the integration of graduates in the market work, which includes developing the ability to continue to learn and adapt to new challenges, and no more, as in the past, preparing for a job or occupation with a rigid profile and determined;
Adequacy of study: the appropriateness of each course curriculum or discipline obeys some general principles that are expressed by the integration of curricular and extracurricular activities, consistent with the principle that all actions make up the educational process, and that the mission of the teacher is not exhaust inside the classroom while the educational mission is not limited to the teacher. This integration also includes the habits of behavior, respect the general rules (clothing, schedules etc..) Standards of conduct and interpersonal skills;
Curriculum: from three sets of disciplines and activities:
Instrumental. All students should develop within the limits of their ability, mastery of basic instrumental skills of communication and expression, and information technology in their respective occupations. Besides the courses worked instrumental own, these skills are developed and applied in other courses and educational activities;

Professionals. Vocational courses are taught by professionals who emphasize practical teaching, learning by doing, and provide opportunities for reflection on practice. Vocational courses also emphasize basic concepts of economics, productivity, quality, mode of functioning of modern industrial societies, as well as developing positive attitudes related to work, individual initiative, efficiency, professional ethics, respect the community, the city and the environment. The curriculum should make flexible space for the continuous updating and rapid response to skills demanded by the market. These skills are developed in professional courses and through practical projects, internships, extracurricular activities, volunteer work and other curricular and extracurricular opportunities;

Basic. The core courses are taught in a contextualized and provide the concepts and intellectual tools to allow reflection on society, culture and the world, including from the perspective of each professional area;

All courses aim to develop intellectual skills to a higher level, enabling the student to think and act in coordination, logical and consistent with the information and environmental stimuli;
The assessment of learning in every discipline, including external and independent bodies, to ensure the quality and achieving high standards of performance. The results of the evaluations used to improve the system;
Teachers are professionals. They are outstanding professionals in their fields, teachers are recognized for their academic quality and faculty, all are permanent models of professional performance for their students. The success of this principle lies in establishing rigorous procedures for recruitment, selection, performance appraisal and a career plan.

4 - Means of Action:

Entrepreneurial spirit and initiative of its leaders, the results of strategic planning. The differentiation is encouraged. Instead, each leader - manager opportunities - is given authority, autonomy, resources and other means to facilitate their units;
Educational integration with autonomy in management actions, administrative and educational. This includes recruitment activities, selection of students and teachers, curriculum development, integration, management, administrative and educational internal integration with other levels of education and support business activities and links with the professional world and job market;
Efficiently to ensure the viability of the group as a whole understood as shared responsibility and searched by the use of articulated human resources, materials and technology for the implementation of management activities, administrative and pedagogical. The participation of students as monitors and school activities responsible for integrating the concept of educational efficiency and financial results;
Transparency and Information - The sense of mission and the integration of activities will be developed through transparent mechanisms for strategic management, financial and dissemination of updated information. Each leader manager is responsible for ensuring that their employees have access to necessary information.

Scholarships section: Scholarships website section
Scholarships email:



Junior Fulbright Program
United States

Ford Foundation International Fellows Program

Rotary Fellowships
Global Network of Community Volunteers

Student grants

Graduate Assistantship and Doctoral Assistantship

International Fee Remission

Half Tuition Merit Scholarships

Grant in Aid

Lillian Moller Gilbreth Scholarship

Harvard-Smithsonian Postdoctoral and Smithsonian Astrophysical Observatory Predo

Japan Studies Dissertation Workshop

Hauser Global Scholars Program

Need-Based Grants

Gwendolen M Carter/PAS-NU Fellowships

Internship in Environmental Education

Internships for Astronomical Research

Howard Heinz Social and Public Policy Fellowships

MASWE Memorial Scholarship

Jesse Marvin Unruh Assembly Fellowship

High School Graduate Scholarships

Graduate Assistantship

Frank M Chapman Memorial Fund

International House of Japan

Catherine H Beattie Fellowship for Conservation Horticulture


University of KwaZulu-Natal

University of Limpopo

University of Pretoria

University of South Africa

University of Stellenbosch

University of the Free State

University of the Witwatersrand

University of Western Cape - UWC

University of Zululand

Copperbelt University

University of Zambia

Solusi University

Universidade de Cabo Verde

University of Mauritius

Universite de la Reunion

Privacy | Disclaimer | Sitemap