École centrale de Lille
Located in the campus of Science and Technology of the University of Lille in Villeneuve-d'Ascq. It is one of the Centrale Graduate Schools, its different curricula lead to the following French & European degrees: Ingénieur Centralien de Lille Masters Recherche & Doctorat Mastères Spécialisés Massive open online course in project management. Academic activities and industrial applied research are performed in French and English languages. Students from a dozen of nationalities participate to the different curricula at École Centrale de Lille. Most of the 1300 graduate engineer students at École Centrale de Lille live in dedicated residential buildings nearby research labs and metro public transports on a science and technology campus, shared with 20,000 students from the University of Lille. École Centrale de Lille was founded as École des arts industriels et des mines de Lille in 1854, the same year when Louis Pasteur became the dean of Faculté des sciences de Lille and pioneered applied research with industry cooperations, with support of scientists such as Charles Frédéric Kuhlmann.
Between 1854 and 1871, students attending the two-year curriculum grew to 90 per annum. Baccalaureate was a prerequisite to admission to the engineering school. In 1872 lectures and research activities in the engineering school were reorganised into a three-year curriculum and developed within its Institut industriel du Nord, with a focus on civil engineering, mechanical engineering and manufacturing engineering. Electrical engineering full courses were added in 1892, automobile design has been taught from 1899 onwards. More than 200 students graduated in year 1914. Aerodynamics studies started in 1930. A stress on automatic control and computers was initiated in 1957. Came courses and research in computer science, supply chain management, materials science, micro-electronics and telecommunications. Since early 20th century, student admission has been based on a competitive exam after attending a classe préparatoire aux grandes écoles or similar undergraduate studies. École Centrale de Lille was located in Lille central district from 1854 to 1875.
Larger buildings with dedicated laboratories were inaugurated in 1875 nearby the Faculté des sciences de Lille. It moved in 1968 in the modern campus of Lille University of Science and Technology, in the south-east suburb of Lille. Admission to the Centralien engineering Programme implemented at École Centrale de Lille is possible after two/three year scientific undergraduate studies and requires success to either: an admission exam for the Bachelor of Science degree: CASTing - Concours d'Admission sur Titre Ingénieur a French nationwide selective exam with numerus clausus: concours Centrale-Supelec a selective application as per TIME double degrees procedures applicable in Europe a selective application as per TIME Overseas double degree procedures applicable for selected Universities and Institutes of Technology in Brasil, Chile, Indonesia, Korea a selective application as per IMCC procedure for one-semester or one-year accredited post-graduate study period in France and USA a specific application process for other international students presented by their originating University.
The Centralien Programme lasts three years and results in a master's degree, augmented with international experience. Thus undergraduate studies + the Centralien Programme account for more than a cumulated 300 ECTS credit in the European education system. However, graduate students enrolled in the TIME double degree procedure are required to spend two-years at École Centrale de Lille and spend two years in the TIME-partner institute for a total of four years resulting in a double master's degree. Not to mention that 18% students attending courses at École Centrale de Lille are international students, all students enrolled in the Centralien Programme have an international exposure with opportunities to perform industry training and internship in enterprises worldwide, study abroad for 1 year in selected partner institutes providing Master courses, or be part of the 2+2 year TIME double degree programme. In addition to the Centralien Programme, École Centrale de Lille provides a range of master's degree cursus in science and engineering that are opened to applicants who have completed their undergraduate studies in other institutes.
Admission to Masters' second-year research cursus is possible for applicants who have performed their Master's first year in another institute and wish to focus on a research topic associated to Centrale Lille research labs. Admission to one of the 6 Masters from École Centrale de Lille is possible upon an application assessment process based on academic criteria. Note that Masters/Research workload is 60 ECTS credits and may be the starting point for doctorate studies; these 6 Masters and a larger number of Masters from other Centrale Graduate Schools and from partner institutes are possible as electives for a double degree alongside the Centralien Programme. Admission to one of the 6 Specialized Masters for Master-level specialization and continuing education in specific engineering
Jean-Marie Massaud is a French architect and designer. He was born in Toulouse, France in 1966. Massuad graduated from the École Nationale Supérieur de Création Industrielle - Les Ateliers, Paris in 1990 and began working with Marc Berthier. In 2000, he co-founded the Studio Massaud with Daniel Pouzet and expanded his interests in the fields of architecture. 1994-96 3 Top Ten, Italy 1995-98 Compasso d'Oro: 3 selections, Italy 1995 VIA Carte Blanche, Paris 1996 First prize, Maquill'Art, Paris.
École normale supérieure de Rennes
The École normale supérieure de Rennes called ENS Rennes is a French scientific Grande École, belonging to the network of Écoles normales supérieures. Its mission subsequently consists in preparing students "aimed at becoming researchers in fundamental or applied sciences, Professors in universities and classes préparatoires aux grandes écoles, as well as in secondary teaching, more at serving administrations of the State and local authorities, or their public establishments or enterprises." Established by a decree of the 17 October 2013 of the Prime Minister, the ENS Rennes is placed under the direct authority of the Ministry of Higher Education and Research, is a founder of the Université Européenne de Bretagne. Before 2013, it was a branch of the École normale supérieure Paris-Saclay, but the great geographical distance between Cachan and Rennes led to a bigger autonomy; the school is divided in five departments, admitting every year 80 to 100 Normaliens, students under the status of paid civil servants.
These are selected through selective entrance examinations, after at least two years of classe préparatoire aux grandes écoles. There are auditors, called "magistériens"; these two groups of students receive the same formation, during a typical four-year cursus. The ENS Rennes is efficient in leading its students to research, as albeit a wide range of possible career paths, more than 80% of a promotion pass the agrégation, more than 70% continue their formation by a PhD. ENS Ulm ENS Lyon ENS Paris-Saclay Classe préparatoire aux grandes écoles official website of the École normale supérieure de Rennes
Arts et Métiers ParisTech
Arts et Métiers ParisTech is a French engineering and research graduate school. It is a general engineering school recognized for leading French higher education in the fields of mechanics and industrialization. Founded in 1780, it is among the oldest French institutions and is one of the most prestigious engineering schools in France; the school has trained 85,000 engineers since its foundation by François Alexandre Frédéric, duc de la Rochefoucauld-Liancourt. It is a "Public Scientific and Professional Institution" under the authority of the Ministry of Higher Education and Research and has the special status of Grand établissement; the École nationale supérieure d'arts et métiers, which adopted the brand name "Arts et Mėtiers ParisTech" in 2007, was a founding member of ParisTech, héSam and France AEROTECH. Arts et Métiers ParisTech consists of eight Teaching and Research Centres and three institutes spread across the country, its students are called Gadz'Arts. The school was founded in Liancourt, Oise, by Duke of Rochefoucauld-Liancourt in 1780.
After 1800, the institution became known as the École d'Arts et Métiers. Under Napoleon's reign, it was known as the "Ecole impériale des Arts et Métiers", he intended to use the school to train "Non-commissioned officers of Industry". The empire decided to move the school to a bigger city, Compiègne, in 1799; when Napoléon Bonaparte visited the castle where the school was located, he thought that it was inappropriate for such an industrial school to occupy the place. He decided to relocate the school to Châlons-en-Champagne in 1806, where two former monasteries were made available to offer much more space. Many students and alumni enlisted in the armed forces during the World War I, it is estimated that of the 6500 gadzarts who joined the army, 1100 died the first year of the conflict. Many campuses were damaged by the war that of Châlons-sur-Marne, in the middle of the Battle of the Marne; the Lille campus was occupied by the Germans and used as a military hospital. The other campuses were closed from 1916–17 and the new Parisian campus was undamaged.
Between the wars, the rapid industrialization of Europe favoured the Gadzarts. The arms race pushed industry to hire more engineers and the gadzarts matched their needs perfectly; the other important factor was the creation of new ranks in the hierarchical working organization. The middle management and upper management positions were perfect for the gadzarts engineers who filled these positions in most industries. During World War II, the school tried to keep a certain level of activity; the only campuses to experience some difficulties were Lille and Châlons-sur-Marne: in 1939 no new students were admitted. The Cluny campus was the target of a roundup in 1943 and a large part of students and staff were deported; the death of Jacques Bonsergent left a mark on the conflict, he became a symbol of resistance to the oppressor. The second school of this kind was founded in 1804 at Beaupréau and transferred to Angers in 1815. Three decades a third school was built in Aix-en-Provence in 1843, in former barracks and monasteries.
At the dawn of the 20th century, the development of the school expanded to three new campuses. In 1891, the ancient abbey of Cluny was chosen to host the activities of the 4th school. To go hand in hand with the industrial revolution, the members of parliament decided to create a 5th campus in Lille, a city, growing; the facilities of Lille were the first ones to be built expressly for the school. The campus of Paris, a long-standing project, was built between 1906 and 1912, it became the biggest campus of the Arts et World War II delayed the school's opening. By the end of the war, the campus had over 500 students. In the middle of the "Trentes Glorieuses", the 7th campus was created near Bordeaux, in the science park of Talence; the modern buildings were operational in 1963. The latest campus established was Metz; the campus was built in the science park, close to the transportation hubs. The school wanted this campus to become an international one, being close to Belgium and Germany, its construction was motivated by partnerships with German and American universities.
Between 1990 and 2000, the 3 institutes of research were created: Chambéry in 1994, Chalons-sur-Saône in 1997 and Bastia in 2000. The school has 2 satellite campuses in Bouc-bel-Air and Laval that are under the authority of the main campuses of Aix-en-provence and Angers; these satellites are linked to the research laboratories of the school. In 1817, the school's military status was removed by royal order and the official goal of the school was set to train qualified technicians. However, in practice, the organisation remained military and the students continued to wear the uniform; this tradition continues today. In 1826, a second royal order confirmed this new status and the military organisation was removed; the students were granted the right to wear the uniform as a civil one. After a third attempt, the students gained the right to form an association of the Arts et Métiers alumni in 1847; the regional campuses were transformed into engineer training institutions in 1907. In 1963, the curriculum was modified in order to recruit new students from the Classes préparatoires.
In 1964, the first woman was enrolled at the Arts et Métiers. The school became a grande école in 1976 and received the EPSCP status in 1990. In 2007, the school created the PRES ParisTech and adopted the brand name "Arts et Métiers
École nationale supérieure de chimie de Lille
The École nationale supérieure de chimie de Lille was founded in 1894 as the Institut de chimie de Lille. It is part of the Community of Institutions Lille Nord de France, it is located on the technology campus of the University of Lille. It delivers engineering and research curricula in the following chemistry area: Sustainable Chemistry and processes for next generation chemistry, Formulation Chemistry, Materials science/metallurgy. Master's degrees are joint program curricula with University of Lille faculties and/or École centrale de Lille. Master's degree in Chemistry and Engineering Formulation - joint degree with University of Lille Master's degree in Organic and Macromolecular Chemistry Master's degree in Catalysis and Processes - joint program with École centrale de Lille. Master's degree in Advanced Materials - joint degree with University of Lille Master's degree in Engineering of the polymer systems - joint degree with University of Lille Master's degree in Chemistry, environment - joint degree with University of Lille Research is associated with the Institut des molécules et de la matière condensée de Lille of the Université Lille Nord de France and is supported through the following laboratories: Unité de catalyse et de chimie du solide de Lille, jointly operated with University of Lille and École centrale de Lille.
École nationale supérieure de chimie de Lille
The Grandes Écoles of France are higher education establishments that are outside the main framework of the French public university system. The Grandes Écoles are selective and prestigious institutions. Most Grandes Écoles select students for admission as graduates of bachelor degree programs, while others select students at the third year of undergraduate-level study, based chiefly on the student's national ranking in competitive written and oral exams. Candidates for the national exams have completed two years of dedicated preparatory classes for admission. Grandes écoles differ from public universities in France, which have a legal obligation to accept in the first year of undergraduate studies all candidates of the region who hold a corresponding baccalauréat.. Grande écoles do not have large student bodies: most give admission to few hundred students each year. Arts et Métiers ParisTech has the largest student population, with 6,000 students. Studying in some grandes écoles after passing the competitive exams is considered part of public service.
Students pay low or no fees, are paid monthly stipends by some institutions. They are committed to ten years of public service; the business schools charge higher fees. Economically disadvantaged students in grandes écoles may have access to grants and subsidies, just as they would at a public university; the phrase'Grande École' originated in 1794 after the French Revolution, when the National Convention created the École normale supérieure, the mathematician Gaspard Monge and Lazare Carnot created the École centrale des travaux publics and the abbot Henri Grégoire created the Conservatoire national des arts et métiers. The model was the military academy at Mézières, of which Monge was an alumnus; the system of competitive entry was a means to open up higher education to more candidates based on merit. Some schools included in the category have roots in the 17th and 18th century and are older than the phrase'Grande École', dated 1794, their forerunners were schools aimed at graduating civil servants, such as technical officers, mine supervisors and road engineers, shipbuilding engineers.
Five military engineering academies and graduate schools of artillery were established in the 17th century in France, such as the école de l'artillerie de Douai and the école du génie de Mézières, wherein mathematics and sciences were a major part of the curriculum taught by first-rank scientists such as Pierre-Simon Laplace, Charles Étienne Louis Camus, Étienne Bézout, Sylvestre-François Lacroix, Siméon Denis Poisson, Gaspard Monge. In 1802 Napoleon created the École Spéciale Militaire de Saint Cyr, considered a Grande École, although it trains only army officers. During the 19th century, a number of higher education Grandes écoles were established to support industry and commerce, such as École Nationale Supérieure des Mines de Saint-Étienne in 1816, Ecole Supérieure de Commerce de Paris, L'institut des sciences et industries du vivant et de l'environnement in 1826, École Centrale des Arts et Manufactures in 1829. Between 1832 and 1870, the Central School of Arts and Manufactures produced 3,000 engineers, served as a model for most of the industrialized countries.
Until 1864, a quarter of its students came from abroad. Conversely, the quality of French technicians astonished southeastern Europe, the Near East, Belgium; the system of grandes écoles expanded, enriched in 1826 by the Ecole des Eaux et Forêts at Nancy, the Ecole des Arts Industriels at Lille in 1854, the Ecole Centrale Lyonnaise in 1857, the National Institute of Agronomy, reconstituted in 1876 after a fruitless attempt between 1848 and 1855. The training of the lower grades of staff, who might today be called ‘production engineers’, was assured to an greater extent by the development of Ecoles d’Arts et métiers, of which the first was established at Châlons-sur-Marne in 1806 and the second at Angers in 1811, with a third at Aix-en-Provence in 1841; each had room for 300 pupils. There is no doubt that in the 1860s France had the best system of higher technical and scientific education in Europe. During the latter part of the 19th century and in the 20th century, more Grandes écoles were established for education in businesses as well as newer fields of science and technology, including Rouen Business School in 1871, Sciences Po Paris in 1872, École nationale supérieure des télécommunications, Hautes Études Commerciales, Ecole Supérieure des Sciences Economiques et Commerciales École supérieure d'électricité and Supaero.
Since France has had a unique dual higher education system, with small and middle-sized specialized graduate schools operating alongside the traditional university system. Some fields of study are nearly exclusive to one part of this dual system, such as medicine in universités only, o
The École Navale is the French naval academy, in charge of the education of the officers of the French Navy. They are educated at the academy for responsibilities onboard surface ships and submarines, in French Naval Aviation, with the fusiliers marins and commandos, on the general staff; the École Navale and its research institute are in Lanvéoc-Poulmic, south of the roadstead of Brest. The academy was founded by order of King Louis-Philippe; the academy was based on ships, anchored in the harbour of Brest, such as the Borda, hence the nickname of "Bordache" given to the students. In 1914, the École Navale was transferred ashore in Brest; the school was destroyed by Allied bombing raids during World War II, was moved to nearby Lanvéoc-Poulmic, on the opposite side of the bay of Brest. The academy remained in this location after the war, was inaugurated by Charles de Gaulle in 1965; the École Navale, created in 1830, was located onboard vessels harboured in Brest all of which were nicknamed Borda.
The first vessel to house the École Navale was named Orion. This ship had an inappropriate name for a naval academy, so it was renamed Borda. In 1863, the academy was transferred to the Valmy in 1890, to the Intrépide, in 1913, to the Duguay-Trouin, a school vessel for those applying to the Navy between 1900 and 1912. With the exceptions of the Orion and the Duguay-Trouin, each of these vessels was still christened as Borda; the new pupils are boarded from one day before the others. Crammed like sheep in a gunboat, they were bouncy and happy while launching a goodbye to their families; as soon as arrived, they were sorted, undressed in order to give them the white blouse and linen trousers. Their hair was shorn. Two days the parents were authorised onboard for the opening mass for the new cadets. Flags were placed around the altar, a single seat was reserved for the "Pope", the nickname of the captain commanding the academy; the parents took place on bench, the pupils entered, the senior ones first, tiding themselves on the sides, the new cadets in their new suit under the quip of the others who were screaming "Caillou!
Caillou!" to recognize the new cadets. This was followed by the first formal dinner of the new students. A traditional ceremony onboard the Borda was the presentation and delivery of the sword to the son by his "baille" father, for the first day of outing. In the spring, when the first outing in dinghy occurred, another consecration took place, this of baptism of the new cadets by the senior cadets of the academy, as the latter throw water buckets upon the former; the École Navale is traditionally called "La Baille". Its jargon comes principally from maritime slang. Like every "Grande Ecole", the jargon is wide-used among its student body. For example, the commander in second is the "widow"; the elephants, or the "pékins", are the civilians. The "chafustard" is the mechanic; the songs of the board are crude, but of high musical and literary standard. Nowadays, the student body uses some expressions coming from other military academies and from military high schools; the standard reference book about the jargon at "La Baille" was written by Commander Roger Coindeau, illustrated by Luc-Marie Bayle.
All this will not impede the future Navy officers to work hard. It is the first step. Comes the climbing of the second hune, little by little, everyone gets accustomed not to have dizziness, but to run on the footboard stretched beneath each yardarm, to unfurl the sail. All this is commanded by a whistle. If the job of topsman had become unuseful with the modern war boats, it was still taught to the student-officers, in order for them to be able to bring back a catch in time of war with its sails, because it was part of the old traditions of the French Navy; the two years of school were well filled up with everything that a Navy officer had to learn: rowing, the machines, armed drill and weapons instruction, combat training aboard or onshore, signal flags, vessel maintenance, superior mathematics, hydrography, English language, a lot more. At the 3rd year of studies, the 2nd classmen left the Borda for their training cruises to various parts of the world. In the beginning of the 20th century, a project to move the Ecole Naval, to the ground, had made its way.
The chosen place was in the district of Recouvrance. The project failed due to a lack of money; however the school settled in 1915 in buildings built in Laninon situated in Recouvrance, as the First World War was raging. Work for the campus began November 14, 1929 and was presided by Georges Leygues, minister of the Navy, the school was inaugurated on 30 May 1936 by Albert Lebrun, President of the Republic. Regardless of the grounding of the school, the final year of formation and training at sea has been preserved in the form of traditional cruisi