École des ponts ParisTech
École des Ponts ParisTech is a university-level institution of higher education and research in the field of science and technology. Founded in 1747 by Daniel-Charles Trudaine, it is one of the oldest and one of the most prestigious French Grandes Écoles, its primary mission has been to train engineering officials and civil engineers but the school now offers a wide-ranging education including computer science, applied mathematics, civil engineering, finance, innovation, urban studies and transport engineering. École des Ponts is today international: 43% of its students obtain a double degree abroad, 30% of an ingénieur cohort is foreign. It is headquartered in Marne-la-Vallée, is a founding member of ParisTech and of the Paris School of Economics; the school is under the Ministry of Sustainable Development and Energy of France. Following the creation of the Corps of Bridges and Roads in 1716, the King's Council decided in 1747 to found a specific training course for the state's engineers, as École royale des ponts et chaussées.
In 1775, the school took its current name as École nationale des ponts et chaussées, by Daniel-Charles Trudaine, in a moment when the state decided to set up a progressive and efficient control of the building of roads and canals, in the training of civil engineers. The school's first director, from 1747 until 1794, was Jean-Rodolphe Perronet, civil service administrator and a contributor to the Encyclopédie of Denis Diderot and Jean le Rond d'Alembert. Without lecturer, fifty students taught themselves geometry, algebra and hydraulics. Visits of building sites, cooperations with scientists and engineers and participation to the drawing of the map of the kingdom used to complete their training, four to twelve years long. During the First French Empire run by Napoleon I from 1804 to 1814, a number of members of the Corps of Bridges and Roads took part in the reconstruction of the French road network that had not been maintained during the Revolution, in large infrastructural developments, notably hydraulic projects.
Under the orders of the emperor, French scientist Gaspard Riche de Prony, second director of the school from 1798 to 1839, adapts the education provided by the school in order to improve the training of future civil engineers, whose purpose is to rebuild the major infrastructures of the country: roads, but administrative buildings and fortifications. Prony is now considered as a influential figure of the school. During the twenty years that followed the First Empire, the experience of the faculty and the alumni involved in the reconstruction influenced its training methods and internal organisation. In 1831, the school opens its first laboratory, which aims at concentrating the talents and experiences of the country's best civil engineers; the school gradually becomes a place of reflection and debates for urban planning. As a new step in the evolution of the school, the decree of 1851 insists on the organisation of the courses, the writing of an annual schedule, the quality of the faculty, the control of the students’ works.
For the first time in its history, the school opens its doors to a larger public. At this time, in France, the remarkable development of transports, roads and canals is influenced by engineers from the school, who modernised the country by creating the large traffic networks, admired in several European countries. After the Second World War, the school focused on developing the link between economics and engineering; as civil engineering was requiring higher financial investments, the state needed engineers to be able to understand the economic situation of post-war Europe. From on, the program of the school had three different aspects: scientific and technic and economic; the number of admitted students increased in order to provide both the Corps of Bridges and Roads and the private sector trained young engineers. At the time, technical progress and considerable development of sciences and techniques used in building and the protection of the environment imposed a change of strategy in the training programme.
More specialisations were progressively created and the overall programme was adapted to national issues. École des Ponts ParisTech offers high-level programmes in an extensive range of fields, with traditional competences in mathematics, computer science, civil engineering, economics, environment, town & regional planning and innovation. École des Ponts ParisTech is among the schools called "généralistes", which means that students receive a broad, management-oriented and non-specialised education. The school offers specialized/research masters and PhDs, it has opened a design school, with programmes in innovation and startup creation. This undergraduate-graduate engineering programme is the original and main programme offered by the school, it is quite different from typical university or college studies and specific to the French system of Grandes Écoles. The Ingénieur degree of École des Ponts – the Diplôme d'Ingénieur – is equivalent to a Master of Science. Admissions for engineering students is done
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 de l'air
The École de l'Air is a military school and grande école training line officers in the French Air Force. It is located at Salon-de-Provence Air Base in France. In 1922, the École du génie of Versailles, was entrusted with the mission to train all officers and aircrew in aeronautics; the École militaire et d’application de l’Aéronautique was set up in 1925. The officer cadets from the non-commissioned officers' corps and young officers from the École Spéciale Militaire de Saint-Cyr and École Polytechnique attended training at Versailles for two years. For pilots, their training continued at Avord and Cazaux, where they trained in aerial combat and bombing. President Albert Lebrun created the École de l'Air by Presidential decree in 1933; the school's first class began training November 4, 1935. The school's motto, Faire Face is a tribute to Capitaine Georges Guynemer, a World War I fighter ace In 1937, the school moved into still-unfinished buildings in Salon, Bouches-du-Rhône; the outbreak of World War II forced the school to relocate several times from 1939 to 1945, to sites including Bordeaux and Marrakech.
It was not until 1946. The school received the Legion of Honor and the Croix de Guerre from President Vincent Auriol in 1947. Other specialized schools joined the École de l'Air, including the École du commissariat de l'Air, which trains administrative and financial officers, in 1953, the Cours Spécial de l'École de l'Air, which trains exchange cadets from French-speaking African countries, in 1973. In 1969, the École de l'Air began an exchange program with the United States Air Force Academy, for eight cadets per school each year; the school first accepted women in 1976. Since 2008, The École de l'Air proposes two mastères spécialisés courses in aviation safety aircraft airworthiness and aerospace project management in partnership with the École nationale de l'aviation civile and the Institut Supérieur de l'Aéronautique et de l'Espace. In 2015, The École de l'air launched a MOOC titled Compréhension de l’Arme Aérienne on France Université Numérique's platform. Stéphane Abrial, French General, the previous Commander of Allied Command Transformation Caroline Aigle, first woman fighter pilot in the French Air Force Patrick Baudry, retired Lieutenant Colonel in the French Air Force and a former CNES astronaut Jean-Loup Chrétien, former CNES spationaut Olivier Dassault, French politician serving as a deputy in the French National Assembly Léopold Eyharts, ESA astronaut Jean-Pierre Haigneré, French Air Force officer and a former CNES spationaut Fleury Marius, French aviator Francis Pollet, Director of the Institut Polytechnique des Sciences Avancées Jacques Rosay, Vice President Chief Test Pilot of the aircraft manufacturer Airbus Michel Tognini, French test pilot, brigadier general in the French Air Force, a former CNES and ESA astronaut
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
MINES ParisTech, created in 1783 by King Louis XVI, is a French engineer school and a constituent college of Université PSL. MINES ParisTech is distinguished for the outstanding performance of its research centers and the quality of its international partnerships with other prestigious universities in the world, which include Massachusetts Institute of Technology, California Institute of Technology, Shanghai Jiao Tong University, University of Hong Kong, National University of Singapore, Novosibirsk State University, Pontifical Catholic University of Chile and Tokyo Tech; the École des Mines de Paris publishes a world university ranking based on the number of alumni holding the post of CEO in one of the 500 largest companies in the world: the Mines ParisTech: Professional Ranking of World Universities. The school is a member of the ParisTech alliance. Created by decree of the French King's Counsel on March 19, 1783, the first school of Mines was located in the Hôtel de la Monnaie, in Paris.
The school disappeared at the beginning of the French Revolution but was re-established by decree of the Committee of Public Safety in 1794, the 13th Messidor Year II. It moved to Savoie, after a decree of the consuls the 23rd Pluviôse Year X. After the Bourbon Restoration in 1814, the school moved to the Hôtel de Vendôme. From the 1960s onwards, it created research laboratories in Fontainebleau, Évry and Sophia Antipolis; the initial aim of the Ecole des mines de Paris, namely to train high-level mining engineers, evolved with time to adapt to the technological and structural transformations undergone by society. Mines ParisTech has now become one of the most prestigious French engineering schools with a broad variety of subjects, its students are trained to have management positions, work in research and development departments, or as operations officers, etc. They receive a well-rounded education in a variety of subjects, ranging from the most technical to economics, social sciences or art in order to be able to tackle the managing or engineering-related issues they are to face.
Exchange programs are possible during the third semester with prestigious universities around the world, such as Massachusetts Institute of Technology, California Institute of Technology, University of Hong Kong, National University of Singapore, Tokyo Tech, Seoul National University... Mines ParisTech provides different educational paths: The Ingénieurs civils degree, ranked among the best French Grande école engineering degrees, similar to that offered at École polytechnique, École des Ponts ParisTech or École Centrale Paris; the Corps of Mines, one of the greatest technical corps of the French state. It is a third cycle degree, lasting for three years, consisting in two long-term internships both in public and private economical institutions and courses in economics and public institutions; the admission to the Corps des Mines is selective as only the top students from École polytechnique, École normale supérieure, Mines ParisTech and Telecom ParisTech may apply Mastère Spécialisé degrees, post-graduate programs accredited by the Conférence des Grandes écoles, in the fields of Energy, Environment and Logistics, Informatics and management in industry and Materials engineering Doctoral and Master studies in various fields For students having studied in the Classe Préparatoire aux Grandes Ecoles, admission to Civil Engineer of Mines is decided through a nationwide competitive examination.
Every year, ten applications are accepted from students around the world according to their academic achievements. Admission to the Corps of Mines is possible for French students at the end of the studies in École polytechnique, École normale supérieure, École des télécommunications de Paris and École des mines de Paris, or from the other great technical corps of the French state. Admission in third year is open to one Ph. D graduate. A Student Union is elected every year after a one-week campaign, is in charge of enhancing the contact between students and various sponsoring industries as well as organizing events for the students. Various other organizations are part of the students' lives: the Students' Sport Committee, the Junior Enterprise, the Arts' Office, Cahier Vert, CAV, Catholic community, Fanfare band, Entrepreneur club, humanitarian organizations, photography club, Sailing club, among others. Maurice Allais, Nobel Prize in Economics, 1988 Jean-Louis Bianco, General Secretary of President of France, Minister of Social Affairs, Minister of Transport, députy of Alpes de Haute Provence's 1st constituency Louis Paul Cailletet and inventor Georges Charpak, Nobel Prize in Physics 1992 Jean-Baptiste Élie de Beaumont, founder of geology, Wollaston Medal 1843 Thierry Desmarest, former CEO of Total Jean-Martin Folz, former CEO of PSA Peugeot Citroën Noël Forgeard, former CEO of Airbus and EADS Charles de Freycinet, prime minister of France at the end of the 19th century Tidjane Thiam, CEO of Credit Suisse Car
École européenne de chimie, polymères et matériaux
The École européenne de chimie, polymères et matériaux of Strasbourg is a public engineering school in the city of Strasbourg, in Alsace, France. It was founded in 1948, is located on the Cronenbourg Campus of the University of Strasbourg; each year 90 students graduate from the school with a diplôme d'ingénieur. It is a National School of Engineers, part of the University of Strasbourg and a member of the Fédération Gay-Lussac, which recruits from the common polytechnic entrance examination, it is part of the Alsace Tech network of nine engineering schools in Alsace. The ECPM offers its students three specialties: polymers or materials. 1919 - Creation of the chemical institute by the professors T. Muller and H. Gault. Lectures are taught rue Goethe in Strasbourg. 1948 - Creation at the same place of the Ecole nationale supérieure de chimie by the professor H. Forestier. 1962 - The Ecole de chimie has place in new premises on the campus central de l'Esplanade. The first practical sessions from the ENSCS in analytical chemistry begin at the start of the school year 1962.
1968 - The ENSCS becomes a public organization. 1981 - The professor M. Daire introduces the European teaching program. 1986 - The ENSCS becomes Ecole Européenne des hautes études des industries chimiques de Strasbourg 1995 - The EHICS, the Ecole d'application des hauts Polymères and the Magistère matériaux de l'université de Strasbourg-I group together and form the Ecole de chimie, Polymères et Matériaux. 1998-1999 - The ECPM moves to new premises on the University's Cronenbourg campus. 2006 - Strasbourg becomes business cluster of the French chemistry. 2009 - The université Louis Pasteur and the other universities of Strasbourg are joined and form l'Université de Strasbourg 2011 - Opening of the new Classe préparatoire intégrée internationale - CHEM. I. ST. At the start of the school year 2011. → To enter the First year: - The school recruit with the «Concours Communs Polytechniques» or the DEUG. - The admission could be done by an interview with a License 3 in Chemistry or in Physics at the university, a DUT for example, in Chemistry, physical measurements optional materials or chemical engineering.
- For international students, they must have a Bachelor of an equivalent foreign degree. - After 2 years in CPI classes at Rennes, Clermont-Ferrand or in Strasbourg. → To enter the Second year, students can have access at the ECPM having an interview, with a Master M1 in Physics with a speciality in Polymers or materials. → Admission to the CP2i class in the ECPM, after the Baccalaureate, or an equivalent foreign degree for the international students. There is no competitive exam. There are interviews to evaluate the motivations with the people in charge of the Chem. I. St programme. 50 students are selected every year. There are nearly 20% international students; this class allows the students to gain admission to a school of the Fédération Gay Lussac after two years. These 2 years consist of studying engineer's trades in the domain of chemistry. There are 5 CPIs in France: Rennes, Clermont-Ferrand, Lille and Strasbourg at the ECPM The last one was opened at the start of the 2011-12 school year in Strasbourg.
The speciality of this school is that it welcomes a large number of international students, as well as that 20% of the courses are delivered in English and 10% are delivered in German. There are 50 students in each year. To gain admission to the CP2I: French students register on Admission Post-Bac and follow the steps. Students are selected on the basis of a 20-minute interview. International students submit their dossiers directly to the school. International students are selected on the basis of their academic record and an interview. General presentation of CPI-CHEM. I. ST: A strong scientific program: a major part of chemistry and maths during the 2 years with a total, for the first year, of around 700 hours of scientific lesson. We must add Lab Work of this scientific formation, with a total of 102 hours for the first year; the CPI-CHEM. I. ST base of more practical work than in an intensive foundation degree, with high-quality laboratory; the program includes group work to develop the communication, the creativity around scientists projects.
Moreover, in 2016, a "videxo" program was created. During, the "videxo" student solves a science problem on a board and in the same time someone films him to send the video to the teachers; the goal of this is to promote self-confidence and the scientist reflexion which are important qualities for the future engineer. An international program in a multicultural environment: many students with different cultures and two foreign languages to learn. At the beginning of the formation, students can participate in an English language session for one week in order to learn the fundamentals of the scientific English. Insertions travels are organised in England; the students will participate in lab work in a foreign university. Most of the time the foreign students come from China; the speciality is chosen in the second year. Students have four possibilities: Chemistry: Organic Chemistry: With this speciality, students attain a high level in synthesis and characterization of organic chemistry. Analytical Chemistry: Students are trained in techniques of analysis within the context of quality control.
Polymers: Students are trained to become fle
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