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
École nationale supérieure des mines de Nancy
Mines Nancy is one of the French generalist engineering Grandes Ecoles. It is located in the campus Artem, in the city of Nancy, Eastern France, is part of the University of Lorraine. Around 400 students are taught general science and management and 300 follow specialised Master programs; these students are taught by 60 permanent professors. There are 400 researchers including a hundred doctorants. Despite its small size, it is well represented in the French industry. Most of its students hold executive positions in the industry and large corporations or scientific research positions in France or abroad, it was created in 1919 on the request of the University of Nancy in order to contribute to the reconstruction of the mining and steel industry in the east of France after World War I. At the end of the 1950s, under the impulse of its then-director Bertrand Schwartz, the school reorganized its curriculum to include a balanced blend of engineering and social sciences. At the time, it was an innovative educational model for engineers, extended to other Grandes Ecoles.
The school was aimed at training mining engineers. In 1957, its director Bertrand Schwartz began its transformation into a modern "generalist" school; the school focuses on training innovative managers for the industry and researchers, with a broad generalist and high scientific knowledge, able to communicate in different languages. The Ingénieurs civils des Mines degree, is ranked among the best French Grande Ecole degrees. 20% of the students are international students from Morocco and China. In addition to the general science and management classes, the students have to specialise from their second year to the third year: "Département Matériaux" "Département Énergie" "Département Génie industriel" "Département Information et Systèmes" "Département Géoingénierie"; the students must learn English and at least another language. The students have to do at least three internships. Operator internship, whose aim is to discover the reality of work, become aware of the repetitive nature or physical difficulties of the tasks and understand human relations within a company.
Assistant-engineer internship. Engineer internship, the end of course thesis has to be research oriented; the engineer internship is an opportunity for the companies to hire the students. For students having taken studied in the Classe Préparatoire aux Grandes Ecoles, admission to the Ingénieur Civil des Mines degree is decided through a nationwide competitive examination and there origin is different: MP, PC, PSI... with a nombre of places for each option in 2015 is: MP: 54 PC: 32 PSI: 40 PT: 4 TSI: 3 CCP: 5 AST: 5It is possible for any student to be accepted for specialised masters or an exchange program in particular through the partnerships with other schools or universities in the world. Master's Degree in Mechanical Engineering. Master's Degree in Production Management. LSG2M: science and engineering of materials and metallurgy LSGS: science and engineering of surfaces LPM: physics of materials LAEGO: environment, buildings CRPG: petrography and geochemistry LORIA: computer science and its applications ERPI: innovative Processes The students of the ENSMN organize their own meeting with professionals, who present their companies and their activities.
The FORUM EST-HORIZON is the biggest meeting between the professional world and the students in the East of France. With 50 exhibitors covering a large variety of economic and industrial fields, the forum gathered last year more than 1000 students, looking for advice and internships. Jean-Claude Trichet, president of the European Central Bank from 2003 to 2011 Jacques Bouriez, chief executive officer of Louis Delhaize Group Patrick Cousot, professor at New York University Louis Doucet, chief executive officer of GE Money Bank Bertrand Méheut, chief executive officer of Canal+ group Amina Benkhadra, former Moroccan minister of energy, mines and environment since 2007. Kofi Yamgnane, mayor of Saint-Coulitz, mayor of Saint-Briac, French junior minister of social integration in 1991-1993 and deputy of Finistère in the French Parlement in 1997-2002, he ran for the 2010 Togolese presidential election. Philippe Guillemot, chief executive officer of AREVA T&D among its members: Anne Lauvergeon, chief executive officer of AREVA Claude Imauven, chief executive officer of Saint-Gobain PAM, chief executive officer of Saint-Gobain Jean-Yves Koch, managing director of Capgemini École nationale supérieure des Mines d'Albi Carmaux École nationale supérieure des Mines d'Alès École nationale supérieure des Mines de Douai École nationale supérieure des Mines de Nantes École nationale supérieure des Mines de Paris École nationale supérieure des Mines de Saint-Étienne École Nationale Supérieure des Mines de Rabat Site of the école nationale supérieure des mines de Nancy Promotional site of
Association of MBAs
The Association of MBAs is a global organisation founded in 1967 which focuses on international business school accreditation and membership. Based in London, AMBA is one of the three main global accreditation bodies in business education and styles itself as the world's impartial authority on postgraduate management education, it differs from AACSB in the US and EQUIS in Brussels as it accredits a school's portfolio of postgraduate management programmes but does not accredit undergraduate programmes. AMBA accredits 2% of the world's business schools, is the most international of the three organisations having accredited schools headquartered in 54 countries, compared with the 52 for AACSB and 38 for EQUIS. Business schools can become associated with AMBA in two ways: by applying for accreditation, or by applying for membership of the AMBA Development Network, which confers institutional membership similar to EFMD or AACSB membership. Schools that cannot meet all of the AMBA accreditation criteria join the ADN, which gives them time to prepare for accreditation with support from AMBA and mentoring from an AMBA-accredited school.
All MBA students and alumni of the 257 accredited member schools join AMBA as individual members free of charge. AMBA accredits generalist MBM programmes and DBA programmes, admits as members students and graduates thereof. AMBA's long-serving president until 2017 was the late Sir Paul Judge, the founding benefactor of Cambridge Judge Business School in Cambridge, UK. AMBA's current Chief Executive is Andrew Main Wilson, who joined the organisation from the Institute of Directors in 2013. Bodo Schlegelmilch was elected Chairman of the AMBA Board of Trustees in 2018; the Association of MBAs was founded in 1967 as an MBA alumni club by eight UK graduates from Harvard Business School, Wharton and Columbia, two graduates from the first intake of London Business School. The founders saw a lack of awareness in Europe of the value of the MBA degree, which at that time was an American qualification, they decided to form a lobby and membership group to promote the benefits of postgraduate business education, under the name of Business Graduates Association.
The organisation's development helped shape the growth of management education in Europe and the UK and coincided with the setting up and growth of London Business School and Manchester Business School in Britain. The Association's first Director General was Vice-Admiral David Clutterbuck who assumed this position in 1969. In 1983 BGA began to accredit the growing number of MBA programmes, while preserving its functions as a membership organization. BGA was renamed Association of MBAs in 1987; until 2017, AMBA's president was the late Sir Paul Judge, who helped establish one of the two business schools in Cambridge, UK. The Association of MBAs accredits MBA, DBA degree programmes; when a school applies for accreditation for its MBA programmes, AMBA requires that the entire portfolio of MBA programmes be put up for consideration and will award accreditation only if all programmes meet its criteria. The Association's process of accrediting a school's MBA programmes portfolio includes reviewing compliance AMBA's criteria, most of them qualitative rather than quantitative.
The criteria fall into seven dimensions: development of the institution. Some of the key AMBA criteria for the accreditation of an MBA programme include: all admitted students should have at least three years of full-time post-graduation work experience upon the start of the MBA course. AMBA holds three annual conferences for business school deans and directors: a Global Conference, an Asia Pacific Conference, a Latin America Conference. Participation is open to both non-accredited schools. AMBA hosts an annual Gala Dinner in London, open only to accredited schools. AMBA organises two annual global forums with the purpose of development and training for specific functions within AMBA-accredited business schools such as accreditation managers. AMBA organises webinars and networking events on a regular basis catering to MBA alumni, current MBA students, prospective MBA students and business school admissions departments; these on-campus events are held at accredited business schools and feature distinguished speakers and practitioners in fields such as leadership and innovation.
List of institutions accredited by AMBA Triple accreditation Association to Advance Collegiate Schools of Business European Quality Improvement System Association of MBAs official website Accredited schools and logos on
The École nationale supérieure des arts et industries textiles is a French Engineering grand établissement and a member of UP-TEX research cluster. ENSAIT is a higher education and research institute, gathering all the disciplines related to textiles. ENSAIT chairs include four departments related to research. A majority of full-time students requesting admission have to pass a competitive exam in order to attend ENSAIT at the end of their undergraduate studies. International students with a bachelor's degree can request for admission. About fifty percent of students at ENSAIT have an international profile. Professional part-time education is developed. ENSAIT different curricula lead to the following degrees: Ingénieur ENSAIT Master's degree Masters Research and Specialized Masters, in cooperation with the University of Lille, École centrale de Lille and École nationale supérieure de chimie de Lille. Doctoral degreeThe major fields of study and research at ENSAIT are: Technical textiles, Mechanical engineering Industrial and manufacturing engineering Smart material Textiles Chemistry, Biotechnology in Textiles Clothing Technologies, DesignDuring first year at ENSAIT, students study all the basics of textile technology.
Each year 80 students receive an ENSAIT Master's degree referred-to as diplôme d'ingénieur ENSAIT, around 10 students receive a doctoral degree. The school was founded in Roubaix with municipal funding, it was meant to provide a special studying program for the requirements of the textile industry at Roubaix and France. After 1889, the institution became known as the École d'Arts et Métiers Textiles; because the school was near from the war front, it was closed in some wartime periods, many students and academic staff died in these wars. Nowadays, the ENSAIT has a large parc of machinery. In 1991, the GEMTEX was inaugurated as the first French center with research competence in all textile engineering fields. Entrepreneurship is promoted with GENI-INNOTEX. Since the ENSAIT foundation, the students perpetuate their own traditions and folklore, are members of a student society, they call themselves "AIT". The "BDE" folklore includes traditional clothing, language and legends, related symbolism, ceremonials.
BDE activities are independent of the administration of the school and are run by the students, although the two parts cooperate for organising cultural or sporting events. The ENSAIT has a partnership with more than 300 institutions around the world
École nationale de l'aviation civile
The École nationale de l'aviation civile is one of the 207 schools that offers engineering degrees in France. ENAC has been classified as a Grande école by the Conférence des Grandes Écoles. Conférence des Grandes Écoles is a non-profit organisation which accredits and delivers the master's degrees of all Grandes écoles; the group of Grandes écoles in France, was founded on August 28, 1949 to provide initial and continuing education in the field of civil aviation. This university is a établissement public à caractère scientifique, culturel et professionnel and functions under the supervision of the Ministry of Ecology, Sustainable Development and Housing, it is member of the following apart from Conférence des Grandes Écoles, University of Toulouse, Aerospace Valley and is one of the five founders of France AEROTECH. ENAC offers 30 engineering degrees in civil aviation/aeronautics; some of the most notable ones include aerospace engineering, aircraft technicians, commercial airline pilots licenses, air traffic control, flight instructors.
The university offers 3 masters of science programmes and 12 Advanced masters degrees for students with industry/relevant experience. In 1945 after the WWII, the French air transport industry witnessed a rapid growth. To ensure safety and compliance to regulations, there was a high demand for qualified staff, as well as a need to harmonise communications between various sectors of the aviation industry. ENAC was founded to address this issue. Among the founders was Max Hymans, the secretary general of civil and commercial aviation at the time, who played a prominent role in ENAC's creation. In the years following the Western Front, there was a distinct lack of unity within the civil aviation industry due to the recruitment of people with various backgrounds. In order to standardize backgrounds, many centers were created to train aeronautic personnel. Airfield commanders were trained in Orly while technical staff for air navigation were trained in Le Bourget. Wireless operators and radio technicians were trained in Orly, although under the Department of Telecommunications and Signaling, not connected directly to the world of aviation.
Technical managers were trained in engineering schools, including Arts et Métiers and the National School of Meteorology. Designers were trained by the École spéciale des travaux aéronautiques while aircrew were trained by other public or private institutions. ENAC's mission was to unify the training of all aviation personnel. Through Decree No. 49-970, the rules of the French public administration were laid down. A complete overhaul of the regulations applying to civil aviation officials was made, affecting the technical staff in particular. Several new bodies of civil servants were established: air traffic engineers, air navigation operation engineers, aerial telecommunication civil engineers, air traffic controllers, telecommunication controllers and air navigation agents; the creation of these new bodies was followed by a ministerial decision on 12 August 1948 that paved the way for the first recruitment by competitive examination. The examinations themselves were organized in October 1948.
Independently of these events, on 14 April 1948, the International Civil Aviation Organization established prerequisite conditions for air crew licensing, notably including a minimum number of flight hours for each category of aircraft pilots. Before adopting the name ENAC, the school was called a "service of education and internships" and was provided by the General secretariat for civil and commercial aviation; that contrasted with that the longstanding tradition of French civil service personnel being trained in higher education institutions called Grande écoles. Jules Moch, the Minister of Works and Tourism at the time, proposed the name: "École nationale de l'aviation marchande", a name, not chosen. ENAC was created on 28 August 1949 in Paris at the initiative of Max Hymans, Secretary General of Civil Aviation, Jules Moch. in order to train all the professionals of civil aeronautics and harmonize all the air transport stakeholders, aircrew or not, commercial or technical, including the civil services of civil aviation.
The university is located at Orly, south of Paris. René Lemaire considers ENAC as "a university of aviation safety"; this priority given to aviation safety is somehow consubstantial with ENAC, being the first reason for the training of future technicians and future airmen in a single university. As noted in a report of the Inspection générale de l'aviation civile, "It was in the minds of the creators of the university, to develop between the aircrew and the ground staff a community of ideas, reciprocal knowledge, esteem, that are essential for the teamwork required by air transport." However, it is doubtful that the "community of ideas" the author of the report wishes could be only expressed by the coexistence of different courses in the same university. Other factors work in opposite directions, including the significant disparity of durations of the training cycles. Thus, air navigation civil engineers of the branch "telecommunications" stays 30 months in the university. To realize the chemistry that, in the m
Montpellier is a city near the south coast of France on the Mediterranean Sea. It is the capital of the Hérault department, it is located in the Occitanie region. In 2016, 607,896 people lived in 281,613 in the city itself. Nearly one third of the population are students from three universities and from three higher education institutions that are outside the university framework in the city. Montpellier is the third-largest French city on the Mediterranean coast after Nice, it is the 7th-largest city of France, is the fastest-growing city in the country over the past 25 years. In the Early Middle Ages, the nearby episcopal town of Maguelone was the major settlement in the area, but raids by pirates encouraged settlement a little further inland. Montpellier, first mentioned in a document of 985, was founded under a local feudal dynasty, the Guilhem, who combined two hamlets and built a castle and walls around the united settlement; the two surviving towers of the city walls, the Tour des Pins and the Tour de la Babotte, were built around the year 1200.
Montpellier came to prominence in the 12th century—as a trading centre, with trading links across the Mediterranean world, a rich Jewish cultural life that flourished within traditions of tolerance of Muslims and Cathars—and of its Protestants. William VIII of Montpellier gave freedom for all to teach medicine in Montpellier in 1180; the city's faculties of law and medicine were established in 1220 by Cardinal Conrad of Urach, legate of Pope Honorius III. This era marked the high point of Montpellier's prominence; the city became a possession of the Kings of Aragon in 1204 by the marriage of Peter II of Aragon with Marie of Montpellier, given the city and its dependencies as part of her dowry. Montpellier gained a charter in 1204 when Peter and Marie confirmed the city's traditional freedoms and granted the city the right to choose twelve governing consuls annually. Under the Kings of Aragon, Montpellier became a important city, a major economic centre and the primary centre for the spice trade in the Kingdom of France.
It was the second or third most important city of France at that time, with some 40,000 inhabitants before the Black Death. Montpellier remained a possession of the crown of Aragon until it passed to James III of Majorca, who sold the city to the French king Philip VI in 1349, to raise funds for his ongoing struggle with Peter IV of Aragon. In the 14th century, Pope Urban VIII gave Montpellier a new monastery dedicated to Saint Peter, noteworthy for the unusual porch of its chapel, supported by two high, somewhat rocket-like towers. With its importance increasing, the city gained a bishop, who moved from Maguelone in 1536, the huge monastery chapel became a cathedral. In 1432, Jacques Cœur established himself in the city and it became an important economic centre, until 1481 when Marseille overshadowed it in this role. At the time of the Reformation in the 16th century, many of the inhabitants of Montpellier became Protestants and the city became a stronghold of Protestant resistance to the Catholic French crown.
In 1622, King Louis XIII besieged the city which surrendered after a two months siege, afterwards building the Citadel of Montpellier to secure it. Louis XIV made Montpellier capital of Bas Languedoc, the town started to embellish itself, by building the Promenade du Peyrou, the Esplanade and a large number of houses in the historic centre. After the French Revolution, the city became the capital of the much smaller Hérault. During the 19th century the city thrived on the wine culture that it was able to produce due to the abundance of sun throughout the year; the wine consumption in France allowed Montpellier's citizens to become wealthy until in the 1890's a fungal disease had spread amongst the vineyards and the people were no longer able to grow the grapes needed for wine. After this the city had grown because it welcomed immigrants from Algeria and other parts of northern Africa after Algeria's independence from France. In the 21st century Montpellier is between 8th largest city; the city had another influx in population more largely due to the student population, who make up about one-third of Montpellier's population.
The school of medicine is what kickstarted the city's thriving university culture,however many other universities have been well established in the coastal city that has developments such as the Corum and the Antigone that too have been drawing in more and more students. William I of Montpellier William II of Montpellier William III of Montpellier William IV of Montpellier William V of Montpellier William VI of Montpellier William VII of Montpellier William VIII of Montpellier Marie of Montpellier and King Peter II of Aragon James I of Aragon James II of Majorca James III of Majorca The city is situated on hilly ground 10 km inland from the Mediterranean coast, on the River Lez; the name of the city, Monspessulanus, is said to have stood for mont pelé, or le mont de la colline Montpellier is located 170 km from Marseille, 242 km from Toulouse, 748 km from Paris. Montpellier's highest point is the Place du Peyrou, at an altitude of 57 m; the city is built on two hills and Montpelliéret, thus some o
École Centrale Paris
École Centrale Paris was a French postgraduate-level institute of research and higher education in engineering and science. It was known by its official name École Centrale des Arts et Manufactures. Founded in 1829, it was among the most selective grandes écoles. Rooted in rich entrepreneurial tradition since the industrial revolution era, it served as the cradle for top-level engineers and executives who continue to constitute a major part of the industry leadership in France. Since the 19th century, its model of education for training generalist engineers inspired the establishment of several engineering institutes around the world, such as the École Polytechnique Fédérale de Lausanne in Switzerland, Faculté polytechnique de Mons in Belgium, as well as other member schools of the Ecole Centrales Group alliance in France, Morocco and India. In 2015, École Centrale Paris merged with Supélec to form CentraleSupélec, a constituent institute of the University of Paris-Saclay. "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."
École Centrale des Arts et Manufactures was founded in 1829 as a private institute by Alphonse Lavallée, a lawyer and a prominent businessman from Nantes, who put forward most of his personal capital into founding the school, together with three top scientists who became its founding associates: Eugène Peclet, Jean-Baptiste Dumas, Théodore Olivier. Notably, Lavallée was a shareholder of Le Globe, which became in 1831 the official organ of the Saint-Simonian movement; the founding vision of École Centrale was to train multidisciplinary engineers who will become the first "doctors of factories and mills" of the then-emerging industrial sector in France, at a time when most of the other engineering schools trained students for public service. As the scientific discoveries in this era were beginning to have a major impact on industrial development in Europe, a new breed of engineers with a broad and rigorous knowledge of sciences and mathematics were needed in order for France to develop its industry and compete amongst the world's superpowers.
The school was located in various premises in Paris, including Hotel Salé and buildings which now belong to Conservatoire National des Arts et Métiers. Lavallée served as the first president of École Centrale. In 1857, Lavallée transferred the ownership of the school to the French state in order to ensure its sustainability. Under Napoleon's initiative for an imperial university, the school was temporarily renamed as École Impériale des Arts et Manufactures. In 1862, graduates of the school were awarded accredited graduate diplomas in engineering, with the official academic title of'ingénieur des arts et manufactures', the first of its kind in France; the school was transferred in 1969 to a new campus located in Châtenay-Malabry. The Châtenay-Malabry campus was designed by architect Jean Fayeton, was inaugurated by President Georges Pompidou, accompanied on this occasion by Robert Galley; the school was renamed as École Centrale des Arts et Manufactures. In 2015, the school formed a strategic alliance with Supélec to create CentraleSupélec, part of the University of Paris-Saclay.
The new campus is located in Gif-sur-Yvette 20 km from the center of Paris. École Centrale Paris was one of the Centrale Graduate Schools associated as the Groupe Centrale network with its sister institutes. Since 1837, the school had established several international partnerships with the world's leading universities, such as California Institute of Technology, University of Cambridge, ETH Zurich, Georgia Institute of Technology, Harvard University, Indian Institutes of Technology, KAIST, Princeton University, Universidad Politécnica de Madrid, Massachusetts Institute of Technology, Politecnico di Milano, National University of Singapore, Stanford University, University of Toronto, Tsinghua University, TU Delft and Technische Universität München, it was a founding member of the TIME network among top engineering schools in Europe, a member of the UniverSud Paris and the CESAER association of European engineering schools. Located in the Hôtel de Juigné, the main campus of the school was transferred to rue Montgolfier in 1884, where it stayed until 1969.
Its current location neighbours the Parc de Sceaux. Former location of the École Centrale, rue Montgolfier in Paris: The school is now located at Châtenay-Malabry, Hauts-de-Seine, a southern suburb of Paris, next to the Parc de Sceaux and its Château de Sceaux. Within the main campus at Châtenay Malabry, ECP hosts eight laboratories: Molecular and Macroscopic Energy, Combustion System Analysis and Macroeconomics Modeling Industrial Engineering Chemical Engineering and Materials Processing Laboratory Applied Mathematics Soil and Structure Mechanics Technology and Strategy Solids Structure and PropertiesMost of the 2000 students at École Centrale Paris stay in dedicated on-campus student residences, located near the research labs and accessible via public transport. Following the merger of the school with Supelec, now forming CentraleSupelec, the progressive move of the campus has started from Chatenay-Malabry to Gif-sur-Yvette. Most French students who were admitted to École Centrale Paris had completed 2 to 3 years of post high school education in sciences through the classes préparatoires or