“Ingénieur” Program

Total Page:16

File Type:pdf, Size:1020Kb

“Ingénieur” Program École Polytechnique’s “Ingénieur” Program A unique curriculum leading to an advanced Master’s degree in Science and Technology Table of contents Introduction ................................................................................................................................................................................................. 5 Area Map ....................................................................................................................................................................................................... 6 Campus .......................................................................................................................................................................................................... 7 Organization Chart ................................................................................................................................................................................ 8 The “Ingénieur Polytechnicien“ curriculum ............................................................................................................... 10 Student status and Course evaluation ............................................................................................................................. 11 a 4-year program ................................................................................................................................................................................. 15 Year 1 ......................................................................................................................................................................................... 16 Year 2 ......................................................................................................................................................................................... 17 Year 3 ......................................................................................................................................................................................... 18 Year 4 ......................................................................................................................................................................................... 19 International Exchange Program .......................................................................................................................................... 20 Internship Program for International Students ........................................................................................................ 21 Tutoring ........................................................................................................................................................................................................ 22 Departments ........................................................................................................................................................................................ 23 Applied Mathematics ................................................................................................................................................. 27 Biology ..................................................................................................................................................................................... 31 Chemistry .............................................................................................................................................................................. 39 Economics ............................................................................................................................................................................ 45 Humanities and Social Sciences ...................................................................................................................... 49 Informatics ............................................................................................................................................................................ 57 Languagues and Cultures ....................................................................................................................................... 63 Mathematics ....................................................................................................................................................................... 65 Mechanics ............................................................................................................................................................................ 71 Physics ..................................................................................................................................................................................... 77 Sport ............................................................................................................................................................................................................... 89 The fourth year of the “Ingénieur Polytechnicien“ Curriculum ............................................................... 91 Training, projects and Internship .................................................................................................................................. 97 Leardership and Physical Training Program ............................................................................................................ 101 The Preparation Term .................................................................................................................................................................. 103 Office of Careers, academic advising and Internship Programs (SOI) ........................................... 104 Table of contents 3 Programs, Flowcharts ............................................................................................................................................................. 107 Year 1 Core Curriculum ............................................................................................................................................................... 111 Year 2 Fall Semester ...................................................................................................................................................................... 113 Year 2 Spring Semester .............................................................................................................................................................. 115 Year 3 Scientific Specialization Program ..................................................................................................................... 117 Program Prerequisites ........................................................................................................................................................... 210 Index ............................................................................................................................................................................................................ 215 4 ➟ “Ingénieur“ Program 2011-2012 Introduction Ecole Polytechnique was founded in 1794 as a state-supported institution for higher educa- tion and research. It is the most highly-competitive Graduate Institute of Science and Tech- nology in France and, as such, trains the scientific, industrial and economic leaders of the nation. Famous scientists, many of whom are better known through the fundamental laws and concepts they invented, have walked its halls either as students or as professors (Am- père, Becquerel, Cauchy, Coriolis, Fourier, Fresnel, Lagrange, Monge, Poincaré, Poisson). Degrees awarded by Ecole Polytechnique are the key to diverse, high-level careers, in Engi- neering, the corporate world, research and academia. The education program focuses on analysis and synthesis. “Polytechniciens”, the name given to Ecole Polytechnique’s gra- duates, are particularly apt at managing complex systems. Technological achievements such as the French high-speed train (TGV), Airbus aircraft, the Ariane space rocket or the French electro-nuclear program all attest to the excellence of the Ecole. In France, nearly 30% of multinational companies are headed by Ecole Polytechnique Alumni or Alumnae. Ecole Polytechnique has four distinct educational programs taught mainly in French. ■ the “Ingénieur Polytechnicien” curriculum: starting after two to three years of undergra- duate studies in Science or in Engineering, this advanced Undergraduate and Graduate pro- gram lasts four years and leads to an advanced Master’s degree in Science and Technology. ■ the Master’s programs: graduate studies in the fields of Science and Technology, Enginee- ring, Economics and Business Management. The courses are open to the best European and International students, who have at the minimum a bachelor’s degree or equivalent. ■ the Doctoral program: students admitted to this program enter into the preparation of a Ph.D. thesis in one of Polytechnique research laboratories. ■ the International Exchange Program (IEP): study abroad opportunity for international students to come to Ecole Polytechnique from 3 months up to a full academic year to take courses offered in the “Ingénieur Polytechnicien” curriculum or to do a research internship in a laboratory. http://www.polytechnique.edu – http://www.enseignement. polytechnique.fr Competitive entrance Entrance on Entrance on examinations qualication qualication INGENIEUR POLYTECHNICIEN 2 to 3 years of MASTER undergraduate studies
Recommended publications
  • 2019 Activity Report
    ACTIVITY REPORT 2O19 INNOVATING FOR ENERGY OUR CONTENTSMISSION A CONTEXT CLIMATE CHANGE AND THE ENERGY TRANSITION MEETING THE DIVERSIFYING IFPEN, THE ESSENTIALS GROWING DEMAND ENERGY 01 Profile FOR MOBILITY SOURCES 02 Interview with Didier Houssin, Chairman and CEO of IFPEN 04 Corporate governance CHALLENGES 06 IFPEN 2019 news in brief 10 Social and financial data IMPROVING INCREASING THE AVAILABILITY ENERGY DEVELOPING THE INNOVATIONS AND USE OF FOSSIL OF TODAY AND TOMORROW EFFICIENCY RESOURCES 12 Sustainable mobility 16 New energies 20 Responsible oil and gas THREE PRIORITY AREAS 24 Outward-looking fundamental research serving innovation 28 ENCOURAGING RESEARCH AND SUPPORTING INNOVATION AND INNOVATION 32 TRAINING THE KEY PLAYERS IN THE ENERGY TRANSITION TRAINING VALUE CREATION IFPEN, THE ESSENTIALS I PROFILE I 01 IFP Energies nouvelles is a major research and training player in the fields of energy, transport and the environment. From research to industry, technological innovation is central to all its activities, structured around MISSION three strategic priorities: sustainable mobility, new energies and responsible oil and gas. A CONTEXT AS PART OF THE PUBLIC-INTEREST MISSION CLIMATE CHANGE AND THE ENERGY TRANSITION WITH WHICH IT HAS BEEN TASKED BY THE PUBLIC AUTHORITIES, IFPEN FOCUSES ON: > providing solutions to take up the challenges facing society in terms of energy and the climate, THE CREATION OF WEALTH AND JOBS promoting the transition towards sustainable IFPEN’s economic model is based on the transfer to industry of the technologies developed by its researchers. mobility and the emergence of a more diversified This technology transfer to industry generates jobs and energy mix; business, fostering the economic development of fields and approaches related to the mobility, energy and > creating wealth and jobs by supporting French eco-industry sectors.
    [Show full text]
  • Implantations Des Établissements D'enseignement Supérieur Français Dans Le Monde
    IMPLANTATIONS DES ÉTABLISSEMENTS D'ENSEIGNEMENT SUPÉRIEUR FRANÇAIS DANS LE MONDE NATURE DE L’IMPLANTATION DISCIPLINES Établissement multi-sites Établissement délocalisé (hors campus multi-sites) Art / Architecture Droit / Économie Sciences et technologies Établissement créé conjointement avec un établissement français Culture (Cuisine, Hôtellerie, Mode, Tourisme) Management Sciences Humaines et Sociales Établissement créé suite à un accord bilatéral : Établissement français partenaire AMÉRIQUE DU NORD EUROPE - CEI Madrid Roumanie Oufa ASIE Asia-Europe Business School + Institut sino-européen ICARE + ParisTech Allemagne ESCP Europe Bucarest IFP School Chine EM Lyon Canada Saint Petersbourg Institut Franco Chinois NEOMA Confucius Institute for Le Cordon bleu Collège juridique franco-roumain Canton Québec Berlin Collège universitaire français d’Ingénierie et de Management Business Université Paris Dauphine + Université Panthéon Sorbonne Efrei@Canton Institut Vatel ESCP Europe + Ponts Paristech Zhuhai Université Toulouse Jean Jaures Suisse Sino-French Institute for Ottawa Nuremberg Royaume-Uni INSEEC Institut franco-chinois de l'éner Institut Vatel Genève Engineering Education and Le Cordon bleu ICN Business School Londres Sino-French Program in Chemi- gie nucléaire + INP Grenoble + Finlande EDHEC INSEEC/CREA Genève Research + Polytech Nantes États-Unis Arménie cal Sciences and Engineering INSTN + Mines Nantes + Chimie Helsinki ESCP Europe Turquie Chengdu + Fédération Gay Lussac Montpellier + Chimie Paris Blaksburg Erevan ESC La Rochelle
    [Show full text]
  • Research in France > What Will Your Project
    RESEARCH IN FRANCE >WHAT WILL YOUR PROJECT BE? CONTENTS > RESEARCH IN FRANCE Physics, chemistry, and energy CEA, atomic and alternative energy HOW RESEARCH IS ORGANIZED IN FRANCE 6 commission 30 THE UNIVERSITIES 12 IFPEN, IFP new energy 32 THE MAJOR PUBLIC RESEARCH ORGANIZATIONS 16 IRSN, institute on radiation protection and nuclear safety 33 CNRS, national center for scientific research 18 Technology Earth and space sciences IFSTTAR, French institute for the science and technology of transportation, BRGM, bureau of geological and land use, and urban networks 34 mining research 20 INRIA, national institute for research in CNES, national center for space research 21 computer science and automation 35 ONERA, national aerospace Economics, social sciences, and education research office 22 IFÉ, French institute of education Marine sciences 36 INED, national institute of demographic research 37 IFREMER, French research institute for exploitation of the sea 23 RESEARCH FOUNDATIONS 38 Agricultural, ecological, and environmental CEPH, center for research on human polymorphism 40 sciences Curie Institute 41 CIRAD, center for international Pasteur Institute 42 cooperation on agricultural research for development 24 NATIONAL AGENCIES 44 INRA, national agronomic research ADEME, agency for the environment and institute 25 energy management 45 IRD, development research ANDRA, national agency for the management institute 26 of radioactive waste 46 IRSTEA, national institute of scientific INCA, national cancer institute 47 and technical research in environment
    [Show full text]
  • 201407-0385Web Pap Anglais 0
    THE SCHOOL 2013/2014 201407-0385 PaP ANGLAIS.indd 1 07/10/14 09:45 Degrees in engineering – 75 École nationale des ponts et chaussées professors, 3 assistant professors and 82 lecturers Year 1: Consolidation of scienti c knowledge and induction seminars Immersion placement: the course begins with 4 weeks of Masters programmes experience work in a company Scienti c internship: the whole class spends 3 months (April -July) in public or private research centres, 61% of them abroad “Science and Technology” Masters programme: – Mechanics of Materials and structures (MMS) with UPEM Year 2 choice of a faculty department: – Materials Science for Sustainable Construction (SMCD) Civil and structural engineering with UPEM Planning, environment, transport Mechanical engineering and materials science – Mechanics of Soils, Rocks and Structures in their Industrial engineering Environment (MSROE) with UPEM, UPMC and École Centrale Economics, management, nance Paris Applied mathematics and computer science – Built Heritage Materials in the Environment (MAPE) Year 2 internship: with UPEC and Paris Diderot - Paris 7 Between Years 2 and 3, 80% of the class attend a one-year internship, 30% of them abroad – Nuclear Energy “speciality in dismantling and waste The other students complete a short summer internship management” with ParisTech, Université Paris Sud and (2 months), 20% abroad École Centrale Paris, INSTN Gif, ESE SUPELEC and the support Year 3: End of Course Project (PFE): of several industrial rms: EDF, Areva, GDF SUEZ (ParisTech For at least 4 months, students apply the skills acquired in their Masters) programme to a scienti c or technical problem, at a company – Numerical Analysis and Partial Di erential Equations or research facility.
    [Show full text]
  • Résultats De L'enquête 2015 Sur L'insertion Des Jeunes Diplômés Des
    L’insertion des diplômés des Grandes écoles Résultats de l’enquête 2017 Réalisée entre janvier et mars par 175 Grandes écoles membres de la CGE Juin 2017 Cette vingt-cinquième enquête sur l’insertion des jeunes diplômés des Grandes écoles a été réalisée au cours du premier trimestre 2017. Chaque école participante, membre de la CGE, a assuré la collecte des données pour son établissement. Le logiciel Sphinx a permis la collecte de la grande majorité des données. Cette publication est le fruit d’une collaboration entre l’École nationale de la statistique et de l’analyse de l’information (Ensai) et la Conférence des grandes écoles (CGE). La coordination de la collecte des données et la réalisation de cette brochure ont été réalisées par Nicole Allain de l’Ensai et Élisabeth Bouyer de la CGE. La relecture a été assurée par l’équipe permanente de la délégation de la CGE. 2 Enquête insertion des jeunes diplômés – Juin 2017 Enquête insertion des jeunes diplômés – Juin 2017 3 Sommaire Sommaire ________________________________________________________________________ 4 Avant-propos _____________________________________________________________________ 6 L’Ensai __________________________________________________________________________ 7 Enquête 2017 sur l’insertion des jeunes diplômés __________________________________ 9 1. 25 ans d'enquête sur l'insertion des diplômés des Grandes écoles ________________________ 11 2. Évolution du nombre d’écoles participantes et de diplômés ayant répondu __________________ 12 3. Taux de réponse et couverture de l'enquête 2017 _____________________________________ 13 4. Participation à l’enquête _________________________________________________________ 14 5. Caractéristiques de la population interrogée _________________________________________ 15 Situation des jeunes diplômés et principaux indicateurs d’insertion __________________ 17 1. Activité des diplômés : évolution entre les enquêtes 2016 et 2017 ________________________ 18 2.
    [Show full text]
  • N° Académie Nom Officiel De L'établissement Autre Nom Titre Officiel Délivré : Ingénieur Diplômé De L' Statut
    N° Académie Nom officiel de l'établissement Autre nom Titre officiel délivré : Ingénieur diplômé de l' Statut 1 Aix-Marseille École centrale de Marseille Centrale Marseille École centrale de Marseille Public École polytechnique universitaire de École polytechnique universitaire de l'université 2 Aix-Marseille Polytech Marseille Public Marseille d'Aix-Marseille 3 Aix-Marseille École de l'air École de l'air Public Institut supérieur du bâtiment et des 4 Aix-Marseille ISBA TP Éc. Spéc. Consulaire travaux publics Université de technologie de 5 Amiens UTC Université de technologie de Compiègne Public Compiègne École supérieure de chimie organique École supérieure de chimie organique et 6 Amiens ESCOM Privé et minérale minérale 7 Amiens Institut polytechnique UniLaSalle UniLaSalle Institut polytechnique UniLaSalle Privé École supérieure d'ingénieurs en École supérieure d'ingénieurs en électronique et 8 Amiens électronique et électrotechnique ESIEE Amiens Consulaire électrotechnique d'Amiens d'Amiens École d'ingénieurs des sciences 9 Amiens ELISA Aerospace École d'ingénieurs des sciences aérospatiales Privé aérospatiales École nationale supérieure de École nationale supérieure de mécanique et des 10 Besançon ENSMM Public mécanique et des microtechniques microtechniques Université de technologie de Belfort- 11 Besançon UTBM Université de technologie de Belfort-Montbéliard Public Montbéliard Institut supérieur d'ingénieurs de Institut supérieur d'ingénieurs de Franche-Comté 12 Besançon ISIFC Public Franche-Comté de l'université de Besançon École
    [Show full text]
  • Sommaire TABLE of CONTENTS
    sommaire TABLE OF CONTENTS ÉDITO 2 EDITORIAL MIEUX CONNAÎTRE LA CGE 4 LEARN MORE ABOUT THE CGE VIE DE L’ASSOCIATION 8 ABOUT THE CGE LES MARQUES DE LA CGE 10 CGE’S BRANDS LA CGE ET SON ENVIRONNEMENT 16 THE CGE AND ITS ENVIRONMENT DOSSIERS THÉMATIQUES FOCUS ON « INTERNATIONAL » 19 «INTERNATIONAL» « DIVERSITÉ » 22 «DIVERSITY» LE CHAPITRE DES ECOLES DE MANAGEMENT 26 MANAGEMENT SCHOOLS CHAPTER LES ACTIVITÉS DES COMMISSIONS 28 ACTIVITIES OF THE COMMITTEES L’OBSERVATOIRE DES GRANDES ÉCOLES 37 OBSERVATORY ON THE GRANDES ECOLES ET LEUR ENVIRONNEMENT AND THEIR ENVIRONMENT LISTE DES ÉCOLES MEMBRES DE LA CGE 47 LIST OF CGE MEMBER SCHOOLS 1 This report is the first of its kind for the Conférence des Grandes Écoles (CGE), designed to regularly inform its stakeholders of its activities. The year 2009- 2010 was rich in many different ways. The merger between the CGE and the Grandes Écoles Development Committee at the end of 2008 allowed the CGE new membership, particularly from the corporate world and alumni associations. This expansion in the representa- tion of natural partners of the schools symbolises the CGE’s extending and strengthening its fields of actions, through intersecting reflections on training expectations and professional placements of the Grandes Écoles graduates. The October 2009 seminar identified the CGE’s key areas of focus as a new board of directors began its term. These areas include international challenges, the law on university reform, higher education reforms and their effects on secondary education, graduation regulations, sustainable development and social diversity. In January 2010, an article on social diversity within the Grandes Écoles, pu- blished in the new CGE newsletter, “Grand Angle”, created huge reactions in the media and propelled us into the heart of the matter.
    [Show full text]
  • Flyer M2 Modélisation Prospective
    SCHOOL MASTER BIODIVERSITÉ, AGRICULTURE Économie de INFORMATIONS PRATIQUES ET ALIMENTATION, SOCIÉTÉ, l’environnement, de ENVIRONNEMENT l’énergie et des transports LIEUX D’ENSEIGNEMENT Économie de l’environnement, Paris Les enseignements du parcours « Modélisation Prospective : Économie, de l’énergie et des transports Nogent-sur- Environnement, Énergie » sont dispensés pour partie sur le site Agro- Marne ParisTech (Paris 15ème) et sur le site du CIRED (RER Nogent-sur-Marne). PARCOURS : Modélisation prospective : Économie, Secrétariat Énergie, Environnement CONTACTS • Josette Kalombo, [email protected] Responsables • Julien Lefèvre, [email protected] • Franck Lecocq, [email protected] MES NOTES... Le parcours « Modélisation Prospective : Économie, Environnement, Énergie » de la mention EEET apporte un enseignement permettant de prendre en compte, dans les choix de développement économique, des enjeux de long terme liés à la préservation de l’environnement et à la réorientation des choix énergétiques au regard des nouvelles raretés et des nouvelles conditions géopolitiques. Le parcours permet une insertion des étudiants dans des activités de recherche et d’études sur les sujets environnementaux, climatiques, énergétiques ainsi que sur le thème de la ville et du transport. L’orientation est nettement « recherche », et comprend pour ce faire des unités d’enseignement organisées en modules « Fondamentaux socle commun », « Fondamentaux environnement et modélisation prospective », « Cours d’ouverture », « Langue vivante » et une unité « Stage et mémoire ». clay.fr site-paris-sa niver 5 ww.u 1 w 0 2 PRÉREQUIS e r b m e c é Les admissions se font après un M1 d’économie D - d sous réserve d’un très bon niveau en u S - s i r mathématiques ou par admission directe en M2 a P é t pour des étudiants possédant des compétences i s r e v i techniques avec des notions solides d’économie Autres partenaires : n U : (ingénieurs, normaliens, etc.).
    [Show full text]
  • Dr. Thierry BROS Email: [email protected]
    Dr. Thierry BROS Email: [email protected] Independent advice & expertise on energy markets Strategy & energy consultant Commercial training courses & workshops Conferences presentations & media commentator ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Senior Research Fellow of The Oxford Institute of Energy Studies Enerdata Scientific Board Member World Energy Council - Global Gas Centre Advisor EU-Russia Gas Advisory Council Member Research Center for Energy Management (ESCP Europe) Advisory Board Member AMF certified professional Professional Experience ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2008 - 2016 Société Générale, Cross Asset Research, Paris Senior Commodity Analyst (2011 - 2016) • Covered European gas and LNG markets (balance, prices,
    [Show full text]
  • Development Council, Year 2020-2021
    Development Council, year 2020-2021 The Development Council assists Christine Travers, Dean of IFP School, and is chaired by Philippe Geiger, Deputy Director of the Directorate of Energy of the Ministry of Ecological Transition. The Council is made of: Pierre- Franck Chevet, President of IFP Energies nouvelles, 9 personalities chosen amongst industry leaders of the energy and powertrain sectors, 4 personalities representing higher education or research, 4 alumni, 3 elected representatives of the School’s faculty and 3 elected student representatives. The mission of the Development Council is to assist the Dean of the School, in particularly in regards to the strategy, the general organization, the structure of classes, the training offer and the objectives of the programs. The Council meets twice a year. Industry personalities Beuchot Hélène Perenco Director of Human Resources Director of Powertrain Strategy and Advanced Covin Bruno Renault Engineering - Alliance Powertrain and EV Renault- Nissan Filliette Marie-Isabelle Total Talent Acquisition Franza Philippe ExxonMobil Director of Human Resources Martinot Stéphane Valeo Powertrain Systems Product Marketing Director Peyret Olivier Schlumberger Chairman, Schlumberger France Roche-Vu Quang Sandra Elengy CEO Zielinski Eric Saipem SA Plant Engineering Manager Higher Education or Research Bonvin Dominique EPFL Professor Crépon Elisabeth ENSTA ParisTech Director Gabsi Mohamed ENS Paris-Saclay University Professor Mougard Sophie ENPC Director Alumni Brunelle Nathalie Total Project Director
    [Show full text]
  • Schools / Universities Having a Double-Degree Agreement with IFP School
    Schools / Universities having a double-degree agreement with IFP School 1. In France Centrale Supélec (École Centrale de Paris, Supélec Gif, Metz et Rennes) CPE Lyon (École Supérieure de Chimie, Physique, Électronique de Lyon) ECPM (École Européenne de Chimie, Polymères et Matériaux) EMD (École des Mines de Douai) EMN (École des Mines de Nancy) EMSE (École des Mines de Saint-Étienne) ENPC (École Nationale des Ponts et Chaussées), École des Ponts ParisTech ENSAM (École Nationale Supérieure d'Arts et Métiers), Arts et Métiers ParisTech ENSCL (École Nationale Supérieure de Chimie de Lille) ENSCM (École Nationale Supérieure de Chimie de Montpellier) ENSCBP (École Nationale Supérieure de Chimie, de Biologie et de Physique de Bordeaux) ENSCP (École Nationale Supérieure de Chimie de Paris), Chimie ParisTech ENSCR (École Nationale Supérieure de Chimie de Rennes) ENSEEIHT (École Nationale Supérieure d'Électrotechnique, Électronique, Informatique, Hydraulique et Télécommunications) ENSEM (École Nationale Supérieure d'Électricité et de Mécanique) ENSG (École Nationale Supérieure de Géologie de Nancy) ENSIACET (École Nationale Supérieure des Ingénieurs en Arts Chimiques et Technologiques) ENSIC (École Nationale Supérieure des Industries Chimiques de Nancy) ENSTA (École Nationale Supérieure des Techniques Avancées), ENSTA ParisTech ENTPE (École Nationale des Travaux Publics de l’État) ESCOM (École Supérieure de Chimie Organique et Minérale) ESTACA (École Supérieure des Techniques Aéronautiques et de Construction Automobile) ESTP (École Supérieure
    [Show full text]
  • ANNUAL REPORT Sommaire
    ANNUAL REPORT Sommaire p. 4 Editorial p. 6 CGE's activities Higher Education Institutions' Digital Strategies and the CGE's Digital Accreditation 18 May 2017 Symposium "Promoting Campus Diversity" Symposium p. 1O Thematic forlder Incubators of higher education and research institutions and their impact on the economic development of territories CGE accreditations and continuing vocational training: challenges and perspectives p. 15 Activity report of the commission International relations p. 16 CGE’s observatory on Higher Education 2O17 mobility survey 2O17 insertion survey The Conférence des grandes écoles p. 24 The Grandes écoles : major players in higher education and research The CGE at a glance CGE Organisational Chart Executive Committee Strategic Orientation Committee (COS) Board Secretariat CGE's member school CGE members companies and organisations Conception, illustrations et mise en pages vir ule Valérie Latchague Causse [email protected] 06 81 69 14 99 vir ule Crédits photos © Christian Jacquet © Fotolia Editorial Anne-Lucie Wack President – Conférence des grandes écoles A Pioneering Vision for Higher Education During the 2O16-2O17 term, the CGE multiplied and intensified its meetings with the candidates' campaigns and with representatives, companies, associations and foundations, as well as other socio-economic partners, to develop its pioneering vision for higher education, based on a pragmatic approach with specific ideas and on one major goal: making young people successful1. These suggestions were revealed on 29 September 2O16 at the Palais du Luxembourg in Paris and extensively reported by the press. They served as guidelines for more intense discussions on a national and regional level, thanks to regional conference presidents in the French regions of Bretagne, Pays de la Loire, Aquitaine, Hauts-de-France, Provence-Alpes- Côte-d'Azur, Occitanie, Rhône-Alpes, etc.
    [Show full text]