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.

The CGE's programmes seem to be picking up support, as shown by the projects launched by our new Minister of HERI on student success and professional The Grandes écoles: an Asset integration, including the evolution of the higher for France education selection platform APB2 and the issues of university prerequisites and campus merging. These changes may foretell the end of the strict regulations "The Grandes écoles are one of our nation's biggest that have paralysed our higher education and led to assets": thus began the French Minister of Higher unthinkable absurdities such as lottery admissions and Education, Research and Innovation's (HERI) opening failure selections. They pave the way for a more flexible statement at the CGE's general assembly on 2O June system and smoother school/university symbiosis. 2O17. For her first public intervention as Minister, Ms Vidal stood before the heads of these prestigious schools to highlight the Grandes écoles' role and contribution to the higher education system and their The CGE Is Everywhere to Support integration among the country's universities. the Grandes écoles' Performance and Dynamics The 2O16-2O17 academic year has been particularly demanding for the CGE, mostly due to the 2O17 2O17 has seen our community's influence and visibility presidential race and concerns about the future rise when it comes to major higher education-related changes brought to higher education and research. The issues, punctuated by key events detailed in this Minister's words provided relief to end the year on a document, including the digital strategy conference more positive note and set the tone of the new political with the French Digital Council (Conseil National du landscape for our projects over the next two years. Numérique, CNNum) in October 2O16; the study on

1. Making young people successful – Towards agile, attractive, sustainable and open higher education (suggestions made by the CGE for the presidential election, September 2O16, 17 pages) 2. "APB" means "Admission Post-Bac", that is to say "Post-Baccalaureate Admission". 4 incubators and their effect on regional dynamics, stands for schools and institutions without any other presented at BPI France in April 2O17; the symposium representations, including schools of architecture, art, on educational transformation in May 2O17 hosted by design, health, journalism, communication, and much ESCP Europe; and the one on diversity hosted in June more. 2O17 by ISIT.

In 2O17, the CGE has also taken strong actions on several issues that have a significant impact on schools' Professional Integration Still at activities and future. The Conférence relied on the Its Best: Graduates Are Literally work of its 11 commissions and 46 workgroups to take Snatched Up by Employers After a stand on work placements reform, apprenticeship Graduation development and funding, short training courses, foreigners' rights, disability, gender equality, and The 2O17 study on professional integration shows social integration. Progress made on these issues are that Grandes écoles graduates are literally snatched presented in this report by the various commissions; up as they graduate; 87% find a job within 6 months they also led to best practices documents sent to our (1OO% within a year), and 8O% in long-term contracts. schools and partnerships and agreements signed with Contrary to popular thinking, CGE schools do not supply ministries and other conferences on social integration exclusively the top 4O companies in France. 4O% of (March 2O17) and gender-based discrimination graduates are hired by small businesses and SMEs, (January 2O17). 3O% by medium-sized companies and 3O% by large conglomerates. However, gender inequality is still an Furthermore, the CGE's actions led to practical issue both in the integration time and income; an issue applications, including on student engagement (with the June 2O17 signing of a convention with the French that must be addressed. Civil Service Agency to promote civic duty programmes in schools), or on responsible student loans, in collaboration with 3O volunteer schools. 2O17-2O19 Mandate: New Political Landscape and Objectives

The CGE Is Enhancing The 2O17 back-to-school season comes with a new Its Attractiveness by Welcoming political landscape on the national and international New Schools and Developing levels. Issues are already being discussed: funding Its Accredited Learning higher education with the congress in Rennes in Programmes October 2O17; apprenticeship and the evolution of the progressive part of the tax; new courses in The CGE community, composed of 223 Grandes écoles, short training programmes; digital and educational is already huge and represents every year more than transformation; international visibility and influence; or 4O% of the country's Master's degree graduates. the consequences of the appeal to the French Council of State on the issue of the National Master's Degree The latest numerous applications and accreditation and the wider issue of graduation and accreditation. requests show that the CGE and the accreditation "Grandes écoles" are attractive, to French schools The CGE and its 223 member schools will keep pushing but also to international and foreign institutions that their practical and innovative vision of higher education, consider this accreditation to be an added value. research and innovation, in an open and positive Welcoming new schools also helps expand existing manner. families within the CGE, such as Political Studies Institutes (IEP) or architecture schools. This emphasises the cross-disciplinary and diverse aspects that make the CGE so unique, representative and valuable. It

5 Higher Education Institutions' Digital Strategies and the CGE's Digital Accreditation

Digital transformation is at the core of the CGE's - Promoting students' individual creativity and actions. It represents a major challenge that must be collective intelligence through digital transformation. overcome to ensure a more efficient higher education This accreditation will be awarded from September system that can adapt to the socio-economic context 2O17 onwards. The accreditation will have two phases: and keep up with students' evolving needs. first, the institution will be evaluated by a digital The CGE knows what is at stake and partnered up accreditation committee; then, the programme will with the French Digital Council (Conseil National du be accredited by the CGE's Accreditation Commission. Numérique, CNNum) to set up a discussion day on With this new accreditation, the CGE is in keeping higher education institutions' digital strategy which with its usual quality expectations and emerges as took place on 19 October 2O16 at ESSEC (a French a guarantee of the excellence of distance learning business school), under the direction of Jean-Michel programmes. Blanquer*. This event, during which major issues The Conference supports its member schools' digital were debated, welcomed around 1OO people. transformation, promoting new learning methods The CGE took the opportunity to officially launch its and opening new ways to rethink tomorrow's higher "Digital-certified institution" accreditation, which aims education system.

CGE’S ACTIVITIES to provide an accreditation to its member schools to Throughout the day, the CNNum also revealed its offer distance digital training. "Digital University" frame of reference, which aims This approach has three objectives: to coordinate various actions in order to make the - Modernising educational methods and placing them digital transformation a motor for wider, more at the heart of these institutions' strategies; comprehensive changes on the scale of a school - Supporting existing measures in member schools to or a campus. This reference can be used for both develop distance learning programmes; operational and strategic aspects of the digital transformation. It can be used differently depending on the identity and situation of each stakeholder. Its primary goal is to provide a common framework to Specific requirements for digital accreditation: help institutions develop, strengthen and adapt their individual digital strategy. - Institutions must be engaged in diverse digital learning This framework is the result of intense reflexion in methods. the CNNum, initiated by Thierry Mandon, then State - Institutions must understand the regulatory, technical and Secretary in charge of Higher Education and Research, professional context of online training. and a collaboration with different stakeholders in the field. The framework's first draft, published in - Digital learning methods must be organised. May 2O16, was the subject of several workshops - Digital learning methods must be generalised. (December 2O16) to which the CGE contributed, mainly through its "Digital strategies and distance learning" workgroup.

* Then-President of the CGE's Learning Commission, current 6 French Minister of Education. 18 May 2O17 Symposium

"Innovation for Education: Challenges and Perspectives for Higher Education" Many Thanks to the Event's Speakers Our member schools' educational teams Catherine Becchetti-Bizot, National Education General Inspector, Digital and (directors of studies, training, digital department, Learning Project Manager (Ministry of National Education) etc.) were very interested in the CGE's Éric Cornuel, Director General, European foundation for management symposium, hosted at ESCP Europe on 18 May development (EFMD) 2O17; but they were not alone. Jean-François Fiorina, Deputy Director General, Grenoble École de Among the 426 participants, 15O were ministry, Management university, and EdTech representatives, or Xavier Fouger, Global Academia Senior Director, Dassault Systèmes students. The press was also invited. Dominique Gillot, Senator of Val-d'Oise Everyone was able to take part in the debates Jean-Christophe Hauguel, Deputy Director General, EM Normandie and discussions to build a proactive and strategic Henri Isaac, Vice-President for Digital Affairs, Paris-Dauphine University reflexion on how educational innovation could Julie Joly, Director, Centre de formation des journalistes (CFJ) transform higher education institutions. Philippe Lalle, University Professor, Lyon 1 University – Educational Strategy It represents a major challenge that must be Advisor, DGESIP Christelle Lison, Professor, Sherbrooke University (via videoconferencing) overcome to ensure a more efficient higher Laurent Mahieu, President, Commission des Titres d'Ingénieur (CTI) education system that can adapt to the socio- Thierry Marx, Michelin-starred chef economic context and keep up with students' Marc Partouche, Director, École nationale supérieure des Arts Décoratifs evolving needs. Jean-Yves Plantec, Lecturer-Researcher and Project Manager for Information This symposium gave its participants the and Communication Technologies for Education, INSA Toulouse opportunity to analyse effective innovation Benoît Raucent, President, Louvain Learning Lab (Engineering School of levers in the education field and to assess Louvain Catholic University) institutions' ability to implement them efficiently. Nicole Rege Colet, Founder, Institute for Learning Development and Innovation (Strasbourg University) François Taddei, Director, Paris Interdisciplinary Research Centre (IRC) A Widely Tweeted Symposium Sophie de Tarlé, Journalist, Le Figaro Étudiant Service Manager Imma Tubella, President, Open University of Catalonia The CGE's tweets were viewed over 43,4OO times under the hashtag #ColloqueCGE; 1,536 Jean-Michel Blanquer was appointed Minister of National Education the day tweets were posted by 244 users for a potential before the symposium and was replaced by Frank Bournois, Dean of ESCP viewership of 3.2 million people. Europe and newly-appointed President of the CGE's Training Commission.

7

Symposium Overview by Anne-Lucie Wack

Four major findings can be taken from this day. Levers for Educational Transformation An Encouraging Landscape Combined With a Clear and Six levers stood out of the event's discussions: Consensual Diagnosis - Pooling and sharing experience, by shifting from in- The need to reinvent the way our society learns dividual to collective thinking; another issue is how seems clear and universally accepted. This revolution different ideas (such as MOOCs for example) should must include a new balance between students, tea- be sorted and assessed. chers, and researchers, and has to mobilise the field's - Combining different learning methods to fit all edu- collective intelligence and shared experiences. cational needs, for higher education and beyond; one Favourable conditions exist for this transition: tea- does not stop learning after graduating. chers are eager for new educational methods, em- - Shifting paradigm and changing the balance between ployers require new skill sets to solve complex issues, interrogations and knowledge; to transition from a and students push for change in education and have class-centred to a project-centred education where a lot to offer in that regard. the initial question and the problem's resolution form the backbone of the course. - Defining key ingredients for change: the ability to Some Questions Arise make sense, the right to try and experiment and the Several questions were asked: some were general right to fail, building confidence by removing barriers (What will schools of the future look like?) whereas between different methods and creating bridges others were more specific (How assessment methods between separate fields, and developing independent can be rethought? What are the classrooms' bounda- thinking. Promoting the ability to evolve in an encou- ries?). Some were identity questions for higher edu- raging environment and to unite minds in collectives CGE’S ACTIVITIES cation (What are the benefits of face-to-face learning under supportive mentors seems to be a partial compared to digital/distance learning?) answer to what tomorrow's schools could be. - Acknowledging and promoting educational innova- tion from institutions, rankings, accreditation bodies, Lessons to Be Learned, etc. The EFMD and the CTI have updated their frames Mistakes to Be Avoided of reference by building them around educational in- Three main lessons can be learned from the debates. novation. First, there is nothing worse than uniformization and - Including these changes and progress in legal and ins- standardisation; no educational model can last fo- titutional texts, and implementing incentive measures rever, and they must be constantly updated without to encourage them. falling prey to dogmatic convictions. Second, it appears that "why" is too often forgotten in favour of "how". The first question we should be asking is why do we want to learn, to transform? And third, it seems that, over the past few years, the role of educational methods and the need for innova- tive research in the field have been underestimated.

8 "Promoting Campus Diversity" Symposium

The "Promoting Campus Diversity" symposium, Nathalie Gormezano, Diversity held on 26-27 June 2O17 at ISIT and organised by Commission President: the CGE, with the help of the school's students, assembled stakeholders working towards the di- "We've just shared fascinating hours of discussion and versification of student profiles in CGE schools, to debate on the issue of diversity on campus and, on a discuss cross-cutting topics. wider scope, diversity in higher education. Institutio- Social open-mindedness, gender equality, secularity, nal, philosophical, scientific, and practical approaches, and welcoming disabled students are the basis for in- stemming from each of our experience in the field; tegrating young people from diverse backgrounds to shared and debated in both plenary discussions or our schools. more intimately in discussion groups. To sum things It is the institutions' social responsibility to promote up, we can see that we all agree on the necessity to these values and pass them on to their students so develop several diversity strategies for our schools. that they, in turn, can spread them as managers once This reflects the need for a diversity strategy for local, they start their careers, and as citizens in their daily regional, national, European, and international policy. lives. [...] Higher education is also This symposium tackled this subject by defining di- a world of research, an en- versity and its place in French society. Round tables, vironment in which people conferences and audience questions broached many think and question every- topics: coexistence, student finances, welcoming di- thing and answer as much verse students, and student associations. as they can, a place to get All these aspects represent essential subjects of tools to build solutions thought and action to integrate students in all their and ensure we can live to- diversity. gether."

Many Thanks to the Event's Speakers

Jean-Philippe Ammeux, Director General, Krista Finstad-Milion, Associate Professor, Apolline Sabaté, Student, ISIT – President, IÉSEG – President, FESIC ICN Business School Solidar'ISIT Elaine Bacha, Professor-Researcher, Clémence Fouquet, Project Manager in Anne-Claire Taurant, Project Manager in Skema Business School Diversity & Disability, TOTAL Group Disability, TOTAL Group Feres Belghith, Director, Observatoire de la Fatiha Gas, Director, ESIEA (Paris Campus) Mary Tupan-Wenno, Executive Director of ECHO, Centre for Diversity Policy Vie Étudiante Patrick Gohet, Deputy Rights Defender Boris Walbaum, President and Founder, Pascale Borel, Professor of Marketing, ESC in charge of fighting discrimination and Frateli Clermont promoting equality Florian Prussak, Assistant Deputy Director Lilandra Boulais, Director of Development, Stéphane Labille, Recruitment and Training of Student Life, Cnous BNEI Consultant, Disability & Diversity, TH Conseil Julie Belleil, Director of Student Life, Nicolas Cadène, General Rapporteur, Aymeric Marmorat, Executive Director, University of Nantes – President, Réseau Observatoire de la laïcité Enactus France des Responsables Vie Étudiante Louis-Marie Clouet, Director of Research Katharina Maschke, Head of Section Marie-Pierre Escudié and Anna Loehr, and Innovation, ISIT Strategic Development and Higher Gaston Berger Institute, INSA Lyon Christelle Egreteau, Director of Student Chantal Dardelet, Project Manager in Equal Education Policy (German Academic Associations, Sup de Co La Rochelle Group Opportunity, ESSEC Exchange Service, DAAD) Alexandrine Bornier, Head of the Philippe Dive, Head of Training, Académie Xavier Quernin, Project Manager in Department of Personal Development and de Versailles Disability, Institut Polytechnique UniLaSalle Coaching, Burgundy School of Business Mélanie Duval, Director of Student Life and Guillaume Quiquerez, Chief of Staff, Michel Puech, Philosopher, Paris-Sorbonne Professional Integration, FÉDÉEH Centrale Marseille University 9 Incubators of higher education and research institutions and their impact on the economic development of territories

A first national study carried Key success factors and out by the CGE (Conference of recommendations to strengthen French "Grandes écoles") on higher the incubator's positioning education and research incubators in a competitive context within territories The landscape of incubators is highly heterogeneous In a context where incubation has become a due to territories' specificities and the evolution competitive activity thanks to numerous initiatives of institutional strategies regarding education and led by new players (multinational companies, banks, support for entrepreneurship. investment funds or consulting firms), the CGE Common key success factors are emerging to ensure THEMATIC FOLDER THEMATIC conducted a first national study with the support of the future of assistance and support mechanisms the Caisse des Dépôts group (French deposit fund) on for entrepreneurship within higher education and higher education and research incubators and their research institutions: impact on territorial dynamics. It highlights the strategic  promoting the offer of support for entrepreneurship positioning of incubators and recommends actions that facing competition (private incubators and all other are aimed at increasing their impact to develop their forms of innovation initiatives), by enhancing the territories' economy and strengthen their role already specific skills and resources of institutions that act decisive in the national entrepreneurial dynamics. as a factor of attractiveness for the ecosystem The results of this study have been presented at a  strengthening know-how through an increase conference on April 4, 2O17 at BPI France (French Public in human potential in order to reach the critical Investment Bank). It gathered together more than 2OO mass guaranteeing the quality and sustainability of people representing Grandes écoles, universities, start- actions carried out in the field of entrepreneurship ups, ministries and students.  sharing as much as possible the accompanying The study isolated a reduced sample1 of 1O incubators. actions for entrepreneurship with ecosystem They have been directly audited, thus enabling to build operators, especially competition, to build up a panorama of common characteristics and define 4 this critical mass and foster synergies that are families. intertwined with the development of innovation

1. This sample gathers: AgroValo Méditerranée, CentraleSupélec Entrepreneuriat, Blue Factory, Incubator Descartes, emLyon Incu-bator, Incubator Audencia-Centrale Nantes-EN-SA Nantes, Tonic Incubation, Young Entrepreneur Center, Incubator Mines d'Alès and ESTIA Entreprendre 10  internationalising training and coaching programs to promote the best practices and facilitate the development of business creation projects. This ENTREPRENEURSHIP approach must enhance the Alumni network, IN GRANDES ECOLES which supports exposure to markets and/or access to international financiers, which are often a guarantee of success. The full Incubators To complete the above analysis, proposals have and territorial dynamics been made. However, they must be assessed and survey is available on considered with regard to the expectations of each the CGE website. INCUBATEURS DES ÉTABLISSEMENTS D’ENSEIGNEMENT SUPÉRIEUR institution's ecosystem: ET DE RECHERCHE Conférence des grandes écoles 11, rue Carrier-Belleuse - 75015 Paris tél : 01 46 34 08 42 ET DYNAMIQUE TERRITORIALE [email protected] - www.cge.asso.fr mars 2017  aligning the incubator's development strategy with lettre d’information : www.cge-news.com the institutions' one (triple focus Training - Research - Entrepreneurship), international relations and the  According to the CGE-Echostart survey coordination of the Alumni network (October 2O16)  integrating ecosystems (competitive clusters, • 76% of Grandes écoles offer a research structures, companies, etc.) while specialisation in entrepreneurship reinforcing the key role of territories' economic • 2/3 of Grandes écoles have an development. This action must be part of a logic incubator, owned or shared (88% of creating regional Hubs for entrepreneurship of management schools and 5O% of in association with the different actors of the engineering schools) economic ecosystem  participating in the dynamics of open innovation  The CGE analysed the founders’ based on sharing and collaboration with a growing background of the start-ups present at involvement of companies in entrepreneurship the Consumer Electronic Show (CES) in  developing sustainable and appropriate Las Vegas in 2O17: operational and financial models for incubators in • The results show that 76% of start- higher education institutions ups’ founders studied in a Grande école,  associating all the incubation actors to set up new as part of their main education or in tools shared at a national level additional education.  creating an "accelerating accreditation" for • 49% of founders (and co-founders) incubators that enhances the differentiating factors have an engineering degree of higher education institutions and improves their • 7% of founders are women. visibility.

J Thibault Lanxade, MEDEF Vice President

11 CGE accreditations and continuing vocational training: challenges and perspectives

Since the 1971 Delors Law, which laid the foundations of its organisation, continuing CGE accreditations - November 2O13 CGE labels – October 2O16 vocational training has become a real market Repartition of the target audience Repartition of the target audience which has not stopped evolving. Today, it is one of the most discussed subjects in higher Initial Mixed Continuing education,207 and it moreInitial particularly questionsMixed Continuing training training vocational training training vocational training the Grandes écoles, which consider it as one training 317 of145 the most relevant levers for their growth, as the demand from companies goes on increasing. 73 51 71 61 75 34 29 29 21 4 0 4 19 Facing historical players well established1 4 SM MSc BADGE in the continuingSM training marketMSc (CEGOS, BADGE DEMOS, CNED, GRETA, AFPA, etc.), a few Grandes écoles have nevertheless managed to gradually find a place in this highly structured and competitive market. To achieve a significant share of continuing training in their turnover, they have relied both on their brand awareness and on a THEMATIC FOLDER THEMATIC geographical location close to the most developed economic zones.

CGE accreditations - November 2O13 CGE labels – October 2O16 Repartition of the target audience Repartition of the target audience Initial or continuing vocational training: what is the trend? Initial Mixed Continuing 207 Initial Mixed Continuing training training vocational training training vocational training training The ability of Grandes Ecoles to adapt to 317 145 constraints of companies has enabled them to broaden their education offer, and

73 it is largely through CGE accreditations that 51 they can attest to the quality of the training 71 61 75 34 29 29 21 schemes deployed, whether for initial or 4 0 4 19 1 4 continuing educational training. SM MSc BADGE SM MSc BADGE While initial training was a constant when accredited trainings were created, there has been a significant increase in continuing training offer over the past three years.

12 In November 2O13, out of 572 accredited trainings, 4O These are kinds of questions the Grandes écoles were offered as a continuing training, 79 as a mixed have prepared for to aim for the award of CGE format and 453 as an initial training. In October 2O16, accreditations. This adaptability and agility allows out of 573 accredited trainings, 86 are offered as a them to react very quickly to the opportunities they continuing training, 24O as a mixed format and 247 as encounter. The strong link they keep with businesses an initial training. and the Alumni network is able to maintain this dynamism. Besides, the Alumni network's presence in Initially offered to young graduates, many of the continuous improvement systems is also a significant accredited trainings are evolving and opening up very accreditation criterion in the applications' examination quickly to the public having received a continuing process. Despite the constraints that arise at the level training. This trend is particularly obvious for the of the organization or even at the necessary resources, SPECIALIZED MASTER® accreditation, which increased which impact on a well-established mode of operation from 17% in mixed format in 2O13 to more than 53% in for initial training, many of them have understood the 2O16. stakes involved and are constantly innovating to better meet the expectations of companies. Promoting trainings by describing the blocks of skills targeted, Continuing training is also an adapting and cutting out trainings according to the international phenomenon companies' rhythm (evening courses, 2 days a month, With the establishment of new international etc.), offering e-learning courses and customising campuses, the Grandes écoles, whether engineering the modules are as many tools and methods as the or management schools, have succeeded in offering Grandes écoles develop to provide companies with off-campus trainings of quality and can thus the "tailor-made" dimension that suits them best. participate in the transformation of French businesses set up in the country or large local businesses. This Making its continuing training offer way, the latter can access highly technical training readable: a long and hard process courses provided by teachers and professionals with that keeps evolving... a very high level of expertise. In October 2O16, just For a Grande école, moving towards lifelong over 7% of the accredited continuing trainings were professional education requires mastery of the deployed, and the trend is increasing, especially in mechanisms but also and above all, of the existing some sectors such as aeronautics or the output of regulations. However, this policy has constantly been goods and services. The most represented training under development since the right to education was areas are related to operational excellence or Lean introduced, particularly in terms of financing. Management, energy transition, industrial or digital transformation and innovation. The law of 5 March 2O14 on continuing vocational training introduced new provisions aimed at promoting The strength of Grandes Ecoles education degrees leading to diplomas, certificates or One of the criteria in the accreditation process for qualifications. Thus, all employees, through their CPA a CGE-certified training is the school's ability to (Compte personnel d’activité, French Personal Activity demonstrate the link between the training it creates Account), acquire education rights to build and secure and the needs of companies. As such, and regardless their career paths. Therefore, access to lifelong of the accreditation concerned, the first accreditation education is henceforth linked to the individual and application file leads schools to present their training no longer to his or her status. The Grandes écoles, from a professional point of view and asks them, for like any other continuing training institution, must example, about: demonstrate the quality of the programs provided − the job title and targeted functions and meet a certain number of criteria specified in − the activities carried out and skills targeted Decree No.2O15-79O of 3O June 2O15. − the business sector and the size of companies − the level of responsibility and autonomy that In addition, continuing vocational training financed by characterizes the targeted positions the Regions, companies and the State, requires the

13 CGE accreditations and continuing vocational training: challenges and perspectives

school to have a good knowledge of the conditions account). This can take a long time to achieve, and laid down by the OPCAs ("organismes paritaires may require at first to create an internal system for collecteurs agréés", French accredited joint collecting the registration of certification at the CNCP. The CGE, organisms) regarding the choice of education which is able to accompany Grandes écoles through products and the advice provided. these procedures, has formalised a partnership with Meeting businesses' needs in terms of continuing the CNCP since 2O15 and continues to develop tools training means that the education offered must be to speed up a process that can take several months readable on the lists eligible for the CPF ("compte (investigation MS and MSc Insertion survey, VAE1 personnel de formation", French personal education system, skills blocks).

Benefit from funding: steps and procedures

Register the certified training with the RNCP – Prospecting of professional Referencing of the eligible Répertoire national des certifications branches that can enhance training by the school on professionnelles, French national list of the skills attested by the Databock and submission professional certifications - (min. 3 graduated delivered certification of quality proofs promotions) or with the Inventory (support of a legitimate authority). CGE Compliance

1 2 3 4 5

THEMATIC FOLDER THEMATIC Registration of the accredita- Online publishing on the CPF tion by publishers (COPANET platform by the Caisse des Dépôts - COPAREF - CPNE) on the et Consignation (French deposit lists eligible for the CPF and consignment office)

1. Validation des acquis de l’expérience (French accreditation of prior learning) Find out more about VAE on www.vae.gouv.fr

14 INTERNATIONAL RELATIONS The Commission was created in 198O.

Representing and Promoting Our Schools The International Relations (IR) Commission is the bridge linking our member schools to the various institutions and authorities working for the internationalisation of higher education and research. Yves Poilane The objective is to promote our schools' visibility and reputation on an international scale by: International Relations Commission - Defining the CGE's international policy, working alongside the French Ministries of President Europe and Foreign Affairs and of Higher Education, Research and Innovation and the Director – Télécom ParisTech European Commission. - Promoting the Grandes écoles model on a national and international scale. - Taking part in intergovernmental programmes. - Establishing contacts with foreign institutions and universities.

Working With National Institutions The CGE seats at Campus France's executive board. It helped establish the agency's annual programme and train new regional managers during the Campus France Forum (14 December 2O16). It also took part in the Campus France Meetings dedicated to Africa (7-9 December 2O16). The CGE partnered with other Conferences, the Paris City Hall, and the NGO Démocratie & Entraide en Syrie - Ghosn Zeitoun (Democracy & Solidarity in Syria) to create a scholarship programme aiming to welcome around 2O Syrian refugees in French schools. The CGE was auditioned and contributed to the bill regarding foreigners' rights in France. Among other things, it defended the October 2O16 Decree stating that foreign individuals holding a CGE-accredited level 1 degree would be granted temporary residence permits. The CGE also warned the French Prime Minister against the public health risks caused by shifting the responsibility of medical prevention and monitoring for foreign students to their host institution. The CGE is part of the Study in France (EEF) programme's Pilot Committee and was present at its general assembly (9-1O November 2O16), to introduce the Grandes écoles model to Campus France regional managers throughout the world. It contributed to rethinking the EEF platform, adjusting the programme's timetable and reducing the number of wishes to make it easier for institutions to manage them on an administrative level. Members of the IR Commission also took part in the Ministry of Higher Education, Research and Innovation's public consultation on its Research Innovation and Higher Education Internationalisation Strategy (SIRIES). The IR Commis- sion is also involved in several workshops of both Ministries on various subjects: Brexit, Middle-East higher education and research strategy, Bologna Process, bilateral talks for diploma equivalence with India, etc. Meetings Two IR workshop seminars (9-1O February and 29-3O June 2O17) and one plenary session (2O January 2O17) were hosted. The main topics of these meetings were: developing the institutions' export strategy (France Stratégie Re- OF THE COMMISSION ACTIVITY REPORT port) and contributing to the European Commission mid-term review of the Erasmus + programme (budget in- crease, administrative streamlining and dematerialisation). Delegations The CGE received Vice-Chancellor delegations from Pakistan (22 November 2O16), the United Kingdom (27 January 2O17), and Sudan (31 March 2O17). In coordination with the Ministry of Higher Education, the CGE also contributed to setting up the Algerian-French Ministerial Conference on higher education (25-26 January 2O17). The International Relations Commission also took part in the Campus France Mission in Pakistan (February 2O17) – the first French delegation in Pakistan in 15 years.

15 2O17 mobility survey*

SYNTHESIS AND KEY FIGURES1

Grandes Total Total Total including including Diplomas awarded écoles students foreign graduate double PhD on overseas students students degrees campuses Engineer 143,OOO 28,354 6,853 1,389 1,4OO 234 Management 123,58O 34,242 7,455 9 98 195 724 Other 7,O55 1,244 111 54 1 O specialties TOTAL 273,635 63,84O 14,419 2,441 1,596 958

→ The increase in the number of foreign students The development of overseas between 2O13-14 and 2O15-16 is + 1O.O2%. campuses → Foreign students account for 23.33% of Grandes More than 6 OOO foreign students were present on ecoles' students: Grandes écoles’ overseas campuses in 2O15-16, about - 19.83% in engineering schools 1,OOO diplomas have been awarded this year on these - 27.71 % in management schools campuses.. - 17.63 % in schools with other specialties.

Balance of flows

Incoming students Outgoing students Students PhD students Sub-total Students Trainees Sub-total Balance Sub-Saharan 5,559 399 5,958 13O 1,216 1,346 4,612 Africa Maghreb 1O,744 1,148 11,892 8O 1,156 1,236 1O,656 Asia-Pacific 15,O75 1,579 16,654 5,96O 5,967 11,927 4,727 Latin America 5,436 6O1 6 O37 2,959 1,7O9 4,668 1,369 Western Europe 11,219 86O 12 O79 11,881 16,O65 27,946 -15,867 North 2,981 144 3,125 5,5O6 3,572 9,O78 -5,953 America Central and 2,918 375 3,293 1,925 999 2,924 369 Eastern Europe Middle East 1,723 734 2,457 3O7 5O1 8O8 1,649 No information 2,345 O TOTAL Incoming 55,655 5,84O 63,84O 1,562 TOTAL Outgoing 28,748 31,185 59,933 CGE’S OBSERVATORY ON HIGHER EDUCATION CGE’S OBSERVATORY

* Survey published in 2O17, carried out on the figures for the year 2O15-2O16 1. Out of 158 schools that responded to the survey (117 engineering schools, 33 management schools and 8 with other specialties) 16 FOREIGN STUDENTS IN GRANDES significant differences: indeed, even if Germany (+ ECOLES (2O15-2O16) 13.9%) remains the region's largest provider of forei- gn students in Grandes écoles, Spain, usually ranked → 55,655 foreign students were studying in Grandes second, is down (- 4.7%) and gives up its seat to Italy écoles in 2O15-16 compared to 5O,887 in 2O13-14 (+ 25.6%), country experiencing a very strong growth. (+ 9.3%), with an increase of more than 29% since Central and Eastern Europe is the only geographical 2O11-12 (43 O84 students) area where flows have decreased compared to 2O13- → 5,84O foreigners pursued a PhD degree in Grandes 14 (- O.2%). While Hungary (+ 28.3%) is doing well, this écoles in 2O15-16 compared to 5,638 in 2O13-14 is not enough to counterbalance the decrease in flows (+ 3.6%) in several countries, especially Poland (- 11%), Roma- → Foreign students represent 173 different nationa- nia (- 19.8%) and Bulgaria (- 19%). lities.

FRENCH STUDENTS OF GRANDES Growth by geographical area ECOLES STUDYING ABROAD → Maghreb Africa: + 2.7% In 2O15-16, 59,933 students from Grandes écoles → Sub-Saharan Africa: + 8.5 % were studying abroad, compared to 53,899 in 2O13- → North America: + 8.2 % 14. This accounts for more than 21.9% of their overall → Latin and South America: + 11 % number of students. → Asia Middle East: + 15.5 % → Asia-Pacific: + 11.8 % → Central and Eastern Europe: - O.2% This year, schools thus received more students than → Western Europe: + 12.6 % they sent abroad: 63,84O against 59 933. Compared to the results of the previous survey, the number of All geographical areas are on the rise, except for the outbound mobilities of French students increased by countries of Central and Eastern Europe (CCEE), 11.2% for all types of Grandes écoles. However, there which slightly declined compared to 2O13-14. is a large disparity according to the type of mobility: Four countries show a flow growth significantly higher → academic mobilities increased by more than than the average: 1O% overall, by more than 15.5% in management → Mauritius (+ 6O.7%) schools and more than tripled in schools with other → Colombia (+ 22.6%) specialties → Pakistan (+ 4O.8%) although concerning weaker → the number of students going abroad for an in- flows ternship also increased by 12%. This growth is → Italy (+ 25.6%) largely due to the strong increase in internships abroad in management schools (+ 44%) which The flow growth from Asia-Pacific is still largely due to does more than counterbalancing the decline in China (+ 11.6%) and India (+ 25.5%). other establishments, particularly in engineering schools (- 7.5%). In Western Europe, the flow growth is quite fairly ba- lanced between the different countries, with students But the fact is still true: the obligation to stay abroad coming from the usual leading countries but with has become the rule for almost every Grandes école..

2O OOO Changes in the number 2O15-16 of foreign students 15 OOO 2O13-14 in the Grandes Ecoles

2O11-12 by geographical area 1O OOO since 2OO9 2OO9-1O

5 OOO

O Sub-Saharan Maghreb Asia-Pacific Latin Western North Central and Middle East Africa America Europe America Eastern Europe

17 2O17 insertion survey

A SURVEY THAT IS INCREASINGLY REPRESENTATIVE AND CLOSE TO THE RESPONDENTS' USES The survey questionnaire was sent to graduates of 184 CGE1 schools, and 175 of them have participated. The number of respondents from the last three promotions keeps increasing, as well as the associated response rates. For the 2O16 promotion, this rate reaches 68.5%.

This year, the survey participants were able to respond via their smartphones or tablets. 25% of the respondents have used this method.

INDICATORS THAT CONFIRM THE IMPROVMENT OVER THE PAST TWO YEARS In a period of relative economic recovery, with an unemployment rate remaining high among 15-24-year olds (22% in the first quarter of 2O17 - Source: INSEE (Institut national de la statistique et des études économiques, French National Institute of Statistics and Economic Studies) Labour Force Survey), nearly 9 out of every 1O graduates of a Grande école get a job less than 6 months after their graduation. This increase confirms the dynamic of the past three years.

A growing net employment rate for all promotions A sharp increase in the net employment rate (6 months) As far as the 2O16 promotion surveyed in 2O17 is concerned, the net employment rate at 6 months 86.5% was 86.5%, compared to 83.1% last year. This rate 86.6% en 2O17 reaches more than 94% for the promotion 2O15 12 among managers to 15 months after graduation and 96.5% for the + 3.4 points compared promotion 2O14 24 to 27 months after graduation. to 2O16 (83.1%) 86.8% These indicators basically mean full employment. among engineers

The proportion of permanent contracts keeps increasing Whereas in 2O16, only 44% of the 15-24 The CDI regains its supremacy working-age population had a permanent contract (source: INSEE, Labour Force Survey 2O16), 79 % of Grandes écoles graduates were 79% 82.2% hired on permanent contracts in 2O16. That is a 2-percentage point increase compared in 2O17 among managers to last year (77%) which confirms the trend + 2 points compared already observed in 2O16. The share of executive to 2O16 (77%) 78.8% contracts remained stable at 85.2% this year among engineers again. CGE’S OBSERVATORY ON HIGHER EDUCATION CGE’S OBSERVATORY

18 APPRENTICES ENTER THE LABOUR MARKET MORE QUICKLY Out of the 13% of apprentices that graduated from a Grande école in 2O16 (who responded to the survey), 89.5% got a job within 6 months after their graduation. A 3-percentage point increase compared to all graduates, partly due to their activity within the company. In 2O17, one in three apprentices were hired in their host company.

Salaries in current euro: a part of this positive dynamic In 2O17, the average annual gross salary of young graduates at the beginning of their working lives is stable excluding bonuses and rising including bonuses:

33,625e 34,436e 37,998e 4O,269e in 2O17 for managers in 2O17 for managers FRANCE FRANCE + O.2% compare to 2O16 + 4% compare to 2O16 (33,542e) 33,353e (36,516e) 37,O89e

for engineers BONUSES INCLUDING for engineers EXCLUDING BONUSES EXCLUDING

34,864e 39,4O3e

in 2O17 in 2O17 + O.5% compare to 2O16 € + 3.8% compare to 2O16 COUNTRIES (34,681e) COUNTRIES (37,957e) INCLUDING BONUSES ALL INCLUDING EXCLUDING BONUSES ALL EXCLUDING

SMEs, FIRST EMPLOYERS OF GRANDES ECOLES GRADUATES In 2O17, nearly 4O% of Grandes écoles graduates (39.8%) started their career in a very small, small or medium-sized company 39.8% (less than 25O employees). A O.7-percentage point increase of Grandes écoles compared to last year, which confirms the interest of students in graduates work in a very very small companies/SME/ medium-sized companies, contrary small or medium-sized to preconceived ideas which would like them to favour only company large groups. This year, SMEs (between 1O and 249 employees) became the largest employers of Grandes écoles graduates for the first time, accounting for 31.7% of hires, followed by large + O.7 point compare to 2O16 groups (31.3%), medium-sized companies (28.9%) and very small companies (8.1%).

19 INTERNATIONAL OPENNESS: THE FRENCH ECONOMIC RECOVERY BRINGS ABOUT AN INCREASE IN HIRINGS IN THE COUNTRY

For the second year in a row, the share of young graduates who are trying the international adventure 2 out of 3 foreign students remain for their first job is slightly down. 15.2% of young in France to work workers decided to move abroad (- 1.4 percentage points compared to 2O16), opting for the United Kingdom, Germany, China and Switzerland in order 12.2% 4O% from Morocco of importance. This significant decrease, observed and China over the past two years, reflects a slight upturn of the of graduates who responded to the French attractiveness. At the same time, two thirds survey are foreigners of the 14.9% foreign students who graduated from a Grande école chose to go to France for their first of them work in France professional experience. 66.2%

FURTHER STUDIES: THE GROWING POPULARITY OF THE SPECIALIZED MASTER®'S PROGRAM Excluding the thesis, in 2O17 the SPECIALIZED MASTER® (MS) program became the first choice of young graduates having decided to continue their studies. The specialized Master accounts for 2O.6% of graduates who go on with their studies, which is more than the Master (19.2%).

THE FAVOURABLE ECONOMIC DYNAMIC DOES NOT ELIMINATE DISPARITIES BETWEEN MEN AND WOMEN AND LIMITS ENTREPRENEURSHIP

The shares of engineers and managers creating companies are in balance The quota of creative 3.8% among managers The share of students who started or took engineers is close to over a business was 3% in 2O17. The quota the one of creative managers of entrepreneurs tends to be balanced 2.3% among managers (3.8%) and engineers among engineers (2.3%). In 2O16, managers represented 7% of entrepreneurs and engineers 2.4%. Last year, 4.1% of graduates jumped into the adventure of entrepreneurship. This discrepancy may be explained by a more open labour market this year as well as variations in small volumes.

First gross annual salary still lower for young graduates Despite an increase in salary levels, the gross annual salary of women 72.5% against 83.4% remains on average at €1.948 34,377e of men (excluding bonuses) less than men of women are in 2O17. At the same time, 72.5% of for men employed under permanent contracts women had obtained a permanent contract, compared with 83.4% of 32,429e 77.9% against 89.9% men. The same can be noticed for of men the type of employment contract: for women of women

CGE’S OBSERVATORY ON HIGHER EDUCATION CGE’S OBSERVATORY are executives only 77.9% of women are executives, compared with 89.9% of men.

20 The Conference des grandes écoles

Created in 1973, the Conférence des grandes écoles The CGE, an association under (CGE) brings together 223 French and foreign higher the 19O1 law that brings together education and research institutions representing the full 3 colleges of members spectrum of higher education degrees in the Grandes écoles at Master's level and higher. Ensuring mass edu- In 2O16-2O17: cation (41% of Masters delivered each year in France) and – The College Education include 223 higher education quality research, the Grandes écoles offer a pedagogical and research institutions, 14 of which are foreign insti- project based on the student's profile and professional tutions opportunities. The 268 members of the CGE (Grandes – The College Enterprises brings together 8 member- écoles, companies and organisations) enable France to companies and 12 partner companies offer a range of programs and research opportunities – The College Organisations is composed of 37 orga- with multiple variations. nisations, associations of graduates, teachers, high school principals... The CGE’s role Grandes écoles depend on several The Conférence des grandes écoles is a think tank, ministries (tutorship or contracts) which values the collective expertise of its members and the importance of the Grandes écoles in higher The Ministry of Higher Education, Research and Innova- education and research. The CGE takes an active part in tion, the Ministry of Economy and Finance, the Ministry of discussions regarding higher education (contribution to Agriculture and Food, the Ministry for the Armed Forces, the higher education and research conference, StraNES the Ministry for the Ecological and Inclusive Transition, the – French national strategy for higher education --, in- Ministry for Solidarity and Health, the Ministry of Culture formation document on the gap year - internships, pro- or even directly on the Prime Minister. Écoles membres de la CGE au 3O Juin 2O17 fessional education, etc.). It makes summaries, studies and surveys that refer to the national level, integration of Other French 3O young graduates, international mobility, social openness, high-specialised universities 142 entrepreneurship... French engineering Foreign management schools It guarantees the representative role of its members to schools 3 public authorities, economic and social players. It takes a public position on issues related to higher education French management 37 and research. schools The CGE is an accreditation organism of education for its members (SPECIALIZED MASTER®, Master of Science, BADGE, CQC – French certificate for qualifications and Foreign engineering 11 skills). It guarantees the programs ‘quality and their ade- schools quacy with labour market expectations. Source CGE - List of CGE member schools - June 3Oth, 2O17

The major branches of higher education 2OO7- 2OO8- 2OO9- 2O1O- 2O11- 2O12- 2O13- 2O14- 2O15- Part du Évolution Évolution 2OO8 2OO9 2O1O 2O11 2O12 2O13 2O14 2O15 2O16 total sur 1 an sur 8 ans

students enrolled in all institutions 2,231,495 2,234,162 Source2,315,821 : CGE2,319,627 – Liste des2,343,939 écoles membres2,386,93O de2,429,857 la CGE - 302,47O,7OO juin 20172,531,8OO 2.5O% 13.5O% Universities excepting IUT (university technology 1,291,213 1,267,325 1,3O7,581 A1,299,763utres écoles1,265,819 de hautes1,28O,577301,358,O88 1,388,3OO 1,429,2OO 56.4O% 2.9O% 1O.7O% institute) and engineering trainings spécialités françaises Including IUFM (French University Institute for 7O,1OO 64,O37 Écoles59,953 de management------Teachers education) étrangères 3 IUT 116,223 118,115 118,139 116,476 11O,5OO 11O,1O5 115,78O 116,4OO 116,2OO 4.6O% O,2O %142 O.OO% STS (advanced technician) and similar 23O,877 234,164Écoles24O,322 de management242,247 246,O2537 253,729 254,967 255,2OO 256,1OO 1O.1O% O,4O %Écoles d’ingénieur1O.9O% françaises françaises paramedical and social schools excluding university 134,4O7 137,165 136,164 137,37O 137,37O 14O,6OO 132,935 135,1OO 135,5OO 5.4O% O,3O % O.8O% CPGE (French Elites Preparatory Classes for Grandes 3O1,525 314,362 337,132 353,789 378,779 393,816 4O2,641 41O,6OO 421,OOO 16.6O% 2.5O% 39.6O% écoles) / Grandes écoles trainings Écoles d’ingénieur 11 Other schools and programs 157,25O 164,524 177,919 169,982étrangères165,749 19O,665 165,446 165,1OO 173,8OO 6.9O% 5.3O% 1O.5O% 2O15-2O16: number of students without double counting of the 19,3OO students double enrolled in CPGE and EPSCP (French public scientific, cultural or professional establishment) - source: RERS 2O16

21 The Conference des grandes écoles

French CGE Schools by Ministry of tutorship and/or status

Agriculture and Food Private sector 15 9 Armed Forces 51 6 Culture Economy and inance 18 (Public-Private-EESC) City of Paris 2 Economy and Ecological and Inclusive Transition 6 5 Finance (Consulars)

Solidarity and Health 1

Prime Minister 1 Higher Education, 94 Research and Innovation Interior 1

Source CGE - List of CGE member schools - June 30th, 2017

Some schools depend on consular bodies, others have associative or other status. Students enrolled in the Grande école program in 2O16-2O17 and graduation flows in 2O16 With 7O% of engineering schools accredited by Other French high-specialised 25,132 the CTI (committee responsible for the evaluation universities 25,132 Graduates → 7,162 and accreditation of higher education institutions for engineers in France), 9O% of management 15O,376 schools providing the Master's degree and 2O% of French engineering schools schools with other specialities, the CGE has beco- 76,645 Graduates → 32,88O me a major player in French higher education. The French management schools number of students enrolled in a Grande école’s Graduates → 19,862 program officially amounts to 252 45O students in 2O16-2O17*, on average 37.6% of whom are wo- men (an increase of O.5 percentage points com- Sources : CGE - Enrolment Survey 2O16 - 2O17 - January 2O17 pared to 2O15-2O16, when the rate of feminisation CGE - Graduation Flows Survey at the end of 2O15-2O16 - January 2O17 was 37.1%) and 13.8% of foreigners applying for the diploma (compared to 13.5% the previous year). All programs considered, i.e. including bachelors, MBA, DNM, MSM, MSc, PhD and continuing training, Autres écoles de hautes 30 spécialités françaises member schools of the CGE provided 338 27O stu- dents with education in 2O16-2O17. 338 27O students enrolledÉcoles in dethe management French GE in 2O16-2O17, étrangères 3 Having awarded a diploma to 59 9O4 students for all types of trainings considered the Grande école program at the end of the year 25,132 2O15-2O16*, French schools of the CGE account for Écoles de management 37 Schools with other specialtiesfrançaises – 76% of all Grandes écoles flows of graduates this in preparation for the diploma providing Master’s degree year (according to the criterion "awarding at least 39,876 2O,74O one diploma providing the Master’s degree") ; thus Management schools - Schools with other specialties – enrolled in other programs enrolled in other programs far, the sphere of Grandes écoles is awarding di- Écoles d’ingénieur 11 étrangères plomas to 41.2% of students with a Master’s degree all programs combined (i.e. 2 points more than last 76,645 year, due to a sharp increase in the number of bu- 15O,673 Management schools - siness schools graduates combined with a more in preparation for the relevant Engineering schools – reasonable increase in the number of engineering diploma providing Master’s degree in preparation for the engineering degree graduates).

* The number of students enrolled and flows of graduates in Engineering schools – 25,2O4 enrolled in other programs CGE schools do not include those of the 3 schools admitted at Source: CGE - Enrolment Survey 2O16 - 2O17 - January 2O17 the general assembly of June 2Oth 2O17.

22 The Grandes écoles: major players in higher education and research

School year 6.86% Other schools 2O15-2O16: and programs (IUFM accounted for)s 16.63% CPGE/GE

5.35% Paramedical and social schools outside the university 56.45% universities excluding IUT, IUFM and engineering trainings 1O.12% STS and similar

4.59% 2O15-2O16: Number of students without double counting of IUT the 19,3OO double enrolled in CPGE and EPSCP Source : RERS 2O16

Evolution of the number of French higher education students

1,4OO,OOO

Universities 1,3OO,OOO ▼

1,2OO,OOO

4OO,OOO Other schools and programs UT and STS similar ▼ ▼

3OO,OOO

▲ CPGE/GE 2OO,OOO 2OO2 2OO3 2OO4 2OO5 2OO6 2OO7 2OO8 2OO9 2O1O 2O11 2O12 2O13 2O14 2O15

2OO3 2OO4 2OO5 2OO6 2OO7 2OO8 2OO9 2O1O 2O11 2O12 2O13 2O14 2O15 2O16 ON HIGHER EDUCATION CGE’S OBSERVATORY

2O15-2O16: Number of students without double counting of the 19,3OO double enrolled in CPGE and EPSCP Source : RERS 2O16

23

I Universities I University diploma in technology, higher technical certificate and equivalent I CPGE/GE track I Other schools and training programmes CGE Organisational Chart

STRATEGIC ORIENTATION COMMITTEE BOARD EXECUTIVE COMMITTEE GENERAL ASSEMBLY

General Delegation Contributes to defining the CGE's strategy and policies Applies and implements the Executive Committee, Board, General Assembly and Commissions' decisions

COMMISSIONS AND WORKSHOPS ▶ Accreditation ◀ Diversity MASTERE SPECIALISE®, MSc, BADGE, CQC Gender Equality Upstream Accessibility ▶ Social inclusiveness and affirmative action Social Attractiveness of scientific subjects Diversity Technological subjects Post-high school education and ◀ Education high school reform Physical Activities and Sports LIESSE Apprenticeship Downstream Skill-centred approach in schools ▶ Entrepreneurship and innovation Job insertion employability surveys Languages and cultures ▶ Management Schools Internships Before / Competitive examination Digital strategies and distance learning Skills Research and Transfers Entrepreneurship ◀ Documentation – Information Pedagogical innovation Quality / Accreditation ◀ International Relations Research Africa Corporate Relations North America International relations Latin America

THE CGE AT A GLANCE THE CGE AT Asia-Pacific Communication ▶ Italy ▶ Sustainable Development and Central and Eastern Europe Social Responsibility Northern Europe Coaching and experience sharing GE-TH (Grandes écoles – Technische Hochschulen)[2] SD&SR-related skills[1] Student Life Accreditation[1] ◀ Student hosting Frame of reference[1] Actions against addictive behaviour (LUCA) International Relations missions[1] Student associations

INDEPENDENT GROUPS DAFs: Directors of Financial Affairs and Secretary-Generals DSIs: Directors of IT Systems

1. Joint working group CGE/CPU 2. GE-TH : GE-TH : non-profit association acting a French-German working group for the CGE based on a mutual agreement 24 Executive Committee

Vice-Chairperson Chairperson Businesses Vice-Chairperson Anne-Lucie Wack Schools Yves Portelli Director General, Hervé Biausser Montpellier SupAgro Paris Île-de-France Director General, Chamber of Commerce CentraleSupélec and Industry

Vice-Chairperson Schools Secretary Treasurer Loïk Roche M’Hamed Drissi Florence Darmon Director General, Director, INSA Rennes Director General, Grenoble École de ESTP Management

Commission Presidents also sit on the Executive Committee.

ACCREDITATION UPSTREAM DOWNSTREAM Christophe Digne Hervé Biausser Peter Todd Director, Télécom Director General, Director General, ParisSud CentraleSupélec HEC Group

MANAGEMENT SUSTAINABLE SCHOOLS COMMUNICATION DEVELOPMENT & CSR Loïck Roche Sophie Commereuc Denis Guibard Director General, Director, SIGMA Director, Télécom Grenoble École de Clermont Management School Management

DIVERSITY RESEARCH AND EDUCATION TRANSFERS Nathalie Gormezano Frank Bournois Director General, M’Hamed Drissi ISIT Director, ESCP Europe Director, INSA Rennes

INTERNATIONAL STUDENT LIFE RELATIONS François Bouchet Yves Poilane Director General, Director, Télécom École polytechnique ParisTech

25 Strategic Orientation Committee (COS) This Committee launches and coordinates the CGE's strategic discussions, under the presidency of Anne-Lucie Wack, Director General at Montpellier SupAgro. The COS is a body of reference and a strong voice for public and private stakeholders in higher education. SCHOOLS BUSINESSES ORGANISATIONS • CentraleSupélec • AXA – Sandrine Duchêne • ANDRH – Bénédicte Ravache Hervé Biausser Director Director of Public Affairs Secretary-General General • Bouygues – Philippe Marien • APEC - Jean-Marie Marx • ESCP Europe Chief Financial Officer of the Director General Frank Bournois Director General Group • Fondation FACE – René Rozot • Institut Mines-Télécom • CIGREF – Jean-François Lalanne • IESF – Marc Ventre President Philippe Jamet Director Vice-President / DSI Air France • Medef – Christian Nibourel • Montpellier SupAgro KLM President of Accenture France Anne-Lucie Wack Director • EDF – Luis Molina Director of • Synergie campus entreprises General Employment and Employee Julien Henry President • Ecole polytechnique Development • Director of François Bouchet Director Marketing Services General • LVMH – Pascal Jouvin Director, • SKEMA – Alice Guilhon Group Executive Development Director General Board SCHOOLS Arnaud Poitou Director, École Geoffroy Fourgeaud Executive → Elected Members centrale de Nantes (ECN) Human Resources Manager, Loïck Roche Director General École ORANGE South-East Anne Beauval Assistant Director, de Management Valérie Gaudart HR Marketing & IMT Atlantique Bretagne Pays- Gilles Trystram Director General, Talent Attractiveness Manager de-la-Loire AgroParisTech for the HR Assistant Director Hervé Biausser Director General, Anne-Lucie Wack President, CGE General, ENGIE CentraleSupélec • Director General, Montpellier Sylvie Lhommet-Kilque MAIF Sophie Commereuc Director SupAgro Associations & Local Authorities General, SIGMA Clermont Director, MAIF Florence Darmon Director General, SCHOOLS Yves Portelli Assistant Director École spéciale des travaux → Permanent Guests General of Education, Research

THE CGE AT A GLANCE THE CGE AT publics (ESTP) and Training, Paris Ile de France Frank Bournois Director General, Lorenzo Diez Director General, Chamber of Commerce and ESCP Europe École nationale supérieure Industry d’architecture de Nancy Christophe Digne Director General, M’Hamed Drissi Director, INSA Télécom SudParis OTHER Rennes Nathalie Gormezano Director ORGANISATIONS Denis Guibard Director, Télécom General, ISIT École de Management Peter Todd Director General, HEC Jean Bastianelli Headmaster, Olivier Lesbre Director, Institut Group Lycée Louis-le-Grand (Paris) – supérieur de l’aéronautique et President, APLCPGE de l’espace (ISAE-SUPAERO) BUSINESSES Jean-François Beaux President, UPA Gérard Pignault Director General, Hélène Bauduin Hiring and Maurice Thevenet General École supérieure de chimie, Employer Brand Manager – EDF Delegate, National Foundation for physique, électronique de Lyon – DRH Group Management Education (FNEGE) (CPE Lyon) Anne-Laure Despeaux Employer Joël Thomas General Delegate, Yves Poilane Director General, Brand and School Relations French Engineers and Scientists Télécom ParisTech Manager, LVMH Association (IESF)

26 Secretariat

Chief Executive Officer (CEO) Chief Executive Officer (CEO) Philippe Régimbart (from the 1st of October 2017) Francis Jouanjean (until the 11th of September 2017) O1 46 34 77 62 [email protected]

Head of Administration and Finance Handicap Officer Information-Process Officer Isabelle Laurençot Legal Administration Officer O1 46 34 77 56 Stéphanie Lefèvre O1 46 34 77 62 [email protected] [email protected]

Management Schools Chapter and Accreditation Officer Gender Equality Officer Géraldine Cellier Executive assistant O1 46 34 77 61 Françoise Grot [email protected] O1 46 34 57 59 [email protected]

Sandwich-course employee Communications Officer specialised in communication André Bismuth Mélanie Goncalves O1 46 34 77 58 O1 46 34 77 58 [email protected] [email protected]

International Relations Companies and Education Officer and Diversity Officer Imen Missaoui Jules Meunier O1 46 34 77 57 O1 46 34 77 63 [email protected] [email protected]

Parliamentary affairs Orricer Sustainable Develoment, Upstream and Downstream, Clubs and Societies Research & Transfert Officer Officer and Regional Coordinator Nadia Hilal Gérald Majou de La Débutrie O1 46 34 77 59 O1 46 34 57 58 [email protected] [email protected]

Statistician Elisabeth Bouyer O2 99 O5 32 87 [email protected] Reception desk O1 46 34 O8 42

[email protected]

27 CGE's member school

 2IE www.2ie-edu.org ◗ ENS Lyon www.ens-lyon.eu ◗ Agrocampus Ouest www.agrocampus-ouest.fr  ENS Paris-Saclay www.ens-cachan.fr  AgroParisTech www.agroparistech.fr ◗ ENS Rennes www.ens-rennes.fr ◗ AgroSup Dijon www.agrosupdijon.fr  ENSA-PB www.paris-belleville.archi.fr  Arts et Métiers ParisTech www.ensam.eu ◗ ENSAD www.ensad.fr ◗ AUDENCIA BUSINESS SCHOOL www.audencia.com  ENSAE ParisTech www.ensae.fr  BBS www.brest-bs.com ◗ ENSAI www.ensai.fr ◗ Bordeaux Sciences Agro www.agro-bordeaux.fr  ENSAIA www.ensaia.inpl-nancy.fr  Bordeaux-INP - ENSEIRB-MATMECA ◗ ENSAIT www.ensait.fr www.enseirb-matmeca.bordeaux-inp.fr  ENSAM www.montpellier.archi.fr ◗ Bordeaux-INP - ENSGTI www.ensgti.univ-pau.fr ◗ ENSarchitecture de Nancy www.nancy.archi.fr  BSB - Burgundy School of Business  ENSASE www.st-etienne.archi.fr www.weare.bsb-education.com ◗ ENSBA www.ensba.fr ◗ CELSA Paris - Sorbonne www.celsa.fr  ENSC - Bordeaux-INP www.ensc.bordeaux-inp.fr  Centrale Lille www.ec-lille.fr ◗ ENSC Lille www.ensc-lille.fr ◗ Centrale Lyon www.ec-lyon.fr  ENSC Montpellier www.enscm.fr  Centrale Marseille www.centrale-marseille.fr ◗ ENSC Mulhouse www.enscmu.uha.fr ◗ Centrale Nantes www.ec-nantes.fr  ENSC Rennes www.ensc-rennes.fr  CentraleSupélec www.centralesupelec.fr ◗ ENSCI www.ensci.fr ◗ CFJ www.cfjparis.com  ENSCI Les Ateliers www.ensci.com  CFVG www.cfvg.org ◗ ENSEA www.ensea.fr ◗ Chimie ParisTech www.enscp.fr  ENSEM www.ensem.univ-lorraine.fr  CNAM www.cnam.fr ◗ ENSFEA www.ensfea.fr ◗ CPE Lyon www.cpe.fr  ENSG - Géologie www.ensg.univ-lorraine.fr  EA www.ecole-air.fr ◗ ENSG - Géomatique www.ensg.eu ◗ EBI www.ebi-edu.com  ENSGSI www.ensgsi.univ-lorraine.fr  ebs Paris www.ebs-paris.fr/ecole-management ◗ ENSIAME www.univ-valenciennes.fr/ensiame ◗ ECAM Lyon www.ecam.fr  ENSIC www.ensic.univ-lorraine.fr  ECAM Rennes-Louis de Broglie ◗ www.ecam-rennes.fr ENSICAEN www.ensicaen.fr ◗ ECAM-EPMI www.ecam-epmi.fr  ENSIIE www.ensiie.fr ◗  ECE Paris www.ece.fr ENSISA www.ensisa.uha.fr ◗ École des Ponts ParisTech www.enpc.fr  ENSMM www.ens2m.fr ◗  ECPM www.ecpm.unistra.fr ENSSAT www.enssat.fr ◗ EDC www.edcparis.edu  ENSTA Bretagne www.ensta-bretagne.fr ◗  EDHEC Business School www.edhec.com ENSTA ParisTech www.ensta.fr

THE CGE AT A GLANCE THE CGE AT ◗ EFREI Ecole d'Ingénieurs www.efrei.fr  ENSTIB www.enstib.univ-lorraine.fr ◗  EHESP www.ehesp.fr ENTPE www.entpe.fr ◗ EHTP www.ehtp.ac.ma  ENV Alfort www.vet-alfort.fr ◗  EI.CESI www.eicesi.fr ENVT www.envt.fr ◗ EIGSI www.eigsi.fr  EOGN www.gendarmerie.interieur.gouv.fr/eogn ◗  EISTI www.eisti.fr EP Louvain-La-Neuve www.uclouvain.be ◗ EIVP www.eivp-paris.fr  EP Montréal www.polymtl.ca ◗  EM Normandie EP Paris www.polytechnique.fr www.ecole-management-normandie.fr  EPF www.epf.fr ◗ EM Strasbourg www.em-strasbourg.eu ◗ EPITA www.epita.fr  EME www.ecole-eme.fr  ESA Angers www.groupe-esa.com ◗ emlyon business school www.em-lyon.com ◗ ESA Lyon-Bron www.esa.sante.defense.gouv.fr  EN www.ecole-navale.fr  ESA Paris www.esa-paris.fr ◗ ENA www.ena.fr ◗ ESAIP www.esaip.org  ENAC www.enac.fr  ESB www.ecoledubois.fr ◗ ENGEES www.engees.unistra.fr ◗ ESC Clermont www.esc-clermont.fr  ENI Brest www.enib.fr  ESC Pau www.esc-pau.fr ◗ ENI Metz www.enim.fr ◗ ESC Rennes www.esc-rennes.fr  ENIM www.enim.ac.ma  ESCE www.esce.fr ◗ ENISE www.enise.fr ◗ ESCOM www.escom.fr  ENS www.ens.fr  ESCP Europe www.escpeurope.eu 28 ◗ ESDES Ecole de management www.esdes.fr  ISA Lille www.isa-lille.fr  ESEO www.eseo.fr ◗ ISAE-ENSMA www.ensma.fr ◗ ESIEA www.esiea.fr  ISAE-SUPAERO www.isae-supaero.fr  ESIEE Amiens www.esiee-amiens.fr ◗ ISARA-Lyon www.isara.fr ◗ ESIEE Paris www.esiee.fr  ISC Paris www.iscparis.fr  ESIGELEC www.esigelec.fr ◗ ISEN Brest www.isen.fr/brest.asp ◗ ESIGETEL www.esigetel.fr  ISEN Lille www.isen-lille.fr  ESILV www.esilv.fr ◗ ISEN Toulon www.isen.fr/toulon.asp ◗ ESITC Caen www.esitc-caen.fr  ISEP www.isep.fr  ESM Saint-Cyr www.st-cyr.terre.defense.gouv.fr ◗ ISG www.isg.fr ◗ ESME-SUDRIA www.esme.fr  ISIT www.isit-paris.fr  ESPCI Paris www.espci.fr ◗ ISMANS www.ismans.fr ◗ ESPRIT www.esprit.ens.tn  ITECH Lyon www.itech.fr  ESSCA www.essca.fr ◗ KEDGE BS www.kedgebs.com ◗ ESSEC www.essec.fr  L'Ecole de design www.lecolededesign.com  ESTACA www.estaca.fr ◗ Mines Albi www.mines-albi.fr ◗ ESTIA www.estia.fr  Mines Alès www.mines-ales.fr  ESTP www.estp.fr ◗ Mines Nancy www.mines-nancy.univ-lorraine.fr ◗ EVDG www.ecole-valdegrace.santé.defense.gouv.fr  Mines ParisTech www.mines-paristech.fr  Gembloux Agro Bio Tech www.fusagx.be ◗ Mines Saint-Etienne www.mines-stetienne.fr ◗ Grenoble Ecole de Management (GEM)  Montpellier Business School www.grenoble-em.com www.montpellier-bs.com  Grenoble INP - Ense3 www.ense3.grenoble-inp.fr ◗ Montpellier SupAgro www.supagro.fr ◗ Grenoble INP - ENSIMAG www.ensimag.grenoble-inp.fr  NEOMA BS www.neoma-bs.fr  Grenoble INP - ESISAR www.esisar.grenoble-inp.fr ◗ Novancia Business School Paris www.novancia.fr ◗ Grenoble INP - Génie Industriel  Oniris www.oniris-nantes.fr www.genie-industriel.grenoble-inp.fr ◗ Polytech Clermont-Ferrand  Grenoble INP - Pagora www.pagora.grenoble-inp.fr www.polytech.univ-bpclermont.fr ◗ Grenoble INP - PHELMA www.phelma.grenoble-inp.fr  Polytech Grenoble www.polytech-grenoble.fr  Groupe ESC Troyes www.groupe-esc-troyes.com ◗ Polytech Lille www.polytech-lille.fr ◗ Groupe Sup de Co La Rochelle  Polytech Marseille www.polytech.univ-amu.fr www.esc-larochelle.fr ◗ Polytech Montpellier  HEC Liège www.hec.ulg.ac.be www.polytech.univ-montp2.fr ◗ HEC Montréal www.hec.ca  Polytech Nancy www.esstin.univ-lorraine.fr  HEC Paris www.hec.fr ◗ Polytech Nantes www.polytech.univ-nantes.fr ◗ HEI www.hei.fr  Polytech Orléans www.univ-orleans.fr/polytech  IAV Hassan II (MAROC) www.iav.ac.ma ◗ Polytech Tours www.polytech.univ-tours.fr ◗ ICAM Lille www.icam.fr  PSB Paris School of Business www.psbedu.paris  ICAM Nantes www.icam.fr ◗ Sciences Po Paris www.sciencespo.fr ◗ ICAM Toulouse www.icam.fr  SIGMA Clermont www.sigma-clermont.fr  ICD International Business School ◗ www.icd-ecoles.com SKEMA www.skema-bs.fr ◗ ICN Business School www.icn-groupe.fr  SUP'COM Tunis www.supcom.mincom.tn ◗  IEP Lille www.sciencespo-lille.eu SUPMECA www.supmeca.fr ◗ IEP Lyon www.sciencespo-lyon.fr  TBS www.tbs-education.fr ◗  IESEG www.ieseg.fr TELECOM Ecole de Management www.telecom-em.eu ◗ IFM www.ifm-paris.com  TELECOM ParisTech www.telecom-paristech.fr  IFP School www.ifp-school.com ◗ ◗ Télécom Physique Strasbourg IMT Atlantique Bretagne-Pays de la Loire www.telecom-physique.fr www.imt-atlantique.fr  TELECOM SudParis www.telecom-sudparis.eu  IMT Lille Douai www.imt-lille-douai.fr ◗ Toulouse INP - EI Purpan www.purpan.fr ◗ INPT www.inpt.ac.ma  Toulouse INP - ENI Tarbes www.enit.fr  INSA Centre Val de Loire www.insa-centrevaldeloire.fr ◗ Toulouse INP - ENM www.enm.meteo.fr ◗ INSA Lyon www.insa-lyon.fr  Toulouse INP - ENSAT www.ensat.fr  INSA Rennes www.insa-rennes.fr ◗ Toulouse INP - ENSEEIHT www.enseeiht.fr ◗ INSA Rouen www.insa-rouen.fr  Toulouse INP - ENSIACET www.ensiacet.fr  INSA Strasbourg www.insa-strasbourg.fr ◗ UniLaSalle www.unilasalle.fr ◗ IN ulouse www.insa-toulouse.fr  Université Paris-Dauphine www.dauphine.fr  INSEAD www.insead.edu ◗ UPM www.upm.es ◗ INSEEC Business School www.inseec-bs.com  UTBM www.utbm.fr  Institut d'Optique www.institutoptique.fr ◗ UTC www.utc.fr ◗ IPAG Business School www.ipag.fr  UTT www.utt.fr 29 CGE members companies and organisations

Member companies Member organisations

◗ CCI FRANCE www.cci.fr ◗ ABG-Intelli'agence www.intelliagence.fr  CCI Paris Ile-de-France www.cci-paris-idf.fr  AI Cesi www.aicesi.net ◗ EDF www.edf.fr ◗ Amicale ISAE - SUPAERO - ENSICA  ENGIE www.engie.com/fr www.supaero.org ◗ INTERNATIONAL SOS  Anasup www.anasup.fr www.internationalsos.com ◗ ANRT www.anrt.asso.fr  LVMH www.lvmh.fr  AOCDTF www.compagnons-du-devoir.com ◗ MAIF www.maif.fr ◗ AP-HEC www.aphec.it-sudparis.eu  ORANGE www.orange.com  APLCPGE www.aplcpge.free.fr ◗ APPLS www.netvibes.com/appls  Association AIHP www.aaihp.fr ◗ Association AX www.polytechniciens.com  Association des Supelec www.asso-supelec.org ◗ Association ENSAM Partner companies www.arts-et-metiers.asso.fr  Association ENSM Saint Etienne  Accenture www.accenture.com/fr www.mines-saint-etienne.org ◗ ADP www.parisaeroport.fr ◗ Association ENSTA ParisTech Alumni  AXA France www.axa.fr www.ensta.org ◗ Campus Véolia Environnement  Association ESCP Europe Alumni www.campus.veolia.com www.escpeuropealumni.org ◗  Capgemini France www.fr.capgemini.com Association HEC www.hecalumni.fr ◗ CDC www.caissedesdepots.fr  Association TELECOM ParisTech alumni www.telecom-paristech.org  CVTrust www.cvtrust.com ◗ CDGEB www.cdgeb.org ◗ Groupe Bouygues www.bouygues.com  ENAC Alumni www.alumni.enac.fr  Groupe PSA www.groupe-psa.com ◗ EURECOM www.eurecom.fr ◗ InVivo www.invivo-group.com THE CGE AT A GLANCE THE CGE AT  FNEGE www.fnege.org  Neovia by InVivo www.neovia-group.com ◗ GENES www.groupe-genes.fr ◗ SCA France www.sca.com  Grenoble INP www.grenoble-inp.fr  SCNF www.sncf.com/fr ◗ IESF www.home.iesf.fr  IMT www.mines-telecom.fr ◗ ISTP www.istp-france.com  La Cellulose www.pagora.grenoble-inp.fr ◗ MINES Paristech Alumni www.mines-paris.org  N+i www.nplusi.com/fr ◗ Toulouse INP www.inp-toulouse.fr  UPA www.upa.it-sudparis.eu ◗ UPLEGESS www.uplegess.org  UPLS www.upls.it-sudparis.eu ◗ UPS www.prepas.org/ups  UPSTI www.upsti.fr

30 Conférence des grandes écoles ANNUAL REPORT 11, rue Carrier-Belleuse - 75015 Paris tél : 01 46 34 08 42 [email protected] - www.cge.asso.fr