The top 2016 engineering schools

To accompany the technological changes, these sub-sectors evolve. With a goal: to make their students professionals are reactive and able to adapt to the economic challenges. The Express and The Student guide your choice from among 164 institutions. Thanks to this list of custom, check out those who stand out in their category and make your own ranking on Letudiant.fr

They are 206, but their number does not cease decreasing. For several years, the French engineering schools reorganize, combine, merge, to create institutions of larger size. The purpose of this? Gain in visibility, in France as well as internationally.

on The 1st of January, two schools auvergnates, the French Institute of advanced mechanics (Ifma) and the national superior School of chemistry of Clermont-Ferrand, france (ENS-RTC) have disappeared to give birth to the Sigma Clermont. In 2017, it will be the turn of the Ecole des mines de Nantes and Télécom Bretagne no longer form a single institution. A year later, the Ecole centrale de Lille is closer to the Ecole nationale supérieure des arts et industries textiles (Ensait) and of Chemistry of Lille.

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Without going to the merger, pure and simple, some structures decide to join. This is the case of the Ecole polytechnique and the Ecole nationale supérieure des techniques avancées Paris Tech (Ensta ParisTech), or of the Ecole centrale of Lyon and of the Ecole nationale d’ingénieurs de Saint-Etienne (Enise). The second one will become the school of specialty of the first and will propose the technology training level of bac + 3 to bac + 5. “Today, it is essential to widen the offer of our schools to be competitive with major institutions in europe”, concedes Frank Debouck, director of the Ecole centrale de Lyon.

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small schools are they doomed to disappear?

If these movements are relevant for all schools, it is clear that those of small size are most notably affected. While the national Institute of applied sciences of Lyon (Insa Lyon) or Arts et métiers ParisTech diplôment each more than 1000 engineers per year, other have special offers of barely 40 students. In July 2015, a report drafted by the services of the ministry of Economy to the question of the viability of these small institutions. “A problem of resources exists, either in terms of the quality of the environment of student life or excellence in teaching training,” was-he stressed.

Among the ten schools listed, most are now involved in a project of reconciliation, in the image of the Schools national superior chemistry, as it is in Lille (North), or Clermont-Ferrand, Puyde – Dome). “These institutions, by their history, remained small-scale structures, reminiscent of Sophie Commereuc, director of ENSCCF and director interim of the Ifma (Puy-de-Dome). The reconfiguration of the landscape of French higher education leads necessarily to ask questions of approximation. For me, this is positive: the combinations do not extinguish the forces, quite the contrary. They allow us to respond to new needs.”

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Charts “academic excellence”

The Express

The Express

professional insertion, in the beautiful fixed

And the needs are real, attested to by the professional insertion of young engineers, that is still excellent. According to the survey integration 2015 of the Conference of grandes écoles, a little more than 8 graduates 2014 in 10 said they were in activity one year after graduation. This proportion is maintained, year after year.

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It is not uncommon for an engineering student to win unposte even before obtaining his degree. This is the case for Ludovic Muncherji. Graduated from Efrei in November 2015, the young man has completed his internship at Canal+. After only a few months of work, he was offered a permanent contract. He is a Web developer in the direction of the digital experience of the encrypted string. “To finance my studies, I had to take a loan, tells the story of the young man. So it was for me very reassuring to get a job so quickly. What’s more, a position that corresponds perfectly to my expectations!”

A good pay at the exit for tuition fees on the rise?

on The side of remuneration, the figures are maintained: an annual average of 33,000 euros gross for a first job. The sectors of banking, finance, and digital technology have fared well, with salaries well above the average. The subject of wages meddled a few months ago in a debate at first sight very different, the one registration fees.

While some public schools, under the supervision of the ministry of Economy, Industry and Digital (Ecoles des mines, Télécom, Ecole des ponts ParisTech) have seen their rights to spend 850 to 1850 euros, voire to 2300 euros, in September 2015, the schools dependent on the ministry of national Education does not require yet that 610 euros per year.

many of the principals of the schools, militate in favour of an increase of this amount, some based their arguments on the possibility for young graduates to pay back very quickly the cost of their studies thanks to their good salaries. An argument that does not share the national Bureau of engineering students. “At the time of their training, students do not have the funds, reminds Maxime Gaudubois, president of the association. The risk is to find in engineering school for two populations: the scholars – who do not pay the registration fee – and students very easy.”

Top movers “international-mindedness”

The Express

The Express

The learning continues its development

To finance studies, learning can be a good solution. Students who choose this pathway are employees of a company and exempt from registration fees. They earn a percentage of the minimum wage according to their age.

Among the over 35,000 engineers graduate each year, 4500 the are through the learning. A figure that increases by 1.5% per year for five years. “This way [editor’s NOTE: learning] allows schools to diversify their recruitment by opening their doors to holders of BTS, DUT or license, enjoys François Cansell, president of the Conference of directors of French schools of engineers. In addition, these courses allow young people who do not necessarily have the ability to pay for this kind of study to access a degree of value.”

Attention, all the same, to not choose this route only for its financial aspect. “The pace of work is heavy,” concedes Lorena Mantegna. The young woman is registered at Telecom Saint-Etienne and is preparing his diploma of engineer with the status of apprentice. “We need to juggle between exams and company projects, and the holidays are reduced to five weeks of leave [as an employee]. It is better, therefore, to be motivated, because the curriculum is demanding.” At the end of training, 96% of the apprentices get their diploma. A rate of work on topics of success similar to that of students who have borrowed the classical pathway.

A degree that exports

A side of learning, the international is another strategic issue for the schools. Driven by the need to exist on the world stage, more and more institutions engage in the creation of structures outside of France. After China, India and Morocco, the group of Ecoles centrales reflects, for example, to export to Brazil to 2017. At the end of summer 2015, the Insa Euro-Méditerranée welcomed its first students on its site in Fez, Morocco.

Without going up to the export of their curricula, schools, more partnerships with foreign schools. The purpose: to enable the future engineers to benefit during their training, a real international experience.

Christophe Kuyumciyan chose to spend his last year of studies in Canada, at the university of Waterloo. A graduate of the superior School of chemistry, physics, and electronics of Lyon (CPE Lyon) in 2014, the young man is now working in the United States, where it performs a VIE (international corporate volunteer) for the Air liquide group.

“take a training course abroad gives credibility to employers, who appreciate our ability to adapt to a new country, a new culture,” he says. They like to hide also the training of an engineer at the French and look to us as professionals ‘nimble’, able very different.”

The”agility”, that is the new challenge of engineering schools. More than ever, they must teach their students to challenge themselves so that they can adapt throughout their career. “In a world where technologies are evolving very rapidly, the course content will only be used by students only a few years,” observes Valérie Rault, director of studies at the Ecole nationale supérieure in systems engineering and innovation (ENSGSI). It is therefore necessary to prepare them to be self-reliant.” The establishment nancéien offers training modules “self-learning”: students will become actors of their curriculum.

List “close to companies”

The Express

The Express

The projects, hard-core pedagogy

If this initiative is still relatively widespread within schools, pedagogy by project, by contrast, entry in habits. The engineering students, met together as a group, have to solve the problems “created” by their teachers or by business partners.

“These projects allow us to be confronted with the reality on the ground,” says Imane Aniss. The young woman is in her last year of studies at the School of computer science and advanced techniques (Epita), paris region, which encourages its students work in a group. It immerses them in the big bath in the first year, with the famous “swimming pool”. For fifteen days, the future engineers are now working on smaller projects, with an obligation of result, the end of each day.

“Working in a group we learn to listen to others, to be confronted with different ideas, to communicate between ourselves,” says Imane Aniss. “The strength of the engineer diploma in the French style is to mix scientific knowledge, know-how and know-be, supported François Cansell. Thirty years ago, the courses devoted to the training of human (management, communication, etc) accounted for 5% of the engineering curriculum. Today? They represent almost a third of the training.”

Three rankings keys

Our track record for 164 engineering schools delivering the diploma of the engineer and authorised by the Commission des titres d’ingénieur (CTI). They recruit after the bac for five years, or after preparation or bac + 2 to three years. All of these schools responded in the summer of 2015 to a questionnaire sent out by The Student. The questions concerned the academic year 2014-2015 and the start of 2015 to the workforce. Until November, we have audited, updated, cross-checked the information provided by the institutions.

This survey has enabled us to establish a quarantine of indicators. For each of them, the schools are classified into three groups in descending order (dark blue, light blue, light green) according to their relative value, which are respectively assigned points, from 3 (for the groups with the most strong) to 1 (for the weakest groups).

up, down

This third edition of our track record interactive integrates a few new indicators, which complement the existing. Some have been modified, in the image of the part of trainees, which becomes the share of apprentices. The mode of calculation of this criterion has also evolved : for schools in five years, the number of apprentices is reported to the staffing of the cycle engineers. In the matter of”academic excellence” (see table below), the rate of graduates holders of a double degree in French has given way to the number of teachers eligible to supervise research (HDR), making this list very turned to the world of research. This change benefits AgroParisTech, Mines ParisTech and Ecole des ponts ParisTech.

“international openness”, the rate of graduates parties more than six months in the framework of an exchange replaces the minimum period abroad and to schools that send many students abroad in the framework of exchange of quality – without having to be formalized in their rules of studies – to distinguish themselves. New criterion also, the international reputation is computed based on the appearances of the schools in the four major world rankings (QS, THE, Shanghai and Webometrics).

For the “close of business”, the integration of the number of teachers from the professional world and shall, in particular, at the Ecole des ponts ParisTech, which arrives at the top of the charts, alongside CentraleSupélec, which retains its position relative to the past year.

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