POLYTEC CURRICULUM FOR ENGINEERS

Our Educational Project is tailored to the needs of companies which are not only expressed in terms of skills and know-how but also in terms of human qualities and attitudes. Meetings with professionals, internships and industrial projects are an integral part of the training. The programs of study are developed around two main areas:

  • Information and Communication Technologies (ICT)
  • Construction Engineering, Components and Systems (CECS)

These programs are characterized by their ability to evolve and be adapted to businesses needs of innovation. For this reason, training after the baccalaureate starts with an integrated preparatory course (IPC) of two years: a common first year for all students and a second year of pre-course selection where students are given different study fields to choose from in the two major areas of our school: the Information and Communication Technologies (ICT) and Construction Engineering, Components and Systems (CECS).

The aim of the first year is to provide basic training to students to enable them to continue their education, regardless of the pre-selection course made in the second year.

The integrated preparatory course allows students to confidently develop skills in a professional   engineering environment and prepares them to join one of the various study fields of the EPI-Polytec (3rd, 4th and 5thyears). Access to the engineering course is based on continuous assessment.

To prevent students from engaging early in a choice of an irreversible career, we planned conversion courses between fields of study and placed at the end of each field main subjects enabling the students to deepen their knowledge in a specific subject while keeping a solid base of training in the original field of study. These main subjects can be reached through different ways.

Throughout this Engineer training course, students carry out projects (Supervised Personal Project, Year-End Project or End of Study Project) under the supervision of a teacher or a professional. In order to train them to work in teams, students share the tasks and realize these projects in pairs. Each project results in a report presented to a board of examiners.