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- The Polytechnic School of Architecture and Urbanism [EPAU] was created in 1970. Designed by architect Oscar Niemeyer, it is located in the town of El Harrach, east of Algiers. It reinforces the already established university center, which includes the National Institute of Agriculture, the Veterinary School, Polytechnic, and the University City Bouraoui Amar. In 2016 EPAU was named after the Mujahid Hocine Ait Ahmed. The EPAU is a public institution that is the only specialty to have kept a certain autonomy of management and programming over the university. The EPAU issues two diplomas, the first- degree from the architect and the second -the degree master-. The duration of these courses is five years as follows: Two years of basic training, introduction to the architectural language, drawing, and architecture project, which constitute the preparatory cycle. Ain this first cycle, and access competition in the second round is organized. The second cycle has three years, the first as a pivotal year focused on architectural projection. Two more years (masters) are designed as a deepening cycle of knowledge but also of specialization. Both degrees are conducted within the framework of a specialty backed by 03 research laboratories EPAU. New graduates can register and submit their greeting cards, at the nearest university of residence. The ranking of graduates is based on the average obtained in the Baccalaureate. Plan outgoing mobility, Process selection of beneficiaries, Preparation of mobility, Recognition of ECTS credits, valuation of staff mobility, dissemination of impacts, 2018 Scholarship Offer, incoming mobility, Application procedure useful information. Based on the transcripts attesting to the student's success EPAU the Scientific Council of valid teachings made as part of mobility. The ECTS EPAU recognizes French as equivalent to the Algerians credits. The evaluation system is also renewed by calculating the average semester that will be brought to the transcript sets by Epau. The current recognition is much facilitated by the similarity of the curriculum developed over five years of study and organized into teaching units with the project as central teaching material. In return, the mobilities are the subject of a critical report on the content and conduct of trade, to share experiences and disseminate information. Students are encouraged to present and discuss the results of their work on a project workshop or in an open display to all school students. New learning, including those related to technical or related research topics, must be passionate dialogue objects including with teachers. The valuation of student mobility can take many forms: the student on his return is assigned priority (outside classification) in the workshop of his choice. It is also encouraged to integrate the master course he wants to continue with Epau. The skills learned in terms of introduction to research enable it to integrate research projects enrolled in three research laboratories of EPAU. For his doctoral program, mobility is an asset to the eligibility of the student contest. Similarly, if he chooses the career, the student is better able to integrate agencies and multinational companies that are particular about trips made abroad. View full university
- Created in 1925 under the name Industrial Institute of Algeria, this property opened in October 1926, was to train senior technicians for large utilities and industrial and public works companies. The Industrial Institute of Algeria functioned normally until 1942. Closed at this time because of the 2nd World war, it was reopened in 1945, attached to the State Secretariat for Technical Education French, and reorganized in the direction of higher standards studies. This allowed in 1950 (Official Gazette of August 27, 1950), creation of the "Diploma Engineer of Public Works and Building", issued by the Minister of Education, (State Secretariat for Education Technical). The Institute took the name of National School of Engineers of Public Works and Building. The school is also a training of trainers pole. Post-graduation, Magister, and Doctorate evolve dynamically, in adaptation to technological development. It is the same for Specialized Post-graduation, provided for the needs of the industrial partners of the school, but that remains to grow again. This dynamic has evolved much more with the opening of the new type of research laboratory. Since 1995, the School has recorded its few training assets, Magisters 600 and 163 Doctorates. Currently, training of engineering students is ensured first in the department of the 1st cycle for two years constituting a Common Core Technology. Then, the engineering students are oriented in order of merit, in specialty departments that provide the teachings of eleven technology specialties." View full university
- It takes effort to build a reputation as an international engineering school and be an active partner in technological, economic and social development. Polytechnique's staff members have made the institution what it is today through their ideas, vision, energy and common objective—that of making Polytechnique a success, always aiming higher. The administration, professors, lecturers and managerial and support staff have combined their efforts and contributed in their own way to Polytechnique's intellectual reputation and influence in society. View full university
"Smart & Digital" are the words that characterize our ESPIN engineering school. While exploring our training programs, you will quickly determine that our vision is to provide outstanding multipurpose training in digital careers. It is an intended training that goes beside the company's needs and is oriented to our graduate's employability. This training makes the pursuit of quality and excellence as its main quest. To implant, the culture of excellence in our students' spirit is a priority, as well as innovation and entrepreneurship. Therefore, we are training future experts in digital jobs and future creative projects and start-ups. The digital incubator start-ups "ESPIN-Off" that we have implemented in collaboration with Sfax's technopark, reveals our commitment. Vital importance is also devoted to developing "soft skills" that are the crucial supports of entrepreneurship and professional success nowadays. All the resources are set up in order to ensure the success of our students, such as the specialized courses in the newest technology, the talent of experience, the advanced pedagogy, the advanced workrooms and an extensive network of trained partners from several famous international universities and companies working in various digital fields. Join us in ESPIN for preparing the digital future! The main objective of ESPIN is to provide scientific and technical training with a high added value in digital careers. A vital place is then given to the training, international cooperation, a strong relationship with the firms and research and innovation to enhance the pedagogy and provide the new technologies modern education. This training goes along with a strong involvement in industrial projects and training, which leads students to recognize a specific technical field better and meet the local and international industries' requirements. This training enables students to master knowledge, skills, and approaches. It concerns various areas, including the basic sciences, modern sciences, information technologies, and management sciences on behalf of the engineer. These lessons are intended for several training objectives, including: The acquisition of a multidisciplinary and specialized scientific proficiency. The development of managerial and interpersonal skills. The knowledge and instruction of industrial practices. The international cooperation and the spirit of innovation and entrepreneurship We offer a high-value training that includes new technology trends, enhanced by advanced workrooms. We have several collaborations with Tunisian and foreign universities offering double degrees, interchange, and international training. We provide experts along with the expectations of the professional needs. We facilitate their integration into the environment through our network of partner companies and our start-up incubator. The modern digital world is an altering world. To ensure adequate training, ESPIN gives vital importance to being a new and dynamic engineering school. We guarantee a high-valued education supported by teachers and professional experts in their fields that will ensure an adapted training to students. We are based in the Technological Center of the city, which is equipped with advanced material and human infrastructure in the TICs and hosted other higher education institutions, research centers, a business incubator, and several start-ups. ESPIN aims to provide useful training in digital careers with the following objectives: Ensure the careers of our graduates. Ensure the adequacy of training with professional needs. Ensure access to an international experience that is leading to a double degree. ESPIN is supported on some values that wish to have to engender the success of the student as the center of its concerns within the outsider world and its diversity while retaining its engineering school identity-based in the city of Sfax.
École Polytechnique is a leading French institute that combines top-level research, academics, and innovation at the cutting-edge of science and technology. Its curriculum promotes a culture of excellence with a strong emphasis on science, anchored in humanist traditions. The school produces socially responsible professionals who excel in leading complex and innovative projects which address current and future challenges facing our society. In today's climate of fierce economic competition, innovation is the only route to prosperity. École Polytechnique trains leaders with solid backgrounds in multidisciplinary science through ample exposure to both the business and research worlds. École Polytechnique was founded in 1794, a period marked not only by political and economic upheaval but also by the end of the Age of Enlightenment. During this unique moment in history, the Comité de Salut Public (French Public Welfare Committee) anticipated the future applications of the myriad scientific and technical discoveries that occurred during the 18th century and triggered the Industrial Revolution. It entrusted Gaspard Monge, Lazare Carnot, and several other scholars with enlisting, using a competitive recruitment process, the best minds of their time, and teaching them science for the benefit of the French Republic. At the start of the 21st century, another era characterized by geopolitical, economic, and environmental difficulties, as well as numerous groundbreaking technologies, École Polytechnique maintains the same philosophical core. A staunch defender of the idea that innovation is the only driving force of collective prosperity, the university is a significant contributor to promoting responsible productive, economic and scientific development. As a higher education establishment, l'X naturally seeks to share the most up-to-date knowledge to benefit its students, selected based on the criteria of excellence for which it is renowned. However, École Polytechnique also creates knowledge, for its professors are both teachers and researchers. It hosts around twenty laboratories closely connected to French national research institutions and committed to prestigious international collaboration. These laboratories aim to achieve results in intellectual property rights and publications in leading journals in both fundamental and applied research. École Polytechnique's credo is to be multidisciplinary both in its teaching and research. Structured around ten scientific disciplines, including humanities and social sciences, it focuses its research on eight themes that involve collaboration between the laboratories. Such a model stems from the observation that fruitful innovations accepted by society are born from the confrontation and cooperation of disciplines, including philosophy. In an informed and mobile society, today's best students can choose from any number of universities. Higher education is an international competition, and l'X has its share of competitors— which incidentally are often partners —whose financial means, from both public and private sources, are substantial. In this stimulating environment, École Polytechnique's aim is to be recognized by the most exceptional students from around the world as an institution where they can acquire a knowledge base and know-how and gain access to a network of former students which will allow them to have a fulfilling professional life in line with their ambitions. The university is also developing its activities designed to benefit companies, which generate value. It hopes to offer them research and development results, which will allow them to prosper both on an industrial and economic level.
PFL is Europe’s most cosmopolitan technical university with students, professors, and staff from over 120 nations. A dynamic environment, open to Switzerland and the world, EPFL is centered on its three missions: teaching, research, and technology transfer. EPFL works together with an extensive network of partners, including other universities and institutes of technology, secondary schools and colleges, industry and economy, political circles, and the general public, to bring about real impact for society. Working for the Ecole Polytechnique fédérale de Lausanne (EPFL) means being part of a prestigious school that consistently ranks among the top 20 universities worldwide. As a public university dedicated to improving the world around us, we have three missions: training, research, and technology transfer. We boast one of the most dynamic university campuses in Europe and employ more than 6,000 people. Our employees perform high-value-added work in teaching and research and the School’s administrative and technical services. Between our main campus in Lausanne and our satellite campuses in Geneva, Neuchâtel, Fribourg, and Sion, our workforce comprises more than one hundred different professions. At EPFL, we foster a culture of respect and inclusion in the workplace. We promote a healthy work-life balance through flexible working hours and on-campus daycare and sports facilities. Our employees also benefit from belonging to a diverse community of 16,000 people – including over 10,000 students and 3,500 researchers – from 120 different countries. Our planet faces multiple challenges to the environment, some of the major ones being - climate change, depletion of resources such as drinking water, increasing pollution, human population growth, and the loss of biodiversity. The problems related to the environment are not only varied but are also becoming increasingly complex. While the solutions to these problems involve human, economic, and social dimensions, they cannot be resolved without reference to the latest technological and scientific progress. At ENAC, four scientific communities come together under one roof: environmental engineers, civil engineers, architects, and social scientists. Combining disciplinary depth and interdisciplinary breadth, our teaching and research activities in architecture, civil and environmental engineering share the common goal of improving the environment we use, create, and live in. From fundamental to applied science, engineering, and practice, research at ENAC aims to be immediately relevant to society at large, offering solutions to meet a wide range of challenges: mitigating and adapting to global warming accommodating a growing population dealing with increasing land-use pressures and meeting the increasing demand for energy and transportation continually improving and maintaining the built environment preserving ecosystems managing natural and human-made risks These multi-faceted fields require long-term, multidisciplinary research at an international level, carried out as a creative interaction between art, science, and engineering. Since its creation, ENAC has demonstrated how the proximity between architects, civil, and environmental engineers, and the fundamentally interdisciplinary approach that characterizes the School support the emergence of new research domains at the interface between these traditional disciplines, uniquely positioning it to be a leader in these fields.- PFL is Europe’s most cosmopolitan technical university with students, professors, and staff from over 120 nations. A dynamic environment, open to Switzerland and the world, EPFL is centered on its three missions: teaching, research, and technology transfer. EPFL works together with an extensive network of partners, including other universities and institutes of technology, secondary schools and colleges, industry and economy, political circles, and the general public, to bring about real impact for society. Working for the Ecole Polytechnique fédérale de Lausanne (EPFL) means being part of a prestigious school that consistently ranks among the top 20 universities worldwide. As a public university dedicated to improving the world around us, we have three missions: training, research, and technology transfer. We boast one of the most dynamic university campuses in Europe and employ more than 6,000 people. Our employees perform high-value-added work in teaching and research and the School’s administrative and technical services. Between our main campus in Lausanne and our satellite campuses in Geneva, Neuchâtel, Fribourg, and Sion, our workforce comprises more than one hundred different professions. At EPFL, we foster a culture of respect and inclusion in the workplace. We promote a healthy work-life balance through flexible working hours and on-campus daycare and sports facilities. Our employees also benefit from belonging to a diverse community of 16,000 people – including over 10,000 students and 3,500 researchers – from 120 different countries. Our planet faces multiple challenges to the environment, some of the major ones being - climate change, depletion of resources such as drinking water, increasing pollution, human population growth, and the loss of biodiversity. The problems related to the environment are not only varied but are also becoming increasingly complex. While the solutions to these problems involve human, economic, and social dimensions, they cannot be resolved without reference to the latest technological and scientific progress. At ENAC, four scientific communities come together under one roof: environmental engineers, civil engineers, architects, and social scientists. Combining disciplinary depth and interdisciplinary breadth, our teaching and research activities in architecture, civil and environmental engineering share the common goal of improving the environment we use, create, and live in. From fundamental to applied science, engineering, and practice, research at ENAC aims to be immediately relevant to society at large, offering solutions to meet a wide range of challenges: mitigating and adapting to global warming accommodating a growing population dealing with increasing land-use pressures and meeting the increasing demand for energy and transportation continually improving and maintaining the built environment preserving ecosystems managing natural and human-made risks These multi-faceted fields require long-term, multidisciplinary research at an international level, carried out as a creative interaction between art, science, and engineering. Since its creation, ENAC has demonstrated how the proximity between architects, civil, and environmental engineers, and the fundamentally interdisciplinary approach that characterizes the School support the emergence of new research domains at the interface between these traditional disciplines, uniquely positioning it to be a leader in these fields. View full university
- École Polytechnique is a leading French institute that combines top-level research, academics, and innovation at the cutting-edge of science and technology. Its curriculum promotes a culture of excellence with a strong emphasis on science, anchored in humanist traditions. The school produces socially responsible professionals who excel in leading complex and innovative projects which address current and future challenges facing our society. In today's climate of fierce economic competition, innovation is the only route to prosperity. École Polytechnique trains leaders with solid backgrounds in multidisciplinary science through ample exposure to both the business and research worlds. École Polytechnique was founded in 1794, a period marked not only by political and economic upheaval but also by the end of the Age of Enlightenment. During this unique moment in history, the Comité de Salut Public (French Public Welfare Committee) anticipated the future applications of the myriad scientific and technical discoveries that occurred during the 18th century and triggered the Industrial Revolution. It entrusted Gaspard Monge, Lazare Carnot, and several other scholars with enlisting, using a competitive recruitment process, the best minds of their time, and teaching them science for the benefit of the French Republic. At the start of the 21st century, another era characterized by geopolitical, economic, and environmental difficulties, as well as numerous groundbreaking technologies, École Polytechnique maintains the same philosophical core. A staunch defender of the idea that innovation is the only driving force of collective prosperity, the university is a significant contributor to promoting responsible productive, economic and scientific development. As a higher education establishment, l'X naturally seeks to share the most up-to-date knowledge to benefit its students, selected based on the criteria of excellence for which it is renowned. However, École Polytechnique also creates knowledge, for its professors are both teachers and researchers. It hosts around twenty laboratories closely connected to French national research institutions and committed to prestigious international collaboration. These laboratories aim to achieve results in intellectual property rights and publications in leading journals in both fundamental and applied research. École Polytechnique's credo is to be multidisciplinary both in its teaching and research. Structured around ten scientific disciplines, including humanities and social sciences, it focuses its research on eight themes that involve collaboration between the laboratories. Such a model stems from the observation that fruitful innovations accepted by society are born from the confrontation and cooperation of disciplines, including philosophy. In an informed and mobile society, today's best students can choose from any number of universities. Higher education is an international competition, and l'X has its share of competitors— which incidentally are often partners —whose financial means, from both public and private sources, are substantial. In this stimulating environment, École Polytechnique's aim is to be recognized by the most exceptional students from around the world as an institution where they can acquire a knowledge base and know-how and gain access to a network of former students which will allow them to have a fulfilling professional life in line with their ambitions. The university is also developing its activities designed to benefit companies, which generate value. It hopes to offer them research and development results, which will allow them to prosper both on an industrial and economic level. View full university
"Smart & Digital" are the words that characterize our ESPIN engineering school. While exploring our training programs, you will quickly determine that our vision is to provide outstanding multipurpose training in digital careers. It is an intended training that goes beside the company's needs and is oriented to our graduate's employability. This training makes the pursuit of quality and excellence as its main quest. To implant, the culture of excellence in our students' spirit is a priority, as well as innovation and entrepreneurship. Therefore, we are training future experts in digital jobs and future creative projects and start-ups. The digital incubator start-ups "ESPIN-Off" that we have implemented in collaboration with Sfax's technopark, reveals our commitment. Vital importance is also devoted to developing "soft skills" that are the crucial supports of entrepreneurship and professional success nowadays. All the resources are set up in order to ensure the success of our students, such as the specialized courses in the newest technology, the talent of experience, the advanced pedagogy, the advanced workrooms and an extensive network of trained partners from several famous international universities and companies working in various digital fields. Join us in ESPIN for preparing the digital future! The main objective of ESPIN is to provide scientific and technical training with a high added value in digital careers. A vital place is then given to the training, international cooperation, a strong relationship with the firms and research and innovation to enhance the pedagogy and provide the new technologies modern education. This training goes along with a strong involvement in industrial projects and training, which leads students to recognize a specific technical field better and meet the local and international industries' requirements. This training enables students to master knowledge, skills, and approaches. It concerns various areas, including the basic sciences, modern sciences, information technologies, and management sciences on behalf of the engineer. These lessons are intended for several training objectives, including: The acquisition of a multidisciplinary and specialized scientific proficiency. The development of managerial and interpersonal skills. The knowledge and instruction of industrial practices. The international cooperation and the spirit of innovation and entrepreneurship We offer a high-value training that includes new technology trends, enhanced by advanced workrooms. We have several collaborations with Tunisian and foreign universities offering double degrees, interchange, and international training. We provide experts along with the expectations of the professional needs. We facilitate their integration into the environment through our network of partner companies and our start-up incubator. The modern digital world is an altering world. To ensure adequate training, ESPIN gives vital importance to being a new and dynamic engineering school. We guarantee a high-valued education supported by teachers and professional experts in their fields that will ensure an adapted training to students. We are based in the Technological Center of the city, which is equipped with advanced material and human infrastructure in the TICs and hosted other higher education institutions, research centers, a business incubator, and several start-ups. ESPIN aims to provide useful training in digital careers with the following objectives: Ensure the careers of our graduates. Ensure the adequacy of training with professional needs. Ensure access to an international experience that is leading to a double degree. ESPIN is supported on some values that wish to have to engender the success of the student as the center of its concerns within the outsider world and its diversity while retaining its engineering school identity-based in the city of Sfax. View full university
Created in 1925 under the name Industrial Institute of Algeria, this property opened in October 1926, was to train senior technicians for large utilities and industrial and public works companies. The Industrial Institute of Algeria functioned normally until 1942. Closed at this time because of the 2nd World war, it was reopened in 1945, attached to the State Secretariat for Technical Education French, and reorganized in the direction of higher standards studies. This allowed in 1950 (Official Gazette of August 27, 1950), creation of the "Diploma Engineer of Public Works and Building", issued by the Minister of Education, (State Secretariat for Education Technical). The Institute took the name of National School of Engineers of Public Works and Building. The school is also a training of trainers pole. Post-graduation, Magister, and Doctorate evolve dynamically, in adaptation to technological development. It is the same for Specialized Post-graduation, provided for the needs of the industrial partners of the school, but that remains to grow again. This dynamic has evolved much more with the opening of the new type of research laboratory. Since 1995, the School has recorded its few training assets, Magisters 600 and 163 Doctorates. Currently, training of engineering students is ensured first in the department of the 1st cycle for two years constituting a Common Core Technology. Then, the engineering students are oriented in order of merit, in specialty departments that provide the teachings of eleven technology specialties."
It takes effort to build a reputation as an international engineering school and be an active partner in technological, economic and social development. Polytechnique's staff members have made the institution what it is today through their ideas, vision, energy and common objective—that of making Polytechnique a success, always aiming higher. The administration, professors, lecturers and managerial and support staff have combined their efforts and contributed in their own way to Polytechnique's intellectual reputation and influence in society.
The Polytechnic School of Architecture and Urbanism [EPAU] was created in 1970. Designed by architect Oscar Niemeyer, it is located in the town of El Harrach, east of Algiers. It reinforces the already established university center, which includes the National Institute of Agriculture, the Veterinary School, Polytechnic, and the University City Bouraoui Amar. In 2016 EPAU was named after the Mujahid Hocine Ait Ahmed. The EPAU is a public institution that is the only specialty to have kept a certain autonomy of management and programming over the university. The EPAU issues two diplomas, the first- degree from the architect and the second -the degree master-. The duration of these courses is five years as follows: Two years of basic training, introduction to the architectural language, drawing, and architecture project, which constitute the preparatory cycle. Ain this first cycle, and access competition in the second round is organized. The second cycle has three years, the first as a pivotal year focused on architectural projection. Two more years (masters) are designed as a deepening cycle of knowledge but also of specialization. Both degrees are conducted within the framework of a specialty backed by 03 research laboratories EPAU. New graduates can register and submit their greeting cards, at the nearest university of residence. The ranking of graduates is based on the average obtained in the Baccalaureate. Plan outgoing mobility, Process selection of beneficiaries, Preparation of mobility, Recognition of ECTS credits, valuation of staff mobility, dissemination of impacts, 2018 Scholarship Offer, incoming mobility, Application procedure useful information. Based on the transcripts attesting to the student's success EPAU the Scientific Council of valid teachings made as part of mobility. The ECTS EPAU recognizes French as equivalent to the Algerians credits. The evaluation system is also renewed by calculating the average semester that will be brought to the transcript sets by Epau. The current recognition is much facilitated by the similarity of the curriculum developed over five years of study and organized into teaching units with the project as central teaching material. In return, the mobilities are the subject of a critical report on the content and conduct of trade, to share experiences and disseminate information. Students are encouraged to present and discuss the results of their work on a project workshop or in an open display to all school students. New learning, including those related to technical or related research topics, must be passionate dialogue objects including with teachers. The valuation of student mobility can take many forms: the student on his return is assigned priority (outside classification) in the workshop of his choice. It is also encouraged to integrate the master course he wants to continue with Epau. The skills learned in terms of introduction to research enable it to integrate research projects enrolled in three research laboratories of EPAU. For his doctoral program, mobility is an asset to the eligibility of the student contest. Similarly, if he chooses the career, the student is better able to integrate agencies and multinational companies that are particular about trips made abroad.
