From welcoming to support

The transition to higher education…

– ESA has set up a system of support to help students from the moment that they arrive at the school :

– Each new batch of students is welcomed by those in charge of the study programmes and training (explanations on the course of the training, visit of the premises, distribution of the study guide, etc.) and by the BDE (Student activities office).

– Close monitoring of groups of students by someone responsible for the study programme, a designated contact for the educational aspects (counselling in the event of difficulties, tutoring or supervised study to assist the student in adopting a regular pace of work, etc.).

Individual assistance for new students:

  • ESA Engineer
    At the beginning of the year, each student as an individual interview:
    – to help him adjust to the new environment;
    – to discuss how he is organised and operates and the form of his apprenticeship; and
    – to talk of the management of his time and the definition of his priorities.
    During the discussion, goals will be identified, discussed and set. It will be verified that they are achievable. After a first meeting, the student is free to continue to receive support or not.
  • BTS (vocational qualification)
    After each staff meeting to discuss the progress of the students in the class, every student has an individual interview with the person from the study programme team, who is responsible for training, to take stock of his progress, alert him and advise him.

Reorientation arrangements

If, in spite of these arrangements, because of a failure or an erroneous orientation, a student must change courses, he will benefit from assistance from the responsible person from the study programme team. He may also call on the School’s information and reorientation service to help him assess the possibilities that are open to him within or outside ESA. These options have been identified and developed with our academic partners so as to enable such reorientations.

Construct your own personal, professional project

During the course of their studies, the ESA helps the students to define or clarify their professional projects. These take the form of collective presentations to groups and individual support: discussions with the person in charge of internships/work placements, selection of modules within a curriculum with person in charge of the year, writing letters of recommendation, etc.

Step-by-step guidance as regards the courses

The study paths are sometimes built up in stages according to how the professional project is progressing. For this reason, the school organises special presentations of the study paths that may be followed within ESA itself. For example, presentations to BTS students about studies leading to a professional degree, European engineering degree, or engineering degree.
In that respect, of the students:
  • in BTS: 40% continue their studies;
  • in Professional Degree courses: 15% continue their studies; and
  • in Agricadre: 15% continue their studies.

Assistance in elaborating a professional project

The best way to facilitate entry into the labour market is to multiply the contacts with the professional world in order to provide students with the essentials to allow them to confirm or reverse their professional orientations.
Internships/work placements:
Progressive according to the experience and the age of the students, they are an opportunity:

  • to gain some initial professional experience;
  • to explore and validate what they know of the professions; and
  • to start networking.

Research for companies:
Many studies of “real cases” are done by the students in response to professional orders: technical studies, market research, sectoral studies, etc.
Information about the professions and companies:

  • Testimonials of the professionals, who intervene during the different courses and who, on such an occasion, share their experiences, present their professions, etc.
  • The “internship and work placement, work-study and 1st employment forum”: a day during which the businesses that attend have direct contact with the students, reply to their questions, gather CVs for internships/work placements or jobs, etc.
  • “Professions Day” for ESA student engineers and Agricadre students: alumni come and present the jobs they have and the structures within which they work.
  • Modules for preparing to find a job
  • Exercises in writing a CV and job interviews with senior executives or individuals who have recently retired from companies.

The Alumni associations
The Association of ESA Engineers and the Ingénia Association (which groups together the associations of the graduates of the FESIA school network) offer their services in assisting in finding employment, processing the offers and disseminating them to applicants. The Association of ESA Engineers (AI ESA) assists in advance in preparing students for professional life.
The Actagesa Association is for graduates of Bac+2, 3 and 4 study programmes.

An educational system built on experience and practice

If ESA is attentive to the scientific and technical level of its graduates, it’s their human qualities that distinguish them.
The goal of our educational system is to train our students to value their personal talents, to encourage them to take responsibility, to learn to work in a team, to develop their creativity and to be ambitious.

Lecturers from different backgrounds

ESA’s study programmes are taught by 110 French and international lecturers (of whom more than one third are lecturer-researchers) and by approximately 500 external professional speakers; a teaching body with a diversity of profiles that fosters the goal of always being able to make the connection between the theoretical and practical knowledge acquired.

Proximity with the field

Our study programmes relate directly to the professional world. The success of ESA graduates in entering the labour market is proof of this professionalisation.
Our lecturers are in regular contact with the professional environment via:

  • the case studies that they carry out in response to orders;

  • their meetings with professionals during visits to companies to follow up the progress of interns, students on work placement or apprentices;
  • research; and
  • the many professionals who participate in the study programmes.

This regular involvement in the economic fabric of our sectors enables us to anticipate developments in the profession and to adapt the study programmes accordingly. The school seeks the assistance of professionals when reorganising or creating study programmes. They participate in the reflection and help to identify the strengths and weaknesses of the students and the needs in terms of skills to be developed.