The training begins with a common core semester which takes place at the Lislet Geoffroy high school.This core curriculum aims to strengthen students' skills, given the diverse range of specializations they choose for their baccalaureate, in mathematics, descriptive statistics, humanities, general knowledge, and written and oral expression, while also offering an introductory course in economics and project engineering for physics. Students therefore make an informed decision when choosing their specialization track between economics and engineering sciences at the end of the first semester. From the second semester onward, regardless of their chosen track, CPES students continue to take common courses every semester, particularly in humanities and political science.

In addition to the core subjects, the CPES Economics and Engineering Sciences program emphasizes...student support and acquisition of transferable skills et socio-behavioralHours are allocated to tutoring sessions by teachers (interviews, remediation, oral exams) while the students of the t+1 cohort are godparents students from the t cohort. Tutoring sessions are dedicated to socio-behavioral skills related to academic and professional success (development mindset, self-confidence, art of "grit" in particular). The training is currently supplemented by an internshiporatory art aimed at improving public speaking skills, the program includes an "at home" immersion English course. International mobility during the course is encouraged.

Finally, the presence of high school and preparatory class teachers clearly promotes the success of first-year students, as it allows for a smoother transition between secondary and higher education.

Educational goals :

The educational objective is threefold. The first objective aims to strengthen transferable skills and acquire the analytical tools necessary for mastering disciplinary competencies. Achieving this objective involves reinforcing mathematics skills and acquiring methodological tools, as well as providing tailored support for academic success. The second objective aims to broaden general knowledge and the ability to analyze social issues beyond the area of ​​specialization. Acquiring general knowledge that extends beyond the area of ​​specialization is an asset for academic and professional integration. This second objective is achieved through reading and exposure to the humanities, sociology, and political science. The third objective aims to increase success by fostering teamwork, cooperation, and greater self-awareness to sustain long-term effort. This third objective is achieved through specific workshops.

Training opportunities: 

The CPES (Preparatory Class for Higher Education) in Economics and Engineering Sciences aims to bridge the traditional divide between preparatory classes and university by offering a curriculum that combines high school and university courses. The goal is to provide continuous support until students enter a Master's program in Economics, Applied Physics, or a specialized engineering school, while also encouraging doctoral studies through research exposure. Thanks to the enhanced support provided, the CPES hopes to guide high school students who, due to their social background, do not necessarily envision themselves pursuing long-term higher education to at least a Master's degree (Bac +5). The aim is to combat self-censorship, as the proportion of young people in short-cycle higher education programs in Réunion is higher than in mainland France.

The CPES (Preparatory Course for Higher Education) is based on a partnership between the Lislet Geoffroy High School and the University of Reunion Island. The teaching team is composed of university professors and secondary school teachers (primarily in the first year), which contributes to the concrete implementation of the Bac-3/Bac+3 continuum desired by the regional education authority and the university. By offering a smooth transition between secondary and higher education, as well as support mechanisms throughout the program, the CPES prioritizes student success. The CPES also contributes to increasing the pool of students likely to pursue Master's or Doctoral studies at the university. Furthermore, the CPES helps to break down barriers between disciplines by covering fields of study in science and technology, as well as in the humanities and social sciences. The CPES thus contributes to strengthening the attractiveness of educational programs, adapting the university to the needs of the region, and increasing the research capacity of research units. Finally, the CPES is a national label awarded by the MESRI, the CNESER having unanimously voted for the creation of the CPES Economics and Engineering Sciences. It is part of the network of CPES listed throughout France.

• Pedagogical coherence and continuity from Baccalaureate - 3 / Baccalaureate + 3 through a smooth transition between high school and higher education by integrating secondary school teachers from the first year
• The success rates are quite encouraging.
• Diversity of teaching practices aimed at encouraging the professional development and future professional integration of students
• Innovation in language teaching, notably with an "at home" English immersion course.
• Other strengths according to the teaching team:
• Research conferences with renowned researchers
• Supervision, monitoring, tutoring and remediation

Total hours worked: 653 hours

The CPES team has developed a skills framework similar to the RNCP (National Directory of Professional Certifications) standard. Each teaching unit is associated with a block of modules. Assessment methods, tutoring, and support are discussed with the entire teaching team and may be modified based on student feedback. The CPES combines project-based learning, flipped classroom pedagogy, small group practical work, and more traditional teaching methods. Many courses utilize digital tools to make teaching more interactive (Wooclap and online equation solvers). Students regularly give oral presentations and write press reviews. To break away from the usual teaching format, an English language immersion program and a public speaking workshop are organized.

The CPES offers numerous support mechanisms to promote student success. Oral exams are organized in several subjects, such as mathematics, English, physics, and microeconomics. Mock exams with peer review are also offered in many subjects to help students better understand the expectations and assess their level. Tutoring hours are dedicated to remediation in mathematics, written and oral expression, and physics for students who need it. Interviews are held for all students. These interviews aim to help students clarify their career goals. The goal is to help them define a long-term objective broken down into intermediate objectives, culminating in success in the CPES program. Students participate in workshops to raise awareness of brain function, which validate the note-taking and effective memorization techniques presented to them. They also participate in a workshop on "the art of perseverance," focusing on strategies to maintain the sustained effort necessary to achieve a long-term objective. It is important to note that the content of these workshops evolves based on student feedback during the improvement meetings. Finally, instructors are asked to take attendance at each session. This is to quickly identify students who have dropped out so they can be addressed.

In total, the teaching units are structured into five blocks: the "disciplinary" block, the "tools" block, the "opening" block, the "cross-disciplinary" block, and the "support" block. The "support" block does not award ECTS credits. It includes disciplinary tutoring, professional tutoring, oral exams, and the "soft skills" workshop.

Skills specific to the training:

Understanding how the economy functions in various contexts: 

• Mobilize the main concepts of economics: microeconomics, macroeconomics, money and finance, economic policy, international economics, within the framework of the analysis and interpretation of economic documents.
• To mobilize concepts from the humanities and social sciences in order to better understand societal issues.
• Mobilize the mathematical tools necessary for modeling.

Importing, processing and analyzing data for statistical purposes: 

• Implementing algorithmic and programming techniques, particularly to develop simple data acquisition and processing applications.
• Inferring relationships between variables in a population from hypothesis tests performed on samples.
• Mobilize the mathematical tools necessary for modeling.

Analysis of a question by mobilizing disciplinary concepts: 

• Identify the role and scope of engineering sciences in all sectors: natural environments, industrial environments, transport, urban environments, etc.
• Taking a step back from a situation by questioning the needs, constraints and solutions

Implementation of methods and tools from the disciplinary field: 

• Mobilize the mathematical tools necessary for modeling.
• Estimate orders of magnitude and handle units correctly.
• Integrate a correct vision of space and its representations
• Validate a model by comparing its predictions to experimental results and assess its limits of validity.
• Isolate a system

Identification of a question within a disciplinary field: 

• Identify the main families of materials and their properties.
• Mobilize concepts in mathematics, physics, chemistry, thermodynamics, in order to address problems specific to different industrial fields

A minimum four-week internship is mandatory in the third year. This internship can be carried out in a company or in a research laboratory.

Registration fees are set annually by the Ministry of Higher Education, Research and Space and are available on our institution's website: Register at the University of Reunion

• To be curious, involved and invested in one's studies.
• To be open-minded enough to embrace multidisciplinarity.

Beyond the usual academic criteria relating to the quality of the academic record (grades, ranking, teacher comments), it is necessary to present a training project that is in line with the training requested. Applications that present a vague training project, sometimes unrelated to the training requested, start with a handicap.

Currently, academic results account for 50%; academic skills, methodological achievements and know-how for 20%; interpersonal skills for 10%; motivation, knowledge of the training, coherence of the project for 15%; commitments, activities and other interests for 5%.

Bachelor's degree or equivalent

Bachelor's degree or equivalent

The CPES Economics and Engineering Sciences is open to holders of a general or technological baccalaureate, with the STI2D specialty being preferred in this case.

48 seats

First-year success rate (average for the years 2022-2023, 2023-2024 and 2024-2025): 70,3%

Success rate in the second year (average for years 2023-2024 and 2024-2025): 80,6%

Success rate in the third year (2024-2025 academic year): 91,7%

Graduation success rate (calculated as the number of graduates in 2024-2025 divided by the number of first-year students three years prior): 45,8%

Progression rate to Master's or other schools for the first cohort of CPES graduates: 100%.

Master's degree studies at the University of Reunion Island

• Master's Degree in Applied Economics (Sustainable Development and Spatial Planning, Public Policy Evaluation, Big Data, Big Data Management and Analysis)
• Energy Master (To train specialists capable of understanding, modeling, designing and optimizing intelligent renewable energy systems)
• Master's Degree in Money, Banking, Finance, and Insurance (Banking and financial careers, Professional and very small business client advisors, Wealth management client advisor)
• Master's Degree in Talent Preparation (Public service jobs through enhanced preparation courses for category A and A+ civil service exams)

Further study options available outside of Reunion Island.

For the Economics track:

• Master's degrees in economics (Applied Economics, Environmental Economics, Transport Economics, Energy, Public Policy, International Trade, Development, Economic Analysis and Policy, Finance, Risk Management, Public Policy Evaluation, etc.)
• Masters in Applied Econometrics
• Master's degrees in data science (Big Data, Management and Analysis of Massive Data, Information Extraction and Analysis, Business Intelligence)
• Business schools

For the Engineering Sciences track:

• Master's Degree in Electronics, Electrical Energy and Automation
• Energy Master
• Master's Degree in Robotics and Automation
• Master's Degree in Mechanics
• Master's degree in Applied Physics and Engineering Physics
• Master's Degree in Signal and Image Processing
• Engineering schools

For the Economics track:

• Research assistant
• Assistant Economic Project Manager
• Investigator
• In charge of economic intelligence

For the Engineering Sciences track:

• Senior Methods or Research Technician (study)
• Engineering assistant (control, quality)
• Science communicator
• Laboratory Technician
• Maintenance technician