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 program begins with a common core semester at the Lycée Lislet Geoffroy. This core curriculum is designed to strengthen students' skills, given their diverse baccalaureate specialization choices, in mathematics, descriptive statistics, general knowledge, and English, while also providing an introductory course in economics and project engineering for physics students. Students thus 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 (press review, introduction to sociology, English).

In addition to the core subjects, the CPES Economics and Engineering Sciences program emphasizes multidisciplinarity, thestudent support and the 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(including effective working methods). The training is currently supplemented by a public speaking workshop aimed at improving public speaking skills, and an "at-home" English immersion course. International mobility during the program 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 objective is clearly to promote student success through small-group learning that offers continuous and enhanced support until students enter a Master's program in Economics, Applied Physics, or a related engineering school. Pursuing doctoral studies is also encouraged through an introduction to research. This objective is achieved first by strengthening transferable skills and acquiring the analytical tools necessary for mastering disciplinary competencies. It also involves broadening general knowledge and the ability to analyze current events, as well as fostering an openness to the humanities, sociology, and political science. Acquiring a general knowledge base that extends beyond the student's area of ​​specialization is an asset for academic and professional integration. Finally, this goal of success is achieved through workshops that promote teamwork, cooperation, and greater self-awareness to sustain long-term effort.

In the first year, the teaching team consists of university professors and secondary school teachers, which allows for a smooth transition between high school and higher education through the progressive acquisition of working methods useful for success in higher education.

Training opportunities: 

The CPES (Center for Higher Education in Science and Technology) prioritizes student success. It contributes to the concrete implementation of the three-year pre-university/three-year post-university continuum desired by the regional education authority and the university, primarily in the first year, by bringing together university professors and secondary school teachers. The CPES also helps to increase the pool of students likely to pursue Master's or doctoral studies at the university. Furthermore, the CPES promotes interdisciplinary learning 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 Ministry of Higher Education, Research and Innovation (MESRI), and the National Council for Higher Education and Research (CNESER) unanimously voted to create the CPES in Economics and Engineering Sciences. It is part of the network of CPES centers located throughout France.

• High success rate
• Supervision, monitoring, tutoring
• A smooth transition between high school and higher education by integrating secondary school teachers in the first year
• English immersion course "at home"
• Research conferences with renowned researchers
• Diversity of teaching practices
• Building the academic and professional project with the students

• Total teaching hours for the 3 years of the Economics program: 1998 hours
• Total first-year hours for the Economics track: 688 hours
• Total contact hours for the second year of the Economics program: 654 hours
• Total contact hours for the third year of the Economics program: 656 hours

• Total teaching hours for the 3 years of the SPI program: 1957 hours
• Total hours for the first year of the SPI program: 693 hours
• Total teaching hours for the second year of the SPI program: 654 hours
• Total teaching hours for the third year of the SPI program: 610 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, 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 attend a workshop 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 improvement meetings. Finally, teachers are asked to take attendance at each session. This is to quickly identify students who are at risk of dropping 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 required to validate 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 (20% for first-year results and 30% for final-year results), methodological skills 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.

24 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)
• Master MEEF First degree or second degree

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
• Master's Degree in Energy and Sustainable Development
• Master's Degree in Robotics and Automation
• Master's Degree in Embedded Systems
• 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