50 years ago, on 1 October 1961, teachers were engaged by the State to build an education ground for engineers, technologists - innovative, able to design, develop and implement optimal products, systems or services. The ENI model was born in Brest and Saint-Etienne, then reproduced in Tarbes, Metz, Belfort, and, more recently, in Blois. This model has formed over 25,000 engineers and doctors who practice all over the world. The institutions of the "ENI" group are five-year engineering schools where the “integrated preparatory class” does not exist because the students, in addition to the traditional disciplines, are immediately aware of technology and innovation. Their education in engineering, design and manufacturing is progressive, with a permanent concern of concrete applications, as demonstrated by multiple industrial trainings.
In Saint-Etienne, more than 4,000 engineers and doctors have been trained by the ENISE. By their professional activity, they participate in the economic development of our country. They perform mainly in France, but they are also found in many countries worldwide on every continent. Very often they lead teams or companies in the field of transport, energy, health, but also in the Buildings and Public Works. The two majors offered by the ENISE, mechanical engineering and civil engineering, are now widely recognized in the business community, as evidenced by the 350 partnerships established in France and over 18 other countries.
In addition to the main premises located at 58 Jean Parot str., the ENISE launched, in the 2000s, a second site where its technological platform was set up allowing the ENSE experiencing significant development of its contracting activities.
Today, the ENISE is a member of the Research and Higher Education Center “University of Lyon” fully integrated into its territory where it offers a wide array of internationally recognized training and research activities.
• 800 students are enrolled in degrees accredited by the Engineering Title Committee (CTI) within two majors: “Mechanical Engineering” and “Civil Engineering”.
• The ENISE is accredited to deliver master degrees in material and process engineering, in industrial engineering and geographic information systems.
• The ENISE is accredited to grant the doctorate degree jointly with the National Superior Mining School.
• The ENISE hosts two research laboratories, DIPI and LTDS, shared with the Ecole Centrale de Lyon, recognized by the CNRS, and rated A+ by AERES.
• The ENISE participates in two Clusters of Excellence in the fields of surface engineering (Manutech-USD) and bio-medicine (IVTV).
• The ENISE is a partner of a Laboratory of Excellence in the field of surface engineering (Manutech-EMIS).
• The ENISE is actively involved in the mechanical Cluster ViaMeca, in the Alliance for Innovative Manufacturing, in the CONSTRUCTIC Group, etc.
For the next 5 years, the objectives of ENISE can be summarized as follows:
• Enhancing academic success of the student and diversification of possibilities, in cooperation with the partnership and the ENI network,
• Development of the major “Sensorial Engineering”, potential source of technological and scientific innovations,
• Active participation in the local policy-making process, both in terms of training and research as well as governance.
To address these issues, ENISE sets up a university foundation, an internal driving force for its development, and, ultimately, will share some of its courses and activities on its territory. The ENISE foundation is driven by the concept of the engineering for the human development. This means to bring the engineering tools and expertise at the service of the three components of human development identified by the United Nations to define the Human Development Index of a country:
• Economic development measured by the gross domestic product per capita,
• Access to the education measured by the average duration of schooling,
• Access to the health care and the sense of well-being measured by the life expectancy at birth.
The ranking of countries according the Human Development Index helps changing our habits. The first places are occupied by Scandinavia, Canada and New Zealand, while France, the United States and Germany are a little behind. The engineering schools have an important role to play in human development. As it has been for 50 years already, the ENISE will continue to participate in the economic development of the country. But also, the ENISE will contribute, by its skills and knowledge, to the other two pillars of human development.
How to combine technology and human development? For example, the ENISE would eventually enable holders of a professional bachelor degree an access to engineering studies after a year of additional training. The ENISE also want to develop continuous learning. For this, a greater range of training will be implemented by sharing the existing expertise with other institutions in Lyon and Auvergne. This exchange can offer a wide range of training and develop new specialties and new possibilities on the territory. The ENIS intends to take an active part in the educational project of the MANUTECH group in St-Etienne.
The ENISE will strengthen education and research activity in the field of well-being by developing a major in sensorial engineering. The disciplines of this major will enable future engineers to design attractive products. This requires knowledge about the feelings and impressions the products evoke to the customer by touch, sight, hearing, etc. Technical mastery of these aspects of the product is a clear added value. It is obvious that the sensation of well-being coming out from the product is almost as important for selling the product as its technical quality.