Aerospace engineering schools: a French landscape of public grandes écoles and private institutions
ISAE-SUPAERO, ENAC, IPSA and others: France has a dense network of engineering programmes dedicated to aeronautics and space. Understanding their status, entry routes and the role of the CTI helps candidates and recruiters find their way.
By Newsroom · Published

An ecosystem centred on Toulouse and the Paris region
The concentration of the aerospace industry in Occitanie and the Île-de-France region is reflected in the geography of its schools. Toulouse is home in particular to ISAE-SUPAERO and ENAC, while several private schools have campuses in both regions. Proximity to industrial headquarters, research centres and design offices makes internships, projects and apprenticeships easier.
The public grandes écoles
ISAE-SUPAERO, based in Toulouse, presents itself as a world-leading institution in higher education in aerospace engineering. It reports more than 1,940 enrolled students across all programmes, with 37% international students among those recruited, and some forty programmes: the engineering degree, a master's in aerospace engineering, around fifteen specialised master's programmes, continuing education and doctoral training. It is part of Groupe ISAE, which brings together several schools in the field.
ENAC, the French civil aviation university, falls within the remit of the DGAC. It trains both engineers and civil aviation professionals, with a strong focus on air transport operations, air navigation and airport systems, alongside design-oriented courses.
Private schools
Alongside these public institutions, private schools play an important role. IPSA, founded in 1961 and part of the IONIS group, is a private technical higher education institution. It offers a five-year engineering programme whose degree is accredited by the CTI, as well as a three-year bachelor's in aeronautics, on campuses in Paris (Ivry), Toulouse and Lyon. Other private schools, either general engineering or transport-focused, offer aerospace majors.
The business model differs: higher tuition fees in the private sector, often offset by work-study arrangements at the end of the programme, and mostly post-baccalaureate admission, whereas the public grandes écoles recruit largely after preparatory classes.
The CTI, guarantor of the engineering title
Whatever the school's status, the title of graduate engineer in France rests on accreditation. The Commission des titres d'ingénieur (CTI), an independent body entrusted by law with this task since 1934, evaluates schools for accreditation to award the title. It also helps improve programme quality and promotes the engineering title and profession in France and abroad.
For recruiters, checking a degree's CTI accreditation is a useful reflex, particularly given the proliferation of bachelor's and master's programmes whose recognition varies.
Multiple entry routes
Candidates have several ways in:
- competitive entrance exams after scientific preparatory classes, the historical route into the public grandes écoles;
- post-baccalaureate admission to schools with integrated preparatory cycles;
- parallel admission after a BTS, a BUT or a bachelor's degree, allowing technicians to progress to an engineering degree;
- engineering degrees through apprenticeship, which are expanding fast in the sector;
- specialised master's and master's degrees for graduates from other disciplines wishing to specialise.
Research and doctoral training
Aerospace engineering schools are not limited to initial training. Several of them base their teaching on research laboratories and host doctoral students, often through partnerships with manufacturers or public research bodies. For companies, these links provide access to cutting-edge expertise and to profiles able to carry out research and development on long-term topics.
What industry expects
Employers' needs are changing. On top of traditional skills in aerodynamics, structures, propulsion and systems come strong expectations in embedded software, data science, cybersecurity and the decarbonisation of products and processes. Schools are adapting their curricula accordingly, often in partnership with companies. For students, the diversity of the landscape is an asset: it allows them to choose a programme to match their plans, from aircraft design to air transport operations.
Sources
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