Sciences Po, a three-star university for French as a Foreign Language

Sciences Po has obtained for the second time the Label Qualité Français langue étrangère
  • Students from the Summer School (2016) in progressStudents from the Summer School (2016) in progress

Sciences Po has obtained for the second time the Label Qualité Français langue étrangère (Quality Label for French as a Foreign Language), attaining the maximum score of three stars. Sciences Po has been attributed this label for the quality of its teaching of French as a foreign language, the professionalism and commitment of the teachers and staff, and the conditions in which the students are taught.

1700 students of 95 nationalities are following courses of French as a foreign language (FLE) 

With a student community composed of 47% internationals, Sciences Po attributes great importance to the teaching of French as a foreign language. The quality of its language teaching plays a significant role in the academic success of students and their integration into the Sciences Po community.  At Sciences Po, more than 130 teachers give FLE courses, which attract more than 1700 students of 95 nationalities each year.

Each year during the months of June and July, the Summer School receives several hundred students from more than 50 different countries. Its French language track offers six levels of study, from beginner to the most advanced.

The FLE label: a guarantee of excellence

Awarded conjointly by the Ministry of Education, the Ministry of Foreign Affairs and the Ministry of Culture, the Quality Label for French as a Foreign Language is a guarantee of excellence for institutions that promote the teaching of French abroad such as diplomatic and consular networks and the Campus France agency. 

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"Meet the services" days

Meet the ServicesOpen to all students, the "Meet the services" days allow you to meet representatives from student services. They will answer your questions on issues such as administrative registration, social security, accommodation, residence permits, health insurance, Sciences Po's Health Center and Sciences Po's students associations.

Several webinars on specific subjects will be organised remotely. You will also have the opportunity to put your questions to our teams.

Zoom Webinars #ReadyForTheAcademicYear

Meet The Services #ReadyForTheAcademicYear aims to guide you through your different administrative steps and formalities before your arrival at Sciences Po.

Plusieurs webinaires thématiques vous sont proposés à distance. Vous aurez également la possibilité de poser vos questions aux équipes.

Several webinars on specific subjects will be organised remotely. You will also have the opportunity to put your questions to our teams.

Days to meet us in person #BackToSchool

Meet the Services #BackToSchool groups together the different services on hand to answer your questions regarding administrative registration, social security, accommodation, residence permits, health insurance, Sciences Po Health Centre and Sciences Po’s student associations.

Do you have questions about administrative procedures at the start of the semester? Come and meet us in person!

Come along and meet different representatives from student services at Sciences Po. They will answer your questions on issues such as administrative registration, social security, accommodation, residence permits, health insurance, Sciences Po's Health Center and Sciences Po’s student associations.

Open to all students.

Next "Meet the Services" days: Friday 27th and Monday 30th August 2021.

Location: 27 Rue St Guillaume, 75007, Paris

Time: 10am to 4pm

External partners who will be taking part this year: the Crous de Paris (FR), the French social security (CPAM) (FR), Heyme, the Paris Police Prefecture (FR), ATOME and Twenty Campus.

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Autumn 2021: in-person teaching and a renewed student life

  • Start of the academic year on the Reims campus @Thomas Arrivé/Sciences PoStart of the academic year on the Reims campus @Thomas Arrivé/Sciences Po

After an unusual and eventful academic year, the start of the 2021/2022 year is intended as a "return to normal". All Sciences Po teams are working to prepare the conditions for reception and teaching in person for all students, on all campuses, with the academic year starting at the end of August and a return to the usual academic calendar, always in respect of the governmental regulations in force.

We are aware that some of our students may face health problems or have travel restrictions imposed which prevent them from joining our campuses at the beginning of the year. Accordingly, distance learning will remain available for the students concerned.

The adapted Academic Rules and Regulations will be maintained, requiring attendance of face-to-face, hybrid or distance learning courses, as appropriate.

Strengthening student experience and campus life

Sciences Po would not be itself without its dynamic campus life, which has been sorely missed! Despite the health crisis, numerous events, conferences, workshops and activities, as diverse as they were enriching, could be held in person or remotely. For the 2021/2022 academic year, our teams are working on a fuller intensified and inclusive student life programme.

The Sciences Po teams, and in particular the administrative, social and health support teams, will continue to support students affected by the situation to achieve their academic goals.

A renewed project for Sciences Po

The election of Laurence Bertrand Dorléac as Chairperson of the Fondation Nationale des Sciences Politiques, which took place on 10 May 2021, will be followed by a process of designation of the new President of the Institut d'Études Politiques.

This new team will lead a renewed plan of action for Sciences Po, a world-class university for research in the humanities and social sciences, which takes its social and ethical responsibility seriously.

How to prepare for the start of the new academic year?

Are you joining Sciences Po for the start of the 2021 academic year? In order to prepare yourself as well as possible, it is strongly advised to start any required administrative procedures and research as soon as possible, particularly concerning visa and residence permits applications.

Here are some elements to help you prepare:

Discover the message of Acting President Bénédicte Durand to the students and faculty of Sciences Po:

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The Commissions on Gender-Based Violence and on Ethics publish their conclusions

Read their conclusions
  • Entrance to 27 rue Saint-Guillaume ©Sciences PoEntrance to 27 rue Saint-Guillaume ©Sciences Po

The two commissions dedicated to the fight against gender-based and sexual violence and to fostering ethics within Sciences Po submitted the conclusions of their work to the Acting President Bénédicte Durand on Tuesday, 4 May 2021.

> Read the report of the commission on gender-based and sexual violence (fr)

> Read the report of the commission on ethics (fr)

Since the establishment of these two commissions on 17 February 2021, the chairpersons, Danièle Hervieu Léger and Catherine de Salins, as well as the various members, have worked independently with remarkable commitment to learn the lessons of the crisis experienced by Sciences Po in recent months.

In their respective reports, the commissions have drawn up a detailed analysis of the ethical mechanisms and the structures to tackle gender-based and sexual violence within the institution, and formulate concrete and ambitious recommendations in order to strengthen these mechanisms.

Bénédicte Durand expressed her gratitude to the member of the commissions and announced a provisional timetable for the implementation of these recommendations

The quality of the proposals I have received allows me to affirm the commitment I made before you to present an implementation plan as soon as possible. We will propose an approach and a timetable for implementation before the end of the current academic year. From the beginning of the next academic year, we wish to reinforce our mechanism for listening to and supporting victims, and to overhaul the disciplinary procedure.

Bénédicte Durand also expressed her willingness to engage in a similar reflection on the fight against racism, anti-Semitism, and all forms of discrimination in the institution. “Just as a stop must be put to gender-based and sexual violence, hatred of the Other, for whatever reason, must be prevented, combated, and sanctioned relentlessly at Sciences Po”.


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Gender-based and sexual violence: what are the goals of the commission?

Interview with the head of the commission, Danièle Hervieu-Léger
  • Danièle Hervieu-Léger ©DRDanièle Hervieu-Léger ©DR

On 17 February, Sciences Po's Acting President Bénédicte Durand announced the creation of a commission focusing on the fight against gender-based and sexual violence in our institution. The commission consists of twenty members, including representatives of the student, faculty and employee communities. It will submit its conclusions in early May, after two months of work. Its President, sociologist Danièle Hervieu-Léger, explains its mission and objectives. 

What are the objectives and the scope of the commission on the fight against gender-based and sexual violence? 

Danièle Hervieu-Léger: It is a dual approach. First, we have an immediate and concrete objective: to make proposals to strengthen the means already invested within Sciences Po in the fight against gender-based and sexual violence. I am talking about both the means and procedures that are offered to victims to rebuild their lives, and the awareness-raising and educating actions necessary to create a culture of dignity and respect within the institution, which will reduce the occurrence of such violence. I understand this term to mean all forms of violence: misdemeanor and criminal offenses as well as more pervasive or surreptitious forms. The commission will make concrete proposals: we will go beyond statements. But we also want to open a wider focus: the idea is to go deeper into the analysis of relational contexts that can lead to toxic situations. 

Do you have examples of these toxic situations? 

Danièle Hervieu-Léger: We are going to work on power relations that are conducive to the emergence of situations of domination. They can appear in different forms in a university context, in all communities. There can be situations of violence between students linked to risky social contexts, to festive events which are a part of student life. Violence can also appear in unequal power relationships that can develop between a doctoral student and her director, a department head and administrative staff, etc. We do not exclude any possible situation. 

How will you involve the different communities, and in particular the student community, which is very active on these issues? 

Danièle Hervieu-Léger: We are aware of the expectations of the student community: they are represented within the commission by their elected union representatives. But we will also hear from all the associations that have taken up the issue, in Paris and on the regional campuses. These hearings will give all the communities concerned the opportunity to make their voices heard: not only the students, but also the staff, who are eager to benefit from training and awareness-raising.

Will you be examining the systems set up in other universities, particularly abroad? 

Danièle Hervieu-Léger: The commission's work includes taking into account the experiences and good practices implemented in other institutions, in France and internationally. Comparison is an important tool for the work of the commission: researcher Maxime Forest will present a study on international experiences to inform us on ways of dealing with these topics. Other hearings are planned on this subject.

As a sociologist of religions, and particularly of Catholicism, you have worked on the problems of sexual violence within the Church: how will this experience and this research help you in your work?

Danièle Hervieu-Léger: Indeed, in my research fields - in Catholicism but not only - I have been confronted with questions of sexual violence and pedocriminality in the religious sphere. I have retained a fundamental point, which concerns all institutions - secular or religious: sexist and sexual violence always emerges in situations of domination and control, which must be analysed in order to understand and prevent this violence. 

You were president of the École des hautes études en sciences sociales (EHESS) from 2004 to 2009. Have you ever had to work on these issues, which nowadays span across the entire field of higher education? 

Danièle Hervieu-Léger: At the time, the topic of gender-based and sexual violence was less present. The focus was on gender equality, and I initiated a mission at EHESS to identify gender bias in the recruitment and promotion of academics. EHESS and Sciences Po are two very different institutions, but both produce knowledge in the social sciences. Their mission is to develop critical knowledge, capable of contributing - in their own way - to the transformation of our world. There are collective expectations on certain subjects and social sciences must provide the tools for understanding these expectations. The topic of gender relations is one of these crucial questions. It questions the different configurations of domination, both hierarchical, physical and symbolic, which organize the relations between men and women.

Is it the role of a university to accompany this transformation of society?

Danièle Hervieu-Léger: Yes, this is perfectly the role of a university of social sciences: it must contribute to forging the critical tools that will enable us to advance the collective understanding of these situations and their evolution. Moreover, every educational institution today has a crucial mission, which is to educate new generations in a culture other than the normalisation and the silencing of gender-based and sexual violence. If I agreed to come out of my retirement to chair this commission, it is because the stakes are very high for an institution like Sciences Po, but also for society.

Interview by Sciences Po editorial team.

About Danièle Hervieu-Léger

Sociologist Danièle Hervieu-Léger is a graduate of Sciences Po and of the faculty of Law (Paris-Assas). She holds a doctorate in sociology from EHESS and in literature and humanities from the University Paris-Descartes. She began her career at the Sociology of Religion Group of the National Center for Scientific Research (CNRS), as research fellow and then as Director from 1974 to 1992. Professor (Director of Studies) emeritus of the École des hautes études en sciences sociales (EHESS), she directed the Centre d'études interdisciplinaires des faits religieux from 1993 to 2004, before becoming its President from 2004 to 2009.

A specialist in the sociology of religion, Danièle Hervieu-Léger has devoted most of her research to the sociological description and theoretical interpretation of religious modernity in Christianity. Among her works: Le temps des moines ; clôture et hospitalité (PUF, 2017) - Le pèlerin et le converti : la religion en mouvement (Flammarion, 2001).

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Brexit: changes from the 1st January 2021

  • Brexit: changes from the 1st January 2021 © changes from the 1st January 2021 ©

The United Kingdom's exit from the European Union has resulted in many changes.   Have a look at what changes after Brexit.

This page will be updated regularly.

Last update: 07/07/2021


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A "projet collectif" with the World Bank

Feedback on the experience of 5 students with The World Bank
  • (From left to right) Leon, Gia, Tom, Fran, and Tallie after a team meeting(From left to right) Leon, Gia, Tom, Fran, and Tallie after a team meeting

In the first week of October 2019, five Master level students at Sciences Po met at the crowded student-filled bar around the corner from campus to discuss their projet collectif, an eight-month intensive project with the World Bank and its Energy Sector Management Assistance Program (ESMAP). The topic was centered around “clean cooking,” a concept that first produced blank stares among us but would soon become a subject of expertise and even greater passion.

We were a diverse group. Leon and Franziska hailed from Germany, Gia from the Philippines, and Tallie from the United States. Tom--the native French--served as our translator whenever necessary. Aside from arriving on the same steps of 27 Rue Saint-Guillaume, our backgrounds hardly converged, with interests spanning international development, microfinance, human rights, and public policy; and professional experiences wide ranging, from public sector to private sector work. Nonetheless, we had all been selected to work on clean cooking, a topic that due to its far-reaching impacts on the climate, the environment, the economy, public health, and gender, precisely required a multidisciplinary perspective that a team like ours could provide. We reported to Franck Gbaguidi, Infrastructure Specialist in the Office of the World Bank Vice President for Infrastructure, member of the Clean Cooking team at the World Bank, and alumnus of Sciences Po.

Clean cooking

So, what is clean cooking? Clean cooking is part of Sustainable Development Goal 7, universal access to affordable, reliable, sustainable, and modern energy for all, and refers more specifically to access to modern cooking solutions. When most of us cook, we don’t think about what it takes to turn on our ovens to reheat leftovers or boil water to make tea. Unfortunately, half the world is not as fortunate--roughly 4 billion people still rely on polluting biomass fuels, such as charcoal and woodfuel, and basic stove technologies. This carries major implications for a variety of development objectives. Illnesses arising from traditional cooking practices poses a larger mortality burden than HIV/AIDS, malaria, and tuberculosis combined. Reliance on biomass fuels also results in significant CO2 and black carbon emissions, as well as deforestation. Finally, due to entrenched gender roles that assign cooking responsibilities to women and girls, traditional cooking practices are drivers of gender inequality. In other words, “this project had something for everyone--whether you were interested in climate change, girl’s education, or women’s empowerment” says Franziska.

From left to right) Tom, Tallie, Gia, and Leon during the ideation exercise to narrow down our topic and region of focus.

From left to right) Tom, Tallie, Gia, and Leon during the ideation exercise to narrow down our topic and region of focus.

A gender-centered approach, focused on sub-saharan Africa

After an extensive period of research, the team decided to take a gender-centered approach to the issue. We focused on the effects of traditional cooking practices on women and applied a novel approach to clean cooking called smart economics. Smart economics is a development framework that places women at the center of the agenda, under the premise that investing in women has exponential positive effects for the wider economy. While this approach has been applied in the health and education sectors, clean cooking has not benefited extensively from this type of analysis. We also decided to focus on Sub-Saharan Africa, “a region that has experienced particularly slow progress on the SDG 7 agenda and is also one of the most gender unequal regions in the world” (Tom).

Our analysis centered around evaluating the costs and benefits of transitioning to clean cooking for women end-users and the wider Sub-Saharan African economy. If the benefits are larger than the costs, then clean cooking access is smart economics--there is an exponential positive effect derived from investing in women. We found that “although the price tag for infrastructure, production, delivery, and maintenance can indeed be big, the benefits returned to women in terms of health, time, and economic savings are much greater” comments Gia. Importantly however, to achieve this reality, the right policy environments are crucial, and public, private, and civil society sectors have a lot of work to do to ensure a smart economics outcome. “The investments required to meet universal access to clean cooking for all Sub-Saharan African women is truly immense, but if achieved, the expected benefits are even more remarkable” (Franziska).

An intense process...

The process was intense. Collectively, we spent hundreds of hours producing the final deliverables: a 100-page report, a 40-page policy brief (PDF, 2.5 Mo), a 15-page executive summary, and a PowerPoint presentation. We began with an extensive literature review, a process which “allowed us to dive into the intricacies of the world of clean cooking - from its regional differences to its financial and social impacts” (Tallie). Next, we delivered a first draft, which at that point could be compared to a dish made from all ingredients in your cabinets--disorganized, discombobulated, and not particularly pleasant to consume. After receiving extensive and deeply valuable feedback, we decided to rethink the structure and flow of the report. We rewrote entire sections, which at first felt redundant and painstaking, but in the end “allowed us to determine how to bring a new perspective to the field of clean cooking and feel like our addition would be valuable” (Tallie). We delivered the final outputs by the end of April, including case studies based on interviews with practitioners in the field. “Conducting the case studies was a particularly eye-opening learning experience, as many of our assumptions were challenged and we were able to visualize the reality of clean cooking operations in certain local contexts” reflects Tallie. In the beginning of May, we presented our project to various experts in the field.

As any collaborative, multi-month project, we faced many challenges along the way. While working with a diverse group of students with different interests and expertise was a tremendous upside, it was also challenging to bring varied perspectives together to deliver a unified product. From narrowing the scope and focus of the project, to agreeing on inclusions and exclusions of each draft iteration, to aligning writing styles during the drafting and editing phases proved time consuming and sometimes difficult. “My teammates and I could easily spend hours and hours debating and exchanging ideas about how to define terms, design a framework, conduct an analysis, or phrase a single sentence in a report,” reflects Gia. However, it was precisely this challenging process, involving debate and compromise, “over Monoprix pizzas and beers” that allowed the final report to be well-developed and highly thought out.

From a more logistical perspective, a further challenge was coordinating the schedules of five students. Simply finding a time and space to meet each week proved difficult and at times frustrating. “On one occasion we couldn’t find a room for a partner meeting and were subsequently forced to take the call in a dark hallway somewhere deep inside a Science Po building,” remembers Leon. Alongside this, prioritizing and planning project milestones to align with various deadlines, external classwork, work schedules, and personal activities was a major challenge. Some phases of the project were incredibly time-intensive, and “what seemed to be a simple and straightforward report turned out to be one of the most painstaking and labour-intensive materials that I had ever worked on,” says Gia. When overlapping with Sciences Po deadlines, finding the time and energy to continue the work for projet collectif was incredibly demanding.

(From top to bottom) Tallie, Tom, and Fran on one of many skype sessions taking place during the lockdown.

...Made even more challenging with the COVID-19 crisis

Finally, a wholly unexpected challenge was navigating the effects of COVID-19 on the project. To ease academic requirements under the uncertainty of the pandemic, completion of the project was left up to individual teams and partners. Having invested so much time at that point, the team decided to carry on for the remainder of the project to deliver the final outputs to the World Bank. “Stopping at that stage would have been a huge disappointment and would have gone against our motivation--delivering a product that could have a small impact on the millions of women suffering daily from traditional cooking practices,” says Franziska. However, coordinating across time zones (there is a fifteen-hour time difference between Oregon and Manilla) and through online forums, proved challenging. Furthermore, after an immense amount of collective efforts, finishing the project without being able to present the work in a formal and celebratory setting was disappointing.

A very positive and rewarding experience

Despite the aforementioned challenges, the entire process was incredibly rewarding. Several key tenets of the project were particularly enriching, including working with a diverse group of students. Each of us brought unique perspectives to the table and greatly enhanced the quality of the end product. During long work nights together, “colleagues turned to very good friends,” says Leon. While disagreements were part of the process, the ability to compromise, listen to others, debate on divisive issues, and ultimately unify, were greatly strengthened along the way. “These debates and conversations weren’t always easy, but they served as the foundation of our arguments and the backbone of our report,” reflects Gia.

Another positive aspect was the in-depth nature of the project. The team spent eight months researching and writing a report on a novel topic, reaching a much greater depth of analysis and expertise on the subject. “Working on the same topic for eight full months allowed us to acquire some in-depth knowledge of clean cooking, and more generally the issues of gender, energy and economics in Sub-Saharan Africa,” says Tom. This was especially rewarding for a sector like clean cooking, which is often forgotten as a key piece of the global agenda on energy access, but remains a major driver of poverty, climate change, and gender inequality. Furthermore, beginning collectively at the novice stage and progressing to junior experts in the field was incredibly empowering and rewarding: “we all ended up developing a deep interest and passion for a development topic we all had never heard of before,” reflects Gia.

Creating a product of value for a leading development organization like the World Bank, while gaining practical experience alongside traditional academic work, were additional positive outcomes. “It’s easy to stay stuck within the four walls of the classroom when you’re a student but having a projet collectif allowed me to balance my academics with valuable professional experience,” says Gia. “It helped to broaden my horizon beyond the theoretical studies and frameworks of my master’s degree,” says Leon. Working on a project with real-world implications was incredibly empowering, offering the opportunity to gain first-hand experience working in the development sector and “to develop insight about the inner workings of a specific team” notes Tallie. Collaborating with the World Bank in a professional manner, including with experts in the energy field and practitioners working directly on the ground to bring modern cooking solutions to women end-users, served as a springboard for future professional engagements. “It helped me grow and learn valuable lessons before entering the job market,” says Leon.

From the World Bank’s perspective, the project was a “very positive and rewarding experience” comments Yabei Zhang, World Bank Senior Energy Specialist and Lead of the Clean Cooking Fund. “The Sciences Po team of student-consultants showed their passion and dedication for this cross-sectoral topic and brought some fresh perspectives.” Furthermore, “they showed great commitment, creativity and dedication and were thus able to exceed our expectations” added Franck, the team’s supervisor at the Bank. After the conclusion of the project, Ms. Zhang even hired a few of the students as summer interns and consultants to work on a clean cooking online course at the World Bank “to help more people understand and work on this important development challenge.”

Putting the challenges and immediate rewards aside, in the end, the project felt much larger than this. Clean cooking, an oft-overlooked development objective, carries immense implications for the lives of women across the developing world. Providing access to modern cooking technologies seems simple enough and the impacts would be massive: Sub-Saharan Africa loses an estimated 58.2 billion dollars per year from its reliance on traditional cooking solutions. We now know that the issue is more nuanced than this, as women’s cooking behaviors are tied deeply to entrenched gender norms and traditional food preferences. At times, this reality felt overpowering--what could we, five Sciences Po students just beginning their professional journey, do to change this reality? Engaging on an eight-month project to deliver a novel take on clean cooking, one which highlights the power of investing in women on the energy agenda, is a small step in the right direction. Our take on smart economics “is a reminder that achieving universal access to modern energy cooking services could yield significant economic benefits and new opportunities for countries and communities alike” reflects Franck. Although “the clean cooking space in Sub-Saharan Africa may be small at the moment, it holds immense promise for gender equality and economic growth for the entire region,” concludes Franziska.

Find out more

Policy Brief "The Smart Economics of Clean Cooking" (PDF, 2.5 Mo).

Remote learning

Documents and tutorials for getting started with remote learning
  • © AHGraphic / Shutterstock© AHGraphic / Shutterstock

In order to ensure the pedagogical continuity of your learning, you will have access to a new web-conference service called Zoom. You will be invited by your teachers to join your classes remotely, and you will also be able to create your own meetings for study and group work. You can also use this service to contact your families and thus keep a social link with your loved ones, friends, etc.

You will find below all the documents and tutorials for getting started with this service. We particularly invite you to read the document "Remote learning" in which you will find the operating methods and training tutorials.

Please note: Consult the legal information and cookies settings of the videoconference tool Zoom at Sciences Po

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Whaller: The newest feature of our digital campus

Sciences Po is enriching the features of its digital campus with the help of the social network Whaller.
  • Create your spheres on Whaller! ©Sandrine Gaudin / ShutterstockCreate your spheres on Whaller! ©Sandrine Gaudin / Shutterstock

What is Whaller?

Whaller is a watertight social network that respects your personal data. It was created in France in February 2014 by the entrepreneur Thomas Fauré.


Whaller invites its members to create their own sealed networks, known as “spheres”, and to organise them as they would in “real life”: networks between students of the same course, the same class, the same student association, and so on. Each of these spheres remains separate from the others: watertight and secure for private conversations. For example, with Whaller, students can interact easily with their teachers or with other students in their classes.

Respects your data

A social network that respects your privacy: that’s the Whaller concept. Social networks have taken over our daily lives, meanwhile our ersatz new virtual companions are happily harvesting our personal data. With Whaller there’s zero data exploitation, zero marketing, zero public domain and no information flow. Whaller’s guiding principle is "algorithmic neutrality”. In other words, the platform will never manipulate its results on the basis of user data. That eliminates the issue of viral posts – all the more so since the network is, by definition, sealed.

Create your spheres today on Whaller! (FR)

For more information about Whaller and how to use the platform, consult the tutorials:

Back-to-School 2020: Schedule of Inaugural Lectures

Discover this year’s guest speakers
  • Inaugural Lecture on the Reims Campus © Thomas Arrivé /Sciences PoInaugural Lecture on the Reims Campus © Thomas Arrivé /Sciences Po

Welcome new and welcome back, Sciences Po students! Despite an unprecedented and peculiar global context, our 2020 Back-to-School programme of inaugural lectures - which are, for many, open to the general public - promises to set you on the right track to begin an inspiring, fulfilling, and challenging academic year.

As always, Sciences Po’s inaugural lectures are a formal occasion that celebrate Sciences Po’s educational programme’s values and ambitions. This year, our prestigious guests of honour include: Nobel Memorial Prize Laureate of Economics, Esther Duflo; Harvard professor and former Chair of Council of Economic Advisers under President Barack Obama, Jason Furman; French jurist and judge of the European Court of Human Rights, André Potocki; the International Criminal Court’s chief prosecutor, Fatou Bensouda; the CEO of Voxe, Léonore de Roquefeuil; Karima Delli, French politician and Member of the European Parliament, and Sverker Sorlin, Swedish historian and professor of Environmental History; and our very own FNSP President, Professor Olivier Duhamel.

Find the complete schedule of inaugural lectures below - many of which will be streamed live and open to the public. (For students, a link was sent by your school to participate in the private webinar where you have the possibility to post your questions live). Follow trending topics related to our Back-to-School programme on social media via the hashtag #RentréeScPo.

Schedule of Inaugural Lectures

On 9 September 2020

  • 3:30pm: The Undergraduate College’s Inaugural Lecture, “To be in the world, to be at Sciences Po”, with Olivier Duhamel, President of the FNSP, Frédéric Mion, President of Sciences Po, and Stéphanie Balme, Dean of the Undergraduate College. Follow live on 9 September 2020 from 3:30pm to 4:40pm.

On 10 September 2020

  • 3:30pm: The School of International Affairs’ Inaugural Lecture, "Multilateralism Under Duress: The case for international criminal justice and the international rule of law", with Fatou Bensouda, Chief Prosecutor at the International Criminal Court. Open to PSIA students only.
  • 5pm: The Urban School’s Inaugural Lecture, “Cities, Climate Crisis and Ecological Transition”, with Karima Delli, Elected Member of the European Parliament, and Sverker Sorlin, Swedish historian and professor of Environmental History. Follow live on 10 September from 5pm to 6:30pm.

On 11 September 2020

  • 2pm: The School of Management and Innovation’s Inaugural Lecture, "The Post-Crisis World Beyond Public Policy: Stakes and Prospects" with Jason Furman, American Economist and Professor at Harvard University's John F. Kennedy School of Government and Senior Fellow at the Peterson Institute for International Economics. Follow live on 11 September from 2pm to 3pm.
  • 3:30pm: The School of Public Affairs’ Inaugural Lecture, “Good Economics for Harder Times” with Esther Duflo, Professor of Poverty Alleviation and Development Economics at the Massachusetts Institute of Technology (MIT) and Nobel Prize Laureate in Economic Sciences. Follow live on 11 September from 3:30 to 4:45pm.
  • 5pm: The Law School’s Opening Lecture, “The Judge and Democracy”, with André Potocki, French jurist and judge of the European Court of Human Rights. Open to Law School students only.

On 18 September 2020

All times are Central European Summer Time (GMT+2).

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Key takeaways from a semester unlike any other

Results of our survey
  • A student in the library post-lockdown @Caroline Maufroid/ Sciences PoA student in the library post-lockdown @Caroline Maufroid/ Sciences Po

The 2019/2020 academic year has come to an end, and our students have experienced a semester unlike any other. What takeaways can we draw from this unprecedented period? How did this hurried switchover go over for students and teachers? The verdict that we are able to draw today shows a successful adjustment for the vast majority and provides useful lessons for the upcoming semester.

On 16 March, the start of the lockdown in France, Sciences Po closed its doors to teachers and students for the first time in its history. On 23 March, the semester was resumed fully online for five equally historic weeks, closing with a session of online exams and a Grand écrit (written exam) instead of the Grand oral (oral exam). Altogether, there were nearly 70,000 online classes and meetings, over 571,000 hours of exchanges and nearly 7,000 assignments "turned in" in the digital space, which replaced traditional classrooms.

What conclusions can be drawn from this unprecedented experience? The survey carried out at the end of April by the Institute of Skills and Innovation* shows that the system put in place has brought overall satisfaction, with 9 teachers out of 10 and 3 students out of 4 who report being “somewhat satisfied” or “very satisfied”.

Room for innovation for teachers

The vast majority of teachers report being satisfied with students’ attention, attendance and level of interaction. For the most part, they adapted their classes, both on the content level - syllabus and assessment methods - and on the practical teaching level, by shortening the sessions, and by offering more detailed instructions and alternative resources. Other than Zoom, which was available to everyone, teachers report frequently using... email, but also shared folders online, as well as the Moodle platform. “Teachers did not just lecture: they took advantage of this phase to test different innovations”, observes Jean-Pierre Berthet. 

As for students, 86% spent 4 hours a day or less in online classes, and ¾ of them declared being quite satisfied or very satisfied with the experience. The remote classes system was overall well-received, even though some report certain learning difficulties, mainly citing difficulties staying attentive and maintaining motivation. Many of the students who answered the survey also report having to deal with organisational difficulties or an unfavourable work environment.

“The solution is not 100% online”

“The analysis of these positive outcomes and the difficulties faced constitutes a very important lever in designing the upcoming semester, which will operate on an entirely different model: the dual campus model,” explains Jean-Pierre Berthet. "We're building from a massive emergency switch into a more nuanced hybrid model. The solution lies not in a 100% face-to-face, nor 100% online, but in finding a balance to combine the best of both, thinking of both the students who are physically present and those who will be remote, in other countries, and in other time zones. We will have to take care to produce more varied, shorter formats, to reinforce support and tailored tutoring for remote students.”

The last key takeaway of this semester is the massive use of Zoom for online socialising: nearly 80% of students used it to work in groups, 6 out of 10 report using it to exchange with other students, and 4 out of 10 to connect with family and friends. “We wanted to provide a Zoom license for students to use freely,” specifies Jean-Pierre Berthet, “because in such a particular context, keeping social ties and a social life is absolutely essential for success.

The Sciences Po Editorial Team


  • 67,700 classes and meetings held on Zoom
  • 556,000 participants
  • 571,448 cumulated hours
  • 72% of classes of 2 to 10 students, 14% of classes of 11 to 50 students, and 3% over 50 students
  • 217 new classes opened on Moodle, a 20% increase
  • 69 exam rooms opened online and 6,659 assignments turned in 

* 671 teachers and nearly 2,000 students responded to the survey conducted by the Institute for Skills and Innovation between 29 May 29 and 5 April 2020.

> Read more: A New Online Campus Starting Fall 2020

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A New Online Campus Starting Fall 2020

Modalities of the Fall 2020 semester
  • ©Sciences Po©Sciences Po

After a successful online spring 2020 semester despite an unprecedented emergency context, the start of the 2020/2021 academic year will allow all of our students to embark on a new year at Sciences Po in a safe and serene manner. With both physical campuses and an all-new digital campus available to them, courses have been redesigned to best suit all students.

From a “pedagogical crisis” to a new digital opportunity

The spring semester 2020 will be remembered by many as a jump without a parachute into the unknown: from nearly one day to the next, Sciences Po switched to all-online classes and exams for the remaining five weeks of the semester. Even though various initiatives existed, and the Institute for Skills and Innovation had been created since January 2020, like in most institutes of higher education, the Covid-19 crisis shoved our model into another dimension.  > Read the interview with Benedict Durand on Sciences Po’s transition online

This semester leaves us with multiple important lessons. Some are positive: the majority of students and professors reported being happy with their adjusted experience. There are also some negatives: problems with connection or with loss of motivation, as well as loneliness, have impacted daily life for some students. Sciences Po’s conclusions are clear: neither 100% online nor 100% in-person teaching is the solution. >> Read the article “Key takeaways from the first all-online semester”

For this first semester of the year 2020/2021, Sciences Po will thus adopt an all-new and multiform arrangement, with 100% of teaching taking place online, and simultaneously, 100% of the student experience to be lived on campus

Online classes centred around interaction

The upcoming academic year will be enriched by a new dimension: the online campus. This expansion of our digital space will be a definitive step forwards in our teaching capacity. Nonetheless, in-person classes will still return progressively, as and when sanitary conditions allow.

“The new online campus that we are inaugurating at the start of the semester will exist side-by-side with our existing physical campus, and will reinforce and expand it. But it is not a matter of simply mirroring the usual pedagogical models,” explains Bénédicte Durand, Vice President for Academic Affairs. 

To overcome the drawbacks observed during the spring semester 2020, these models will be partially alleviated. Teachers are invited to redesign lectures by adapting them to an online teaching model, taking into account best practices that were tested the past semester: offering different teaching sequences within the allocated class time, articulating the study of concepts that are assigned before the course in order to allow for thoughtful interactions during the online session... These practices are the subject of specific guides that have been distributed to all teachers. "This model could inspire evolutions in “traditional” classes, lectures or workshops,” adds Bénédicte Durand.

Sciences Po is preparing to implement this new form of teaching by dedicating additional funds to the recruitment of teaching assistants and student tutors to provide students with additional support. The Institute for Skills and Innovation has been continuing to accompany our teaching staff, providing training on digital tools and presenting them with various pedagogical methods that will allow for reinforced interaction in classes.

Our physical campuses 100% open

“Our seven campuses in France will be open at the start of the academic year,” states Bénédicte Durand. Students will be able to take classes, work in groups and on case studies, take part in collective projects, student associations, art workshops, social engagements and more, in keeping with the established gathering limit.

More generally, access to the physical campuses will be possible for students who wish to come and work, in particular in the event of connection difficulties. In early July, a survey will be sent in order to know students’ intentions of being physically present.

“There will be particular attention given to“ newcomers,” namely first-year students of the Undergraduate College who will be discovering both Sciences Po and the world of higher education at the start of the school year and for whom we will ensure the widest possible access to in-person classes and activities,” states Myriam Dubois-Monkachi, Director of Studies and Student Success.

These campuses will also be connected to the new digital campus, thanks to new equipment that allows the recording and retransmission of the course. Approximately forty classrooms on the Paris campus and over 70 classrooms on regional campuses will allow for this hybrid education.

In class and beyond: an unprecedented student experience

Welcoming and integrating a new class of students who represent over 150 nationalities is a challenge each new academic year at Sciences Po. The challenge for the 2020/21 academic year will be greater than ever. The formal back-to-school event programme, complete with lectures that will be broadcasted live online, will play a particularly important role in this regard. To overcome the distance, student ambassadors, BDE and student associations will be live animators, in particular via a new internal social network - Whaller - which will be deployed on this occasion, as well as the MySciencesPo application deployed since early 2020.

Intellectual and athletic activities will continue to be offered in-person according to sanitary restrictions in place, coupled with a specific and free online offer. The possibilities of engagement will be even greater thanks to volunteer organisations, proposed in partnership with the Civic Reserve (Réserve civique) and the Benenova platform.

Finally, for all those who will be discovering Sciences Po for the first time, an online one-stop helpdesk will be available. Social and administrative support will be available via online appointments throughout the semester, as was the case during the spring semester. Medical consultations will be accessible remotely and in-person if conditions allow, as will wellness workshops, which were highly popular in the spring and maintained via Zoom.

Calendar, absences, exams, third-year abroad

For the time being, this hybrid system concerns the first semester of the 2020/2021 academic year (autumn 2020). Depending on developments of the current health situation, a new framework may be proposed for the spring semester 2021.

  • The semester will begin on 14 September. The semester will end on the 18 December, as scheduled.
  • Class attendance obligations are maintained and will be monitored, but absences will not be sanctioned. Teachers will ensure participation as a whole.
  • Evaluations and exams of the fall semester will take place mainly online. The terms will be announced at the start of the semester for each course.
  • Third-year students of the Undergraduate College who will not be attending their exchange university during the next semester will follow an original course programme, specially designed for them. They will also be offered new options including, for example, an initiation to research course or an optional free civic learning programme.

The Sciences Po Editorial Team

Meet Zina Akrout, Laureate of the 2020 Max Lazard Award

Interview on her journey so far, distinctive for her unbounded curiosity and in its strong international dimension
  • Photo of Zina Akrout / Copyright Zina AkroutPhoto of Zina Akrout / Copyright Zina Akrout

Zina Akrout is a graduate student in the Master’s of Public Policy at the School of Public Affairs and has been awarded the Max Lazard Prize to carry out her project “Berbers of Tunisia”. Interview on her journey so far, distinctive for her unbounded curiosity and in its strong international dimension.

You completed your undergraduate studies in the dual degree between Sciences Po and UCL. Can you tell us why you chose this programme and what was your experience?

Zina Akrout: I chose the dual degree between Sciences Po and UCL firstly for the curriculum, which requires students to major in a humanities discipline and a European language (French, German, Spanish or Italian depending on the student's background, abilities and choice), which are studied intensively throughout the four years of the degree at both universities. I was highly looking forward to this dual experience and learning from different perspectives. I was also able to tailor the degree based on my personal choices and interests. I chose to spend the first two years on Sciences Po’s Menton campus to be able to study MENA-related courses in addition to Italian (*as of 2020, Italian is no longer offered in Menton) with a specialisation in International Law... I also very much enjoyed going from Sciences Po’s multidisciplinary way of teaching to the more Anglo-Saxon approach at UCL. There, I took Public Policy courses and was able to take specific classes in disciplines such as Urban Politics and Political Geography and also language courses at the same level as Modern Languages students. Overall, the programme was a wonderful experience not only academically speaking but also on a personal level as both settings led me to meet people I can call friends for life and offered great extracurricular opportunities and support.

You took an exchange semester at Bocconi University during your Master's in Public Policy at Sciences Po. Due to the sanitary crisis, your experience abroad was quite different than expected. Can you tell us how the exchange was carried out? How did the experience nonetheless complement your Master's studies overall?

ZA: I chose to spend the final semester of my Master's at the School of Public Affairs on an academic exchange at the Università Commerciale Luigi Bocconi in Milan, Italy. It was indeed an odd time to be in academic exchange and especially in the north of Italy, a region that was tremendously impacted by the sanitary crisis and made quite the headlines. The university closed at the end of February, just two weeks after the start of classes, and switched to online learning immediately. They were very good at adapting to the situation and managed to use online resources and digital tools to ensure the teaching could continue remotely, provided people had space, internet connectivity, and the mindset to do so! The exchange allowed me to take more management and sustainability-related classes to complement my curriculum and to see how Bocconi's "business-school" way of teaching differs from that of Sciences Po’s School of Public Affairs. I highly recommend to Master’s students in the future to consider an academic exchange during their gap year or for their last semester, as it is an enriching experience and an option that is not well known!

You recently were awarded the Max Lazard prize for a project entitled "Berbers of Tunisia". Can you tell us about it?

ZA: This project is more of a personal one: as a Franco-Tunisian citizen, I am deeply interested in Berber heritage and identity. My goal is to carry out a field research trip to learn and explore Berber heritage and identity in Tunisia. The Berber community in Tunisia is very much in the minority and has expressed concerns over the lack of official recognition of its identity and culture. I would, therefore, like to conduct a sociological survey on the Berber identity and the feelings of Tunisian citizens of Berber descent to analyse how they apprehend their culture, their integration and their potential revendications. This research would be combined with a field study to map the different existing initiatives for the protection and promotion of Berber culture in Tunisia (mainly in South East Tunisia). This topic is dear to my heart, and I am very grateful to have been awarded the Max Lazard Prize to help me realise this project.

What form will the project take? When do you plan to carry it out?

ZA: The perception and study of the Berber identity in Tunisia are very different from that of other countries in the region and hardly addressed nowadays. I hope to be able to gather enough information and knowledge for this research that could be reusable for those concerned by the matter or interested in the subject. It is mostly a personal and not a professional project, but I intend to go as far as possible in the research and reflection and hopefully bring a modest contribution to giving a voice to people who remain little heard by their government and other groups. Any cultural heritage deserves to be analysed and somehow studied. 

The project will most likely culminate into an article and a video report - depending on if the people interrogated agree to be filmed. If individuals prefer to not speak on camera, I may decide to turn this project into a photo exhibition (virtual or physical) with descriptions. 

I hope to carry out this project this summer, government measures vis à vis the sanitary crisis in France and Tunisia permitting. It also depends on the availability of individuals I hope to interview. If it is not possible this summer, I plan to carry out the field research trip next winter!

What are your plans for the future after your graduation?

ZA: At the moment I am still completing my MPP in Digital, New Technology & Public Policy at Sciences Po, and am studying Food Geography at the Sorbonne. After finishing my Master's thesis for that curriculum, I hope to start a career in food policy, and more specifically in the food-tech sector.

Interview by the Sciences Po Editorial Team.

More about the Max Lazard Award

“This grant has been active at Sciences Po since 1956 and has adapted to contextual changes and university reforms by knowing how to cultivate its fund: the thirst for intelligence and the passion for discovery…” - Gérard Wormser

We owe this philanthropic fund to Max Lazard (18765-1953). Max Lazard left his job at his family’s bank to become a volunteer social worker and write a thesis on unemployment. He assisted Albert Thomas during the first world war and later became an activist for civic and political education in Europe. It is with this open mind and the desire to confront oneself with the world, combined with sincere intellectual and personal curiosity that the jury selects laureates for this prize, awarded annually since 1956.

The laureates of this prize receive financial support up to 3,000 euros depending on the cost of their project and are offered the possibility to publish an article or dossier in the “Sens Public” journal - subject to acceptance by its scientific committee.

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Sciences Po Student Services: Helping all our talents to succeed

Hear more about them from Sciences Po’s Director of Students and Teachers’ Support and Services, Francesca Cabiddu
  • Students at the Paris "Meet the Services" Event © Marta Nascimento / Sciences PoStudents at the Paris "Meet the Services" Event © Marta Nascimento / Sciences Po

Succeeding as a student isn’t just about your studies! From accommodation and visas to health and accessibility, Sciences Po staff support students across a whole range of issues. We work hard to free our students of all unnecessary difficulties so that they can complete their studies without hassle and make the most of this unique period in their lives. Our personalised student services are available to students at every stage of their degrees and can be adapted to the full range of their circumstances and needs. Hear more about them from Sciences Po’s Director of Students and Teachers’ Support and Services, Francesca Cabiddu.

Francesca CabidduFrancesca Cabiddu, Director of Students and Teachers’ Support and Services

What support do Sciences Po’s student services provide to students?

Francesca Cabiddu: As well as exceptional academic training and a stimulating environment in which to study, our campuses also offer students a wide range of resources and services. The aim of all of these is to guarantee the quality of life at Sciences Po and to allow students to thrive right the way through their studies. Help finding or securing accommodation, information on visa or residence permit applications, financial support, health and well-being, accessibility improvements for disabled students: whatever the needs of our students, staff guarantee assistance that is attentive to personal circumstances and adapted to the requirements of each.

For example, when it comes to accommodation support, we make hundreds of individual or shared housing offers available to students each year. Our partnerships with public and private bodies allow us to obtain preferential rates on rent and priority access to local leases on every campus.

The activities of our student services are founded on the values of approachability, respect and openness, while also empowering student responsibility and autonomy. We collaborate closely with Sciences Po’s Graduate Schools and campuses, who provide the university’s most direct contact point for students.

How do you reach out to students to publicise the university’s services?

FC: From the moment of admission, our student services are the primary contact guiding new arrivals through their first steps at Sciences Po: we distribute the university’s Student Guide, communicate information about the start of year events and make sure all new students are aware of how to contact the necessary support staff.

In particular, in order to facilitate the integration of new students and to help them with the various administrative procedures that accompany starting university, Sciences Po organises a ‘Meet the Services’ event during the induction period. This event provides an introduction to a huge number of our student services and partners.

This collective mobilisation of our services is also reinforced by a peer-led induction programme. Student ambassadors appointed on all our campuses can supply answers to any questions and are our most effective way of liaising with students on the ground.

Above and beyond our start of year induction events, the support we provide all year round follows a convenient “one-stop-shop” approach. That means that students can find all the information, advice and support they need for extracurricular procedures in a single and centralised location, both on-site and online.

Do specialised initiatives exist for students most in need?

FC: In line with the pioneering commitment Sciences Po made to advancing equal opportunities more than 15 years ago, the university has a particularly active policy of inclusion for students with a disability and refugees. More than 300 disabled students are currently enrolled at Sciences Po, while our professional certificate and linguistic programme, Tremplin, are open to 80 young refugees every year.

We also have services specially designed for international students, who we assist, for example, in residence permit applications and renewals. With international students making up 49% of Sciences Po’s student body, this particular service involves providing one-on-one assistance to a total of several hundred students each year.

In the light of the current health context, what medically related measures have you introduced to support students?

FC: Like other departments at Sciences Po, the Student Induction and Support Department has been fully mobilised since the start of the crisis to maintain continuity across its services. It has been especially vital during this time that we remain available for questions of any kind and provide completely personalised support, particularly for those finding themselves isolated as a result of the crisis. 
In particular, this has meant maintaining and expanding our full range of medical support, with medical staff paying close attention to the evolution of the pandemic and acting on behalf of students requiring psychological support during the lockdown.

We also took the decision to continue our health and well-being workshops, which have taken place via videoconference on Zoom. A series of activity videos to help students stay energised during lockdown was published on our webpage dedicated to student life during confinement.

What new support measures do you plan to roll out for the start of the next academic year?

FC: The staff of our one-stop student desk will be continuing their support in all areas, both on-site and online depending on current health conditions. This will include medical assistance, financial aid, specialised support for the needs of disabled students, administrative assistance for those needing to renew or extend a residence permit and so on.

All welfare or administrative support will be available remotely via Zoom or Google Meet, with an appointment system, as has been the case throughout the Spring Semester 2020. One-on-one meetings on campus for more informal discussions will be possible, exclusively upon appointment for the moment and subject to adaptation in accordance with current government guidelines.

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The Nancy Campus is 20 Years Old!

Our very first regional campus hosts the European programme with a focus on Franco-German relations
  • Nancy campus © Martin Argyroglo / Sciences PoNancy campus © Martin Argyroglo / Sciences Po

In October 2000, 42 first-year and second-year students arrived on Sciences Po’s first international campus outside of Paris, in Nancy. Inaugurated by Richard Descoings, then President of Sciences Po, the Nancy campus hosts the Undergraduate College’s European programme with a focus on Franco-German relations. In twenty years, over 2,000 students have studied at the Nancy campus.

Close to Germany and Luxembourg, and an hour and a half by high-speed train from Paris, Nancy is a student town (approximately 50,000 students live and study in the city) with a strong European identity and international dimension. Visitors to Nancy discover a rich historical legacy, featuring the renowned architectural ensemble around the Place Stanislas—a Unesco World Heritage site—and the École de Nancy, the spearhead of Art Nouveau in France. The campus itself is located in a prestigious eighteenth-century building, the Hôtel des Missions Royales.

A European Specialisation with a focus on Franco-German relations

The Nancy campus hosts 300 students on its campus, for the first two years of their undergraduate degree. Students follow Sciences Po’s multidisciplinary programme in the social sciences with a geographical focus on the political, economic and social aspects of the European Union from a comparative perspective between France and Germany—the engines of European integration and community building. 

The programme is taught mainly in French with some courses in English and German. It covers major European issues such as the creation of a European political area and an integrated economic market while deepening students’ knowledge of the French and German-speaking area, particularly through the seminar run through the Alfred Grosser Chair. Students can study the languages of the region such as German, English and Italian, but also Spanish, Russian, or Swedish. Students on this campus can also choose to pursue a dual degree with University College London (UCL) or Freie Universität Berlin.

Since 2005, students of the Nancy campus take an annual study trip to a European city to visit and meet professionals of European and governmental institutions. In 2019, second-year students went to Brussels to visit the European Parliament, the European Commission, amongst others, and first-year students had the choice between Berlin or Vienna.

Campus life in Nancy also includes annual simulations of the Franco-German Council of Ministers where students take the roles of the German Chancellor and the French President. Sciences Po’s campus in Nancy is also an integral part of CIVICA, the European University of the Social Sciences.

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Back to School 2020: a "dual campus" model

Discover the modalities for the Fall 2020 semester
  • Student in the library © Paul Rentler / Sciences PoStudent in the library © Paul Rentler / Sciences Po

In response to the uncertainty facing universities worldwide with regards to the start of the next academic year, Sciences Po is mobilising to guarantee all its students as complete and demanding an education as ever. Sciences Po remains faithful to the university’s vocation of training free, critical and socially engaged minds, intellectually informed through research and interaction with professionals at the heart of our teaching. It is this wholesome and well-balanced education that will give you the means to act in a world more uncertain now than ever.

A new and innovative system will allow us to open the entirety of the university’s courses to all 14,000 students enrolled in them, as of the 14 September 2020.

In compliance with all new health regulations, Sciences Po will continue to promote the excellence of its courses and will base its new start to the academic year on three central principles:

  • Equality of access for all students to their courses, regardless of their location.
  • Hybridity of course content, which will combine remote learning and on-campus teaching.
  • Adaptability, so that all courses can be adapted according to the evolution of the health situation.

A new and adapted start to the academic year, following the “dual campus” model

Throughout the entire Autumn Semester 2020, all Sciences Po students will have access to a dual campus:

  • A digital campus, providing all course content in a variety of formats, adapted to each class. Any student will be able to complete their entire course remotely.
  • A physical campus, in the seven cities where Sciences Po is lucky enough to be based, will be open and will focus on student activities in small groups: course sessions, tutorials, group projects, small group work, supervised community activities, etc. This physical campus will, of course, remain connected to the rest of the community in order to guarantee the participation of students unable to reach our premises.

This dual campus will combine the advantages of digital and face-to-face teaching by linking them closely. It will remain flexible, so as to offer the most complete and rewarding academic experience possible, including for those who are geographically distant and regardless of how long that distance lasts. It will give special attention to the events of all kinds that punctuate life at our institution and ensure the continuity of Sciences Po’s rich student life for all. Emphasis will be placed on personalised support, in both teaching and technical matters, so as to offer all students optimal access to the digital campus.

This system will build on experience gathered since the end of February, with measures adopted across the board as of the 23 March, during which time all Sciences Po courses have been conducted remotely.

The academic staff of the Undergraduate College and each of the Graduate Schools will provide further information by mid-June regarding the pre-back to school terms as well as the curricula and course modules to be offered for the next academic year.

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Covid-19: Letter to our Communities

In the context of the COVID-19 pandemic, Olivier Duhamel and Frédéric Mion address our communities
  • Le jardin de Sciences Po © Sandrine Gaudin / Sciences PoLe jardin de Sciences Po © Sandrine Gaudin / Sciences Po

Frédéric Mion, Director of Sciences Po, and Olivier Duhamel, President of the FNSP, address our communities in the context of the COVID-19 pandemic, in this communication sent on March 16, 2020. For the latest updates on the situation at Sciences Po and frequently asked questions, visit our Covid-19 Information page.

Dear students, faculty and colleagues,

Over the last few weeks, Sciences Po, like our entire country, has been mobilised to deal with an unprecedented phenomenon, the coronavirus COVID-19 epidemic.

Following the announcements made by the French President and Prime Minister, and in accordance with the instructions we have received from the Minister of Higher Education, Research and Innovation, as of today, all Sciences Po sites in Paris and the regional campuses will be closed until further notice.

In these grave and exceptional circumstances, please be assured that Sciences Po, in all its constituent parts, is fully mobilised around one essential objective: ensuring the continuity of the essential activities of our institution while preserving the health of all.

You have already been informed of the various arrangements that we have made so far. The Sciences Po teams continue to develop and implement the changes necessary to ensure the smooth running of our institution.

Most importantly, we would like to thank each and every one of you for the patience, understanding, spirit of responsibility and solidarity you have shown since the beginning of this crisis. These virtues will no doubt, alas, be put to further good use in the days and weeks to come. We have no doubt that you will continue to deploy them.

We would also like to express our deepest gratitude and pay tribute to the teams at Sciences Po who have been working tirelessly with admirable dedication, to ensure that our institution can continue to fulfil its mission.

The ordeal that we are currently experiencing goes far beyond the confines of our institution and our communities. It requires us to demonstrate composure, adaptability and a sense of innovation, so that the educational, scientific and intellectual life of our institution may continue in new ways. It also demands that we rally around Sciences Po's fundamental values: knowledge, reflection, debate, exchange and sharing.

With sincere and warm regards,

Olivier Duhamel                      Frédéric Mion
President of the FNSP             Director of Sciences Po

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Covid-19: Latest Updates from Sciences Po and Frequently Asked Questions

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Paving the Way For A Green Future

PAVéS: the self-managed and green student association
  • CAFéS at 28 rue Saint Pères ©Sciences PoCAFéS at 28 rue Saint Pères ©Sciences Po

Eco-friendly, self-managed, and militant, PAVéS is an association committed to tackling questions on climate change at Sciences Po. But it is also well known by students for CAFéS, its ethical and solidarity-focused cafeteria run by students from the Paris campus. We met to talk with two of its members, Ilytie Piroit and Clémentine Sainclair, over an organic coffee. 

What is PAVéS?

Ilytie Piroit: PAVéS is a self-governed, active student association which is essentially orientated around political ecology. The association was created in 2005 in the context of the student protests over the “CPE”, or the First Employment Contract.

Clémentine Sainclair: PAVéS stands for “Plateforme Autogérée à Visée écologique et Solidaire”, or self-governing platform for ecology and solidarity. It is an association which is a springboard for creating and supporting all initiatives linked to ecology and solidarity work. It is also an association that speaks up, as we have a critical view of the productivist and liberal model and its social and ecological consequences. But we also go beyond that by proposing concrete alternatives - even if they are far from being perfect - to what we are against.

What does the association do?

IP: Our two main projects are CAFéS, our self-managed cafeteria, and Sciences Potirons, the school’s AMAP (fruit and vegetable co-operative). The cafeteria takes up a lot of our time, we have about 70 people who work there. It is a meeting place and also a space for debate; we try to forge links with people and to talk about ecology. Thanks to fundraising, we are able to fund projects every term. As for the AMAP, about 300 people benefit weekly from a basket of organic vegetables. These are our main projects, but there are also lots of initiatives which vary year to year. For example: the ethical and solidarity careers fair, orders of reusable menstrual cups, board-game evenings with the association Rolling Dice at CAFéS, and support for Sciences Po Refugee Help and Paris Solidaires. 

CS: We co-organise the Semaine de l’Agriculture paysanne in partnership with several other Parisian universities - this year, with Ecole Polytechnique, the Sorbonne and AgroParisTech - and with the Amis de la Confédération paysanne. Throughout the week we aim to raise awareness surrounding the challenges faced by farmers. For example, we have a lecture on where mass retail fits into a sustainable agricultural system, and a celebratory apéro and other talks. 

Are debate and discussion important for you?

CS: Yes, more than anything we try to contribute to debates about ecology and solidarity. PAVéS slogan is “moins de biens, plus de liens”, which means “fewer goods, greater ties”. As well as being a place where we sell things, our cafeteria is above all a place for discussion, where the coffee becomes a pretext for starting conversation: “We are selling you an organic, fairtrade coffee which comes from this country, why this choice? Let’s talk about it!” But we can also just talk about your day, exams, etc. At CAFéS we are all students, even those of us who are on the other side of the counter!

IP: We strongly encourage discussion and debate! Some people for example put forward their arguments for vegetarianism, whilst others question different ways to protest for climate justice etc. All of this comes out of debate, without us forcing a specific dogma. People have very different positions surrounding such things.

A self-managed association, what does that mean?

CS: The association works horizontally, we do not have a superior decision maker when it comes to group decisions and anyone is free to put forward their own ideas. Anyone who invests their time in the association has as legitimate a claim to make their voice heard and to decide freely how involved they want to be. 

IP: For example, somebody who goes and gets their vegetable basket from Sciences Potirons, has as much of a right to take part in decision-making as someone who has been involved with several projects. Also, we think that all members have equal responsibility in the day-to-day working of the association. Thus, for anybody who wishes to propose a project… they just do it! PAVéS in turn will provide them with the resources to get their project started. 

On a larger scale, what do you think we need to do today so that people know more about ecology and discuss it more often?

IP: At PAVéS, we turn ideas into reality. If they work, it is because people are ready to start the transition and we then offer them a space to grow their project. Nevertheless, few people at PAVéS think that this is enough. Governments and institutions, like Sciences Po, need to put real policies into action, which join together the social and the environmental in an approach where the economy and politics work in the interests of humans and nature. This is our political and ecological vision. 

CS: In order for people to understand ecology, I think we need to be careful that we do not depoliticise it by making it a simple question of a way of life and individual choice. Although the changes and actions each individual takes are very important, it is the whole economic and political system that we need to rethink to create an ecological society.

What are your ambitions for the future?

IP: That all our projects grow bigger! But we keep in mind that when projects grow, you also risk losing control of the quality of things. It would be great if, above all, our projects have a bigger impact! More concretely, we are currently thinking about a second cafeteria project at Sciences Po and we have also suggested to set up a self-managed cafeteria on the future campus of Sciences Po which will open in 2022. We are also working hard to create a “CAFéS Network”; we would like to group together student initiatives like ours in one forum. The aim is to promote the model; we have created a file which describes how to easily set up a self-managed cafe in a university. We realised that people would often ask us questions and that we have developed a true expertise in this field.

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Ecological Transition: Sciences Po Launches a Three-Year Action Plan

Courses, research, campus: all the measures
  • Paris campus - the garden ©Martin Argyroglo/Sciences PoParis campus - the garden ©Martin Argyroglo/Sciences Po

In the face of a climate in crisis and a planet experiencing profound ecological disruption, Sciences Po has set itself an ambitious three-year action plan. This plan will form one part of the much wider Climate Action: Make It Work initiative, launched in 2015. It responds to the institution’s obligations as both a place of study and work and a centre for teaching and learning, in Paris and across the six regional campuses.

Putting environment at the heart of teaching and research

Sciences Po also recognises its responsibility as a site of teaching and the transmission of knowledge. Meeting regularly between April and October 2019, our research and teaching review committee, led by Bruno Latour, has produced an encouraging first report on the place of environmental concerns within our educational ecosystem. A significant and varied range of teaching and research on the environment already exists, which now needs to be expanded and rendered more visible and more accessible to a wider audience. This is the objective of the 2020-2023 roadmap (fr, pdf, 120 Kb) that the institution has set for itself with regards to teaching and research. The roadmap establishes environmental issues as a priority theme for the university, which should feed into all aspects of our teaching and research. Key measures include: 

At undergraduate level

  • The creation of a mandatory core course on the history/sociology of the environment
  • Introduction of exploratory seminars and active educational exercises on each campus
  • An ecological issues certification
  • More opportunities within this field for the Civic Learning Programme

At master’s level

  • A core foundational course in environmental issues for all master’s students
  • Creation of a skills certificate
  • New dual degrees on ecological issues

For doctoral students

  • Creation of an interdisciplinary programme of doctoral research on the subject
  • Creation of a summer school to introduce candidates to the challenges of social science research on the environment

For research

  • Recruitment of at least 15 academics working on issues related to environmental disruption between now and 2023. 

10 Objectives for a “Sustainable Campus”

Sciences Po has also taken action as an organisation, presenting a action plan to reduce the ecological footprint of all its campuses and activities (pdf, 150 Kb). Directly inspired by our climate consultation, organised with students, teachers, and employees in November 2019, this plan takes the form of ten concrete objectives that will reduce our carbon consumption over the next three years:

  1. Reduce pollutant professional trips
  2. Reduce our water and energy consumption
  3. Reduce digital pollution
  4. Reduce single-use plastic waste
  5. Reduce paper consumption
  6. Improve recycling
  7. Promote reuse
  8. Plant new green spaces and implement sustainable management of existing ones
  9. Reinforce our policy on responsible purchasing
  10. Improve the catering offering on our campuses

This plan will build on various other initiatives launched over the course of the last few years: our eco-responsible travel policy, introduced in 2018, the establishment of environmental specifications in public tenders as of 2014, the removal of plastic bottles from our campuses in 2019, communal printer-photocopiers, recycling of waste, and so on.

These institutional commitments follow on from agreements made by Sciences Po and partner universities at the U7+ Alliance international summit, and as part of its collaboration in the European University project, CIVICA. “These plans are the result of a collaboration across the entirety of Sciences Po, with the common goal of taking firm action in response to the climate crisis and mobilising to prepare the world of tomorrow, both with and for our communities", summarised Frédéric Mion, Director of Sciences Po.

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"The Environment is at the heart of students' concerns"

Interview of Carole Meffre, coordinator of the student association Sciences Po Environnement
  • Portrait of Carole Meffre ©Judith Azéma / Sciences PoPortrait of Carole Meffre ©Judith Azéma / Sciences Po

Involved in the association Sciences Po Environnement (FR) since her first year at Sciences Po, Carole Meffre is the coordinator of the Paris campus chapter today, and a master’s student at the School of Public Affairs. She discusses the vision and the challenges of this flagship fixture of campus life which is celebrating its 12th year in 2020.

You joined Sciences Po Environnement during the first year of your bachelor’s degree. You are now a master’s student. What are the reasons behind this long-standing commitment? How has the association evolved over the years?

The environment was one of the main topics of my personal statement when I applied to Sciences Po: my concerns about the subject went back a few years. However, I was truly a novice back then, contrary to the students who join us today: they’re well informed, proactive, and are often deeply invested in multiple associations. They often contact us for information even before arriving at Sciences Po! In the past few years, Sciences Po Environnement has evolved greatly: it’s now a permanent and national structure which brings together more than 250 people across seven campuses. Above all, when the association was born 12 years ago, the subject was considered marginal… Today, the environment is at the heart of students’ concerns. Nonetheless, this doesn’t mean we don’t spend a lot of time trying to convince students to take action at all levels, both individually and collectively. 

Today you’re the coordinator for the Paris campus, but you’ve previously occupied other positions within the association. What is Sciences Po Environnement’s role?

We have two missions: on the one side, raising awareness among the student community, and on the other, the transformation of Sciences Po into a sustainable establishment. We organise a large number of events, conferences, themed weeks - most recently, the European Week for Waste Reduction - and very diverse activities that range from thrift sales to cooking classes and DIY workshops. The sensitisation also works through student services, with very simple things like our ‘tassothèque’ (tasse = mug) which allows students to borrow mugs and avoid using disposable cups. But we’re not going to content ourselves with just this: individual actions are necessary, but are not at all sufficient in the face of climate change. We thus have another mission which focuses on eco-empowerment within Sciences Po.

What message and what actions do you undertake on this theme?

Sciences Po Environnement is one of five permanent associations: it is a particularity of Sciences Po. We rely on this strength to project a message of transformation at the level of our own university: this is the objective of our Sustainable Campus team. We have a place at the debate table, and we try to be constructive, professional and credible. We look at what is practiced elsewhere to show what works, not only in France but also in the international universities that students discover during their year abroad. It is a long-term job, not always easy to reconcile with turnover, which is the rule in a student association, but we obtain results, such as a compost, the vegetable garden or waste-sorting. However, from our point of view, these accomplishments are still too few, and we want the institution to be more ambitious, especially in terms of its carbon footprint. We now have a single contact with the new Chief Sustainability Officer at Sciences Po, which is a good sign. Overall, we are also campaigning for more environmental education in our courses - we are eagerly awaiting the report from the Latour committee which has been commissioned to present its findings on the subject. We hope that the initiatives will become a fundamental movement on practices and lessons.

Would you say that Sciences Po Environnement is a political association?

We are a political association, but not a partisan one! For us the environment is without question an issue that transcends all political parties. We try our best to unite all the different trends in political ecology, but this ecumenism is not without debate! But that's what I find fascinating. Some are also involved in other projects, in their own party, neighborhood or city. Others reconcile their commitment to the association with other modes of action, occasional mobilisations, and even civil disobedience. Sciences Po Environnement remains a gateway for students who want to get involved in ecology: it aims to remain wide open!

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Social Sciences Through the Prism of Gender

PRESAGE celebrates 10 years of existence
  • Hélène Périvier and Françoise Milewski ©Thomas ArrivéHélène Périvier and Françoise Milewski ©Thomas Arrivé

PRESAGE, Sciences Po’s Research and Educational Programme on Gender Studies, was created in 2010. With the triple aim of promoting gender-related research, developing the university’s curriculum, and disseminating knowledge within the field, PRESAGE was among the first cross-cutting, interdisciplinary research programmes dedicated to gender studies in France. Meet its founders, Hélène Périvier et Françoise Milewski, both researchers at the Paris-based Observatoire français des conjonctures économiques (OFCE). 

How did PRESAGE come in to being?

Hélène Périvier: The PRESAGE programme was born out of my first encounter with Françoise Milewski. We were both economists at the French Economic Observatory (OFCE), one of Sciences Po’s research centres, and we found that we had a shared interest in issues of gender equality, inequality, discrimination, and the whole concept of gender in general.

Françoise Milewski: In 2010 there were a few people at Sciences Po working on these themes but their research was not really visible to the wider public. That’s what made us want to create a multidisciplinary programme that could incorporate both teaching and research.

Hélène Périvier: The idea was to build bridges between research and public debate. Academic research on the subject is extremely rich – conceptually but also in terms of controversy – yet it doesn’t always seem to feed into public debate. That seemed a shame to us because, while each of us may have our own view on issues of gender equality, in reality it is a subject of eminent complexity.

How are gender studies perceived and taught at Sciences Po?

Hélène Périvier: The term ‘gender studies’ is often used to describe a fairly restricted field of research, which looks at issues of sexual identity, sexuality, and socially constructed identity. At Sciences Po we use the term much more broadly to incorporate the study and better understanding of the origins of gender inequality but also of discrimination of all kinds: discrimination on the basis of sexuality, appearance, sex, ethnicity, and so on. The approach to gender here is extremely varied and the axis of the social sciences has a clear impact: Sciences Po’s five key disciplines – history, sociology, political sciences, economy and law – are all brought to bear on the wider field of gender.

Françoise Milewski: What’s really important for us at PRESAGE is the interdisciplinary, cross-cutting approach, which is a question of outlook as much as procedure. The fact of gender studies having its place amongst the body of other research centres at Sciences Po generates exchange between disciplines and reinforces the scientific nature of the work that the centre produces.

10 years on since the creation of the programme, how do you feel about how far it has come?

Hélène Périvier: We’re pretty pleased. We have always been made to feel extremely welcome and our colleagues have contributed enthusiastically to the success of the programme. I could cite Bruno Perreau, now a professor at MIT, Janine Mossuz-Lavau, who was one of the first researchers at Sciences Po to work on themes of gender, and then, of course, the members of our steering committee: Marta Dominguez Folgueras, Réjane Sénac, Elissa Mailänder and Marie Mercat-Bruns.

We have also had the warm support of the philosopher of feminist thought Geneviève Fraisse, who has only taught once over the course of her academic career and chose to do that at Sciences Po. It was a very proud moment! We are also grateful to Françoise Héritier, who supported us a great deal and whose presence on the academic landscape is sorely missed.

Françoise Milewski: Our greatest satisfaction is to have championed interdisciplinarity in research and teaching and to have been able to develop teaching which remains open to the contradictions existing in the field. PRESAGE’s researchers have contributed to academic but also popular debates in relation to current affairs.
Hélène Périvier: We have just established an Advanced Certification in Gender Studies, which will allow Sciences Po graduates with a firm grounding in the field of gender studies to highlight that for potential employers or other institutions. Going forward, we hope to develop the range of courses on offer still further. We are also planning to devise a rolling programme of training courses on gender equality for people already in employment.

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Ekota: Helping Migrants in the Face of Climate Change

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  • The founders of EKOTA ©EKOTAThe founders of EKOTA ©EKOTA

Mas Mahmud and Leen Youssef, former refugees and alumni of Sciences Po, transformed their experiences into a mission to help displaced persons while taking action to counter climate change. Interview.

You recently launched an association called EKOTA. Can you tell us about it? What is the significance of the name EKOTA?

We are four co-founders who share the same values ​​and ideas. A large number of actors work to address the issues of integration of displaced persons (refugees, asylum seekers, migrants, stateless persons). However, we believe displaced persons often know best what their needs are, as well as the barriers they face when addressing those needs. Their awareness of their own resilience and strengths puts them in a better position to act than external actors. Members of host societies that interact daily with displaced persons also have a deeper understanding of integration. The equal participation of these two groups in integration programmes and measures can strengthen support and social cohesion.

That is why we created EKOTA, which means 'unity' in Bengali, with the aim to facilitate and highlight collective and individual actions that address integration issues faced by displaced persons while contributing to raising awareness on climate crisis. Our ultimate objective is to ensure that refugees become actors as opposed to subjects.

Regarding your own journey as a refugee, what were the greatest challenges you had to overcome?

Leen: Starting over is never easy. The language was one of the biggest barriers, but administrative procedures and making new friends were also challenging. Finding a way to validate experiences and transform skills into a job opportunity and trying to build a new life with the weight of the old on our shoulders are not easy, but with our resilience and the support of the host community we manage to do it.

Mas: I would argue that for me there are three challenges: first, constantly being disapproved of and not taken seriously, as a form of stigmatisation and victimisation, especially by those working in the humanitarian field. Second, finding a balance between my life at home and my life here surrounded by a newly built support system is very challenging. Third, just as most displaced persons, another challenge is to be professionally integrated in the employment sector. Overall, because I work in the humanitarian and migration sector, my personal experiences of displacement and the emotions derived from them could also hinder my professional input in some ways.

Leen Youssef and Mas Mahmud

Are there certain issues that impact the lives of displaced persons that are overlooked in the mainstream discussion on the subject of migration?

Leen: All policies and efforts go towards fulfilling basic needs and because we are still struggling with the basics, many problems are overlooked, such as psychological health: there are problems like isolation, depression, post-traumatic stress disorders, the challenges of adapting to a new culture, dealing with grief and loss; these problems affect employment and integration and they are seen as secondary problems and sometimes not even acknowledged or considered. That's why it's important to include persons concerned in all aspects of policy and programming, letting them speak and taking into consideration their views. And in addition to this, the fulfilment is based on the needs of the host society who receive them directly, not just displaced persons - and we need to take both points of view into consideration.

Your goal with EKOTA is to link the fields of migration and sustainability. Can you tell us more about how and why these issues are intertwined?

Mas: The climate crisis will lead to more displacement in the decades to come. It will be necessary to be prepared and anticipate responding to a large number of displaced persons who are likely to have different needs. We aim to link migration and sustainability by working with displaced persons and members of host societies to reduce their individual environmental footprint and raise awareness on the issue. Drawing on the lessons learned, we aim to provide our understanding of the root causes of displacement, the different needs of displaced persons due to the climate crisis and provide support to actors to better respond to these needs.

Do you feel that the media treats the subject of migration fairly?

Leen: I feel migration is often associated with threats to the host society. As a carrier and facilitator of news, the media plays a role in contributing to creating fear, in a sense of losing cultural identity due to migration influx, and by using terms such as ‘crisis’. It also plays a role in creating and spreading negative connotations around migration issues, mainly by portraying displaced persons as a mass of people who are primarily vulnerable and in need, and not distinguishing between migration and forced displacement. Migrants are also instrumentalised, especially around election periods.

EKOTA is hosting its first event on 23 December. Can you tell us about it; what is the purpose of this event?

Mas: It is important to come together and share the spirit of Christmas. Many among us, including refugees, are not able to do so. Traditional actors tend to be absent during the festive period. Therefore, we are organising a festive dinner event to create social bonds and promote social cohesion. This event aims at bringing marginalised displaced individuals and Parisians together in the hope that people from different backgrounds can celebrate the end of year festive activities together. We are also asking for people to support us in organising this event by contributing to our crowdfunding campaign.

What are your hopes for the association in one, two, five years from now?

Mas: During the first couple of years, we aim to facilitate the roles of displaced persons with any and all actors that work with them and addressing the issue of climate crisis by:

  • organising workshops on reducing individual carbon footprints;
  • organising awareness raising campaigns on issues faced by displaced persons;
  • strengthening the capacities and resilience of displaced individuals and accompanying them in becoming self-sufficient.

Our goals for the association in five years’ time are broader. We aim to ensure that displaced persons possess the ability to influence each decision that affects their well-being, and that these decisions are bolstered through their equal and meaningful participation - while also contributing to the shift towards a sustainable and carbon-neutral society.

If you could change something immediately, from today, what would it be?

Leen: I would enact strict legislation against smugglers who endanger the lives of displaced persons and threaten their families, forcing them to work illegally during their displacement, and often in host societies, to pay off huge debts.

The EKOTA logo

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Have you heard about the Welcome Programme ?

  • Welcome Programme Student ©O.H.N.K / Sciences PoWelcome Programme Student ©O.H.N.K / Sciences Po

What is the Welcome Programme?

The Welcome Programme is an integration week for exchange students which will be held in the campus of Paris and which will offer you the possibility of:

  • Learning the methodology of Sciences Po
  • Understanding French political life
  • Knowing Sciences Po and its functioning
  • Discovering Paris in the best conditions
  • Meeting other international students of more than 50 different nationalities

What are the highlights of the Welcome Programme?

  • An opening ceremony accompanied by a welcome breakfast
  • Workshops on the working methodology, to integrate more effectively into the pedagogy of Sciences Po
  • A conference on French political life
  • Information sessions on housing, administrative registrations, residence cards and student associations
  • Campus visits and an "escape game" in the library
  • Cultural activities: Orsay Museum, discovery of Paris, boat tours on La Seine, wine and cheese tasting
  • Integration activities: Ice breakers, French-speaking times, ...

These activities are offered in French and in English, according to your choice of language during the registration to the Welcome Programme.

How to register?

If you wish to participate in the Welcome Programme, you can register on your Sciences Po student account.

Please note that this programme is optional and costs 250 euros.

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Student Exchange Team:

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Welcome Programme for exchange students on the Paris campus.

126 Mastercard Scholars to study at Sciences Po

An exceptional scholarship programme for students from Sub-Saharan Africa
  • Current Mastercard scholars ©Sciences PoCurrent Mastercard scholars ©Sciences Po

The Mastercard Foundation, partnered with Sciences Po, provides full scholarships to students from Sub-Saharan Africa who have great academic potential but limited financial resources. Over six years (from 2017 to 2023), this programme will support a total of 126 students admitted to its undergraduate, graduate and summer programmes. This exceptional scholarship programme aims to recruit talented students who aspire to shape the future of the African continent and help them develop their full potential.

In 2020, 5 scholarships at the Bachelor’s level, 15 scholarships at the Master’s level and 12 scholarships for the Summer School will be awarded to students from Sub-Saharan African countries with an outstanding academic record and strong leadership potential, but who face financial and other barriers to higher education.

Mastercard Foundation scholarships are awarded in collaboration with a network of partner institutions authorised to nominate candidates. 

Deadlines to apply are December 5, 2019 for the Master's scholarship, January 29, 2020 for the Bachelor's scholarship and January 19, 2020 for the Summer School scholarship.

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Stiglitz et Zelizer, doctors honoris causa

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  • J.P. Fitoussi, J. Stiglitz, V. Zelizer and J. Lazarus ©Alexis LecomteJ.P. Fitoussi, J. Stiglitz, V. Zelizer and J. Lazarus ©Alexis Lecomte

During a moving ceremony on 13 November 2019, Sciences Po awarded the sociologist Viviana Zelizer and the economist Joseph Stiglitz the titles of Docteur honoris causa. This distinction was given to Dr. Zelizer for her work as the founder of a new school of economic sociology, and to Dr. Stiglitz as the figure of the new Keynesian economy. The invaluable contributions made to their respective disciplines were highlighted in the praises of Jeanne Lazarus and Jean-Paul Fitoussi, respectively.

Created in 1918, the title of Doctor honoris causa is one of the most prestigious distinctions awarded by French higher education institutions to honour "people of foreign nationalities because of outstanding services to science, literature or the arts, to France or to the higher education institution that awards the title."

Source: Sorbonne Université

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