Tripartite Programme

The Tripartite programme was created in 1980. It allows French, German, English and Spanish outstanding students to spend two years of their university studies in two partner universities and thus obtain a tricultural scientific, technical and linguistic profile.

Programme Description

After a high selection based on technical training, language skills and motivation, selected students gain access to the tripartite programme.

Having previously studied for three years in their home universities, students continue their studies during two years in two of the four partner universities. Lectures are conducted in the language of the country and final year students must complete a project lasting a minimum of one semester.

Diploma

Studies are recognized in each partner universities. This programme is sanctioned by a diploma from the university, and the Tripartite certificate signed by the three host universities for the student.

Partner universities

The tripartite programme includes four European establishments well known for their academic excellence and great reputation:

gollark: Systems have no intentions. People in them might, and the designers probably did, and the designers also likely claimed some intention, and people also probably ascribe some to them. But that doesn't mean that the system itself "wants" to do any of those.
gollark: I think you could reasonably argue that it's better to respect institutions than ignore them because it's better for social cohesion/stability, but I don't agree that you should respect them because they're meant to be fair and because you can always get them to fix problems you experience if this isn't actually true.
gollark: If the fire extinguisher actually explodes when used to put out fires, it would be a bad fire extinguisher even if the designers talk about how good it is and how many fires it can remove.
gollark: We should be evaluating it on how well it does what we want it to, not how well the designers *claim it does*.
gollark: Oh, right.

References
  1. European Journal of Education, Vol. 17, No. 1 (1982), pp. 59-64
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