Analysis of the set-up period of the project

1. A French-speaking project of school of engineering in Information Technology in Viêt-Nam : first experiences Marc Daniel and Khanh Phan Huy Ecole Supérieure d’Ingénieurs de Luminy, Marseille Polytechnic Institute, Da Nang,

2. Analysis of the set-up period of the project Emphasizing of the key-points, the main difficulties of the project Not a talk about what is nice Real will of cooperation High scientific potential Similarity of educational systems « Compatibilty » of cultures GOAL

3. Program organization Context Curriculum Key-points to consider Outline

4. Program Organization (1) • Initiated by Polytechnic Institute, Da Nang • Supported by AUF (French Speaking University Agency) • Initially : A collaboration between Da Nang University and Université de la Méditerranée • Not reduced to a french-speaking collaboration • Students sent to Softech Da Nang for an internship, a formal agreement is studied • New contact with Qui Nhon center of Software development

5. Program Organization (2) • A consortium of partners • Université de la Méditerranée • Institut National Polytechnique de Grenoble (INPG) • Université de Montréal • Ecole Supérieure d’Ingénieurs en Electronique and Electrotechnique (ISIEE, Noisy Le Grand)

6. Context (1) • High Economic Development in Viêt-Nam • High Requirement for IT • Great Interest of Students • Lack of High Educational Program in IT in Centre Viêt-Nam

7. Context (2) • French speaking program but: • IT cannot be reduced to french • Industrial contacts (in Viêt-Nam or abroad) are in • vietamian, • english, • french, … • A Vietnamian program with the help of french-speaking teachers and researchers • collaboration not business

8. Curriculum (1) • A 5 years program with predefined two first years • Decomposed into main three periods: • Basis of scientific and cultural education, basis of Computer Science. « Learn how to learn during the life » • Key domains of Computer Science (knowledge valid for a minimum of 10 years • Specialization, up-to-date technologies, …

9. Curriculum (2) • Traditional teaching • and in addition, new technologies • Self Learning • Self Evaluation • Numerical campus • … • Progressive increase of student autonomy

10. Key-points (1) • Larger than our current project • Taking into account what already exists • Programs in Hanoï and Ho Chi Minh Town • IFI • MICA laboratory • PFIEV Program and in Da Nang Automated Production

11. Key-points (2) • Have a large team of high-level teachers(Pr. Lam Thanh My’s talk) • Number of teachers (-researchers) • With PHD • Grant requirements • Good set of computers with up-to-date softwares and regular updates • Open Source software policy ?

12. Key-points (3) • Internet revolution (in progress in Viêt-Nam) • Teaching, Highest level of lectures (MIT, …) • Source of knowledge, of information • Huge amoung of information • but imperative requirement of critical analysis • place of books NEED OF AN HIGH SPEED AND SECURE NETWORK • (LAN and WAN) >10Mbit/s • Caution : storage requirements!

13. Key-points (4) • Link University-Industry • Completly different in Viêt-Nam and France • Internships, Conferences, Lectures • Complety integrated in French school of engineering and IUT • not yet generalized in university Could provide • A better knowledge of student skills • A better agreement with industrial requirements • An improved collaboration

14. Key-points (5) • LOCAL RESEARCH DEVELOPMENT(Pr. Lam Thanh My’s talk) • HIGH LEVEL EDUCATIONAL PROGRAM NEED A RESEARCH CONTEXT • Time for research … • Real identified group with international collaborations • Attractive for students, researchers, industry • Transition • industrial applied research • Development of conferences in Viêt-Nam • Grants for students who will be afterwards integrated in the staff • …

15. Very interesting opportunity • The consortium of partners can provide an efficient help • Some of the key-points are not under its control • We are optimistic! CONCLUSIONS

16. Càm On for your attention