Students are the focal point of their training.
The specific needs of mature learners re-establishing themselves through analytical work and study are taken into consideration.

Classes with “atypical’ schedules, organised by groups and sub-groups, help to reconcile studies with family or work life.

In the classes, teachers frequently establish links between the subjects taught and students’ experience.

The students are required to devise seminars collectively on the topics of their choice related to the subject matter.

Weekly work sessions in sub-groups enable the students to understand these subjects together.

Coordination periods enable the students to take a break from the training and provide mutual assistance.

A training advisor in each group ensures participation and teaching efficiency.
All FOPES teachers are invested in scientific research and the production of knowledge. They also have vast expertise on the ground, enabling them to ground their analysis in economic, social and cultural reality.

While the FOPES teachers come from diverse scientific backgrounds (economists, sociologists, psychologists, political scientists and philosophers), they share a vast experience of active teaching methods and assessment methods adapted to mature students.

Each group of students is separately monitored by a coordinator who ensures the overall consistency of the classes and, with the training advisor, supports each student through the early stages of writing the thesis.

The teaching materials service supports documentary research and the publication of works and files.

In addition, the FOPES organises teaching seminars for teachers, meetings for coordinators and working meetings for training advisors. These meetings encourage feedback and discussion on the use of collective teaching.