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Electronics engineering

Digital technologies and signal processing

Engineering students specialising in « Electronics » boast a wide spectrum of abilities in the areas of electronics, embedded systems, communication technologies and multimedia components.

Our students in electronics focus their skills on data processing algorithm design and embedded system architecture on complex structures (centered on processors, memory chips, logic circuits, etc.).

This field of expertise requires a strong training background in integrated circuit electronics, digital systems, signal processing (analysis, coding, transmission) and electronics computing (programming, operating systems, networks, optimisation).

The specialised electronics course is designed to train engineers to get a wide range of skills in electronics, particularly in the fields of:

  • analogue and digital electronics engineering;
  • industrial and real-time system specification methods;
  • data processing and transmission.

The syllabus is focused on establishing strong core knowledge in analog and digital electronics and leads 3rd year students to approach complex applicative systems. Its main components are:

  • electronic engineering: components and electrical functions, logic and programmable logic, microprocessors, integrated circuits, digital control and interfacing;
  • industrial computing: microprocessor architecture, industrial real-time system methods;
  • data processing and transmission: images and audio data, analog and digital communications over fixed and mobile networks, protocols;
  • software engineering: algorithms and programming (logical, object-oriented, functional), data structures, advanced and distributed algorithms, compiling, object-oriented design;
  • computer systems and networks: operating systems, distributed systems, networks;
  • application outlets: embedded systems, complex on-chip system design (SoC = System on Chip), radiocommunications, pattern recognition.

The training course focuses on building primary technological skills (approximately ⅔ of the technological syllabus) and improving additional skillsets in computer systems, software and networks (approximately ⅓ of the technological syllabus).

The 1st academic year with an « adjustment semester » tailored to the students' background. The lessons (primary and additional modules, in mathematics and social sciences) are cornerstones of an electronics engineer’s training course.

The 2nd year is dedicated to learning the advanced techniques electronics engineers need to perfect, primarily in the fields of digital electronics and real-time systems.

The 3rd year offer students the chance to further their training abroad, work in research, management or Health and pursue opportunities relating to:

  • multimedia data processing,
  • embedded system engineering.

Organisation de la formation Électronique

Whether it be in relation to the application merging (voice, data, video) or the continued development of communication standards (Wi-Fi, GSM, UMTS, 4G, etc.), recent technological advances prove that the job of an electronics engineer is constantly evolving as it often involves finding ways to integrate increasingly complex, embedded, high-constraint (energy consumption, capacity, memory) systems for which the interaction between the materials and software used is continuously evolving.

Within such a context, developing a core skillset (focused on technology and methods) with a balanced and a wide-ranging understanding of social and engineering sciences (dual skills) enables electronics engineers to have the abilities to tackle these technological advances. Their core training gives them opportunities to put these skills into practice within a vast, diverse array of areas, showing their ability to adapt easily to new and varied situations. The additional elements of the syllabus enable engineering students to act efficiently depending on the computing or network parameters with which they will be required to work.

The educational methods of the training course focus on

  • solid fundamental education providing a firm technological knowledge basis;
  • building know-how through hands-on training (more than a third of technological lessons are lab work/practical classes and/or projects);
  • introducing students to numerous professionals working within the Lannion technology  hub;
  • continuously offering a suitably-adapted and up-to-date syllabus;
  • being open to future technological  advances (by closely following the research arena);
  • offering students plentiful access to high-quality training equipment throughout the week.