APHEC teachers can train in Python programming language with NEOMA
Published on 02 March 2021 by NEOMA
These teachers will be able to benefit from support in learning the programming language on this digital, community and collaborative platform. This partnership illustrates the close links long existing between NEOMA and the preparatory classes.
NEOMA Coding School, launched on 1st February for students and graduates of the School, is now accessible to members of APHEC (the association of teachers of preparatory classes in economics and commerce).
Programming: a key skill in the new programmes of the preparatory classes
In a world where coding has become an essential skill, NEOMA Business School announced on 1st February the launch of NEOMA Coding School. The aim of this digital platform is to offer students and graduates of the School self-taught training in over 25 programming languages, including whole modules on Python.
NEOMA is now offering access to its Coding School to teaching staff who are members of APHEC in order to support them in learning the programming language Python. “In the recent reforms of the preparatory classes for the Grandes Ecoles ECG, the programmes for advanced applied mathematics put a lot of weight on learning algorithmics, using the programming language Python,” explains Imen Mejri, Director of the Master in Management NEOMA BS. “With our historically close relationship with APHEC, we wanted to support this evolution by allowing the teaching staff to have the benefit of our Coding School.”
An approach to complement the continuum of the Grandes Ecoles Preparatory classes
In line with the continuum of the preparatory classes for the Grandes Ecoles, this new platform will be open to all members of APHEC who wish to access training tools for the programming language Python and be able to talk to the community of NEOMA Coding School. “The NEOMA teaching staff will create modules specifically for the APHEC teaching staff. This collaboration aims to illustrate the applications of algorithmic programming in the field of mathematics and thus link this programming to management uses,” adds Imen Mejri. Synchronised sessions dedicated to the mathematics programme of the CPGE ECG are planned in digital format, and face-to-face from the end of March, to complement the self-learning offer on the platform.
“We are delighted with this partnership which represents a wonderful opportunity to develop shared practice and simulations between our two communities of teachers, always for the benefit of the students,” concludes Imen Mejri.