Centre International Prive pour Education et la Culture

Centre International Privé
pour l’Education et la Culture

From/since 1984

Domaine de Fontvieille - 505 route de Bouc-Bel-Air, Luynes - 13080 Aix-en-Provence - France - Tel +33 (0)


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When we founded CIPEC we were as ambitious as pioneers, although our experience enabled us to be aware of realities. The years have rushed by, not without their fair share of difficulties, leaving us with those troubled sentiments of apprehension and delight that anyone who has fathered something feels. Our success can be read on our pupils’ faces.

They love their school because it is not a cold, spiritless, impersonal place but a learning environment where growing up is a pleasurable experience under the watchful eye of devoted adults. In a time of great political, technological, scientific, economic, ethical and cultural upheaval, even educational programmes aiming at a qualification of a high level is insufficient. Learning how to live a free and happy life conscious of the rights and happiness of others in permanent mutation. With this objective in mind, progress in an international environment shows us the way to a new humanism stamped with hope, while safe guarding our own identity. The private status of our  undertaking, underlines our desire for total ideological, religious, pedagogical and financial independence.

Our methods and our structures are original. However, we don’t accept the “fringe” etiquette. In the steps of, and hand in hand with others, we are contributing to the grand project of building: THE BEST SCHOOL  POSSIBLE.

François-Patrice Pecnard

At CIPEC, the child listens, then imitates. He learns the essence of a mother tongue : its poetry, the humour specific to its culture, thus benefitting from the slow process of total immersion.

In fact, young children are very adaptable, which allows them to copy and assimilate, with ease, the intonation of foreign languages ; all the more since this learning process in based on a unique climate of confidence and complicity with the Teachers at CIPEC.

At school, as within a family, the earlier a child comes into contact with one or more foreign languages, the less likely he is to encounter difficulties during his schooling later on. He will also be more likely to find it amusing to translate from one language to another.

If a child is to develop a desire to communicate in a foreign language, the adult himself must express his own desire to discover this language with him.

Patricia Pecnard


We look to our origins for hope, where the foundation of a child’s development is laid. Let’s not fail him/her. Let’s give him/her our culture, telling him/her that gaining knowledge is never in vain, and that he/she will perhaps be able to better use it than his elders. Let’s show him/her the way: with Socrates, he/she will forge his/her moral conscience; with Omar Khayyam, he/she will discover the magic of numbers and their combinations, and later, he/she will be able to separate the good from the bad; with Montaigne, besides learning wisdom, he/she will develop his/her senses, the most subtle of all will be used during his/her life....Adult, thus prepared, he/she will go through the ups and downs of the latter, experiencing happy moments while at the same time trying to help change the vicious cycle of things.


When at CIPEC, we talk about bilingualism, we are not only speaking about the 'quality of a person who is fluent in two languages', but primarily about 'the quality of a person who, having received an education in two languages, has a plural faculty of integration.’
Some people still doubt this: