Vo-Tech market for Molenbeek, Brussels: Interweaving the commercial and educational landscape

Vo-Tech market for Molenbeek, Brussels Interweaving the commercial and educational landscape Barbara Sandra

Urbanisms of Inclusion Vo-Tech Market for Molenbeek, Brussels Interweaving the commercial and educational landscape Barbara Sandra

Thesis submitted to obtain the degree European Postgraduate Masters in Urbanism [EMU] Academic year: 2010-2011 Promotor: Prof. Bruno De Meulder Urbanisms & Inclusions 1: Sint-Jans-Molenbeek/Brussels

ACKNOWLEDGEMENTS

Katholieke Universiteit Leuven Faculty of Engineering Department of Architecture, Urbanism and Planning [ASRO]

I would like to express my gratitude to the people who helped me make this thesis possible.

I am grateful to professor Bruno de Meulder for his thorough guidance, his enthusiasm and encouragement, his valuable suggestions and sound advice.

I would like to thank the many people who showed a specific interest in this work and provided valuable feedback, such as Kelly Shannon, Brian McGrath and Miodrag Mitrasinovic.

Permission for Use of Content: The author herewith permits that the present dissertation be made available for consultation; parts of it may be copied, strictly for personal use. Every other use is subject to strict copyright reservations.

Particular reference is made to the obligation of explicitly mentioning the source when quoting the present dissertation’s results.

Leuven, 2011.

Special thanks to Maura for all the work and to Isabelle for arranging the TransAtlantic trip to New York.

I strongly appreciated the mental support from Rana Habibi and the generosity of Laura Nagels.

I wish to thank my parents for providing me the opportunity to enjoy this wonderful experience, my sisters for always supporting.

I would like to dedicate this thesis to my grandfather who carried his illness bravely, and to my strong grandmother who was taking care of him every day.

Urbanisms of Inclusion Vo-Tech Market for Molenbeek, Brussels Interweaving the commercial and educational landscape Barbara Sandra

Thesis submitted to obtain the degree European Postgraduate Masters in Urbanism [EMU] Academic year: 2010-2011 Promotor: Prof. Bruno De Meulder Urbanisms & Inclusions 1: Sint-Jans-Molenbeek/Brussels

ACKNOWLEDGEMENTS

Katholieke Universiteit Leuven Faculty of Engineering Department of Architecture, Urbanism and Planning [ASRO]

I would like to express my gratitude to the people who helped me make this thesis possible.

I am grateful to professor Bruno de Meulder for his thorough guidance, his enthusiasm and encouragement, his valuable suggestions and sound advice.

I would like to thank the many people who showed a specific interest in this work and provided valuable feedback, such as Kelly Shannon, Brian McGrath and Miodrag Mitrasinovic.

Permission for Use of Content: The author herewith permits that the present dissertation be made available for consultation; parts of it may be copied, strictly for personal use. Every other use is subject to strict copyright reservations.

Particular reference is made to the obligation of explicitly mentioning the source when quoting the present dissertation’s results.

Leuven, 2011.

Special thanks to Maura for all the work and to Isabelle for arranging the TransAtlantic trip to New York.

I strongly appreciated the mental support from Rana Habibi and the generosity of Laura Nagels.

I wish to thank my parents for providing me the opportunity to enjoy this wonderful experience, my sisters for always supporting.

I would like to dedicate this thesis to my grandfather who carried his illness bravely, and to my strong grandmother who was taking care of him every day.

1. STREETWISE VOCATIONAL EDUCATION

2. MOLENBEEK ON A CROSSROAD OF COMMERCE AND EDUCATION

3. VO-TECH MARKET

Introduction

Historical landscape

A walk through downtown Molenbeek

Education as a tool for inclusion

Commercial landscape Brussels Molenbeek

Ninoofsepoort as place of connection, encounter, transmission

Defining vocational education Metropolitan environment of schools Restructuring the educational landscape

Educational landscape Brussels Molenbeek

Conclusion

Inspiring examples

Design: Vo-tech Market Outer-connectivity

4. REFERENCES

1. STREETWISE VOCATIONAL EDUCATION

2. MOLENBEEK ON A CROSSROAD OF COMMERCE AND EDUCATION

3. VO-TECH MARKET

Introduction

Historical landscape

A walk through downtown Molenbeek

Education as a tool for inclusion

Commercial landscape Brussels Molenbeek

Ninoofsepoort as place of connection, encounter, transmission

Defining vocational education Metropolitan environment of schools Restructuring the educational landscape

Educational landscape Brussels Molenbeek

Conclusion

Inspiring examples

Design: Vo-tech Market Outer-connectivity

4. REFERENCES

Streetwise vocational education

Introduction

Education as a tool for inclusion Defining vocational education Metropolitan environment of schools Restructuring the educational landscape Conclusion

Streetwise vocational education

Introduction

Education as a tool for inclusion Defining vocational education Metropolitan environment of schools Restructuring the educational landscape Conclusion

Introduction Post-war migration flows created several ethnic minority groups in western European countries. Currently the second and third generations are persisted into residential, social and economic segregation. The current trend of social exclusion is clearly related to the concept of integration 1. Moreover the trend is limiting the social cohesion and economic growth of several European cities. Brussels is an example of this phenomenon.

Furthermore, too many youngsters in Europe are currently unemployed. The fight against unemployment demands a powerful approach by dealing with one of the fundaments of society being education as well as by providing new jobs.

Important aims at improving social inclusion are to drastically reduce early school leavers, to provide young people with adequate skills and to improve the achievements of pupils from disadvantaged groups or migrant backgrounds.2 To that end vocational education plays an important social role by providing a more appropriate education to vulnerable groups of youngsters.

1. Social exclusion is a concept to address a lack of participation in (urban) societies; it is mainly regarded as something that should be reduced and, although it is not an issue that is reserved to the urban area, there is a common concern about social exclusion in cities and urban regions, the concentration of deprivation in particular parts of cities and neighbourhood targeting of public policies designed to address social exclusion (MURIE, 2004).

2. Education and training 2010 work programme and the European Pact for Youth (Council of the EU, 2008).

8

The vocational education and training system should become an open, flexible and attractive place. Providing new vocational courses, well-equipped centers and networks need to increase the attractiveness of the vocational education system. This will contribute to one of the key challenges for the future: how we can we encourage young people from impoverished areas to believe in their own abilities?3 The personal qualities and skills of young people need to be developed in order for them to be encouraged in personal project, as a starting point to increase their chances to a professional life. Young people have to start imagining their own professional life, their workplace: a shop, restaurant, technical workshop or business center.

This type of vocational school could work structurally with other educational, economical and social entities within the direct school environment, strengthening the existing local activities and developing new economies.

Education as a tool for inclusion In order to deal with the present economic uncertainties, Europe has to anticipate on the long term to the need for a higher skilled workforce. The European workforces are the ones who will fill up the new jobs, stimulate innovation and have a crucial factor in the economic recovery.

However, at the moment Europe has too many unskilled people: 78 million Europeans have no or only the lowest level of education. In 1996, 31 percent of jobs demanded 3. Education and training 2010 work programme and the European Pact for Youth (Council of the EU, 2008).

only low level qualifications. By 2020, this number is expected to decrease by 18 percent.4 The demand for people with medium qualifications learned by vocational education, on the other hand, is high and will further increase in all economic sectors.

The starting point to the restructuring of the economy but also to the renewing of the educational system was the Copenhagen process in 2002, followed by the Bordeaux communiquĂŠ in 2008 of the European Commission. The quality of vocational education needed to be improve and the links with the existing labour market needed to be strengthened.

education in elementary and secondary schools. The educational system paralleled the social and economic evolution of countries.

The Belgian educational system of the early twentieth century consisted of three roads: lower school, middle school and college. This system had a particular social purpose. The children of the working class (small farmers and labourers) were following an elementary education, children of small shopkeepers and clerks went to the middle school, while the long road was reserved for the sons and daughters of professionals.

Three interrelated goals aim at creating opportunities for the future: generating better jobs, providing better access to education and fostering social inclusion and integration.5 Improving the skills of the young people and their integration into society is one of the most important challenges.

During the twentieth century measures were taken to build bridges between the three structures: the best students of the short path could change to a more ambitious programme. These measures were partly dictated by economic necessity but also by the will of progressive politicians to create educational equality by giving an opportunity to the children of the working class to climb the social ladder.

Defining ocational education Vocational education is a relatively modern educational development. Until the nineteenth century vocational education was only provided through apprenticeships which were totally separated from the general educational system. With the growth of industrialization, several European countries began to introduce vocational

Since the seventies sociologists show that despite the fact that everyone is able to study longer, young people from disadvantaged backgrounds are still underrepresented in the educational programs that lead to the most desirable work positions in society.

4. Continuity, consolidation and change, towards a European are of vocational education and training, European Centre for the development of Vocational Training, European Centre for the Development of Vocational Training, 2009.

5. European Commission, 2008.

The purely vocational focus of vocational education changed in the 1990s towards a broader preparation: the students’ academic and technical skills were developed hand-in-hand with their vocational abilities.

9

Introduction Post-war migration flows created several ethnic minority groups in western European countries. Currently the second and third generations are persisted into residential, social and economic segregation. The current trend of social exclusion is clearly related to the concept of integration 1. Moreover the trend is limiting the social cohesion and economic growth of several European cities. Brussels is an example of this phenomenon.

Furthermore, too many youngsters in Europe are currently unemployed. The fight against unemployment demands a powerful approach by dealing with one of the fundaments of society being education as well as by providing new jobs.

Important aims at improving social inclusion are to drastically reduce early school leavers, to provide young people with adequate skills and to improve the achievements of pupils from disadvantaged groups or migrant backgrounds.2 To that end vocational education plays an important social role by providing a more appropriate education to vulnerable groups of youngsters.

1. Social exclusion is a concept to address a lack of participation in (urban) societies; it is mainly regarded as something that should be reduced and, although it is not an issue that is reserved to the urban area, there is a common concern about social exclusion in cities and urban regions, the concentration of deprivation in particular parts of cities and neighbourhood targeting of public policies designed to address social exclusion (MURIE, 2004).

2. Education and training 2010 work programme and the European Pact for Youth (Council of the EU, 2008).

8

The vocational education and training system should become an open, flexible and attractive place. Providing new vocational courses, well-equipped centers and networks need to increase the attractiveness of the vocational education system. This will contribute to one of the key challenges for the future: how we can we encourage young people from impoverished areas to believe in their own abilities?3 The personal qualities and skills of young people need to be developed in order for them to be encouraged in personal project, as a starting point to increase their chances to a professional life. Young people have to start imagining their own professional life, their workplace: a shop, restaurant, technical workshop or business center.

This type of vocational school could work structurally with other educational, economical and social entities within the direct school environment, strengthening the existing local activities and developing new economies.

Education as a tool for inclusion In order to deal with the present economic uncertainties, Europe has to anticipate on the long term to the need for a higher skilled workforce. The European workforces are the ones who will fill up the new jobs, stimulate innovation and have a crucial factor in the economic recovery.

However, at the moment Europe has too many unskilled people: 78 million Europeans have no or only the lowest level of education. In 1996, 31 percent of jobs demanded 3. Education and training 2010 work programme and the European Pact for Youth (Council of the EU, 2008).

only low level qualifications. By 2020, this number is expected to decrease by 18 percent.4 The demand for people with medium qualifications learned by vocational education, on the other hand, is high and will further increase in all economic sectors.

The starting point to the restructuring of the economy but also to the renewing of the educational system was the Copenhagen process in 2002, followed by the Bordeaux communiquĂŠ in 2008 of the European Commission. The quality of vocational education needed to be improve and the links with the existing labour market needed to be strengthened.

education in elementary and secondary schools. The educational system paralleled the social and economic evolution of countries.

The Belgian educational system of the early twentieth century consisted of three roads: lower school, middle school and college. This system had a particular social purpose. The children of the working class (small farmers and labourers) were following an elementary education, children of small shopkeepers and clerks went to the middle school, while the long road was reserved for the sons and daughters of professionals.

Three interrelated goals aim at creating opportunities for the future: generating better jobs, providing better access to education and fostering social inclusion and integration.5 Improving the skills of the young people and their integration into society is one of the most important challenges.

During the twentieth century measures were taken to build bridges between the three structures: the best students of the short path could change to a more ambitious programme. These measures were partly dictated by economic necessity but also by the will of progressive politicians to create educational equality by giving an opportunity to the children of the working class to climb the social ladder.

Defining ocational education Vocational education is a relatively modern educational development. Until the nineteenth century vocational education was only provided through apprenticeships which were totally separated from the general educational system. With the growth of industrialization, several European countries began to introduce vocational

Since the seventies sociologists show that despite the fact that everyone is able to study longer, young people from disadvantaged backgrounds are still underrepresented in the educational programs that lead to the most desirable work positions in society.

4. Continuity, consolidation and change, towards a European are of vocational education and training, European Centre for the development of Vocational Training, European Centre for the Development of Vocational Training, 2009.

5. European Commission, 2008.

The purely vocational focus of vocational education changed in the 1990s towards a broader preparation: the students’ academic and technical skills were developed hand-in-hand with their vocational abilities.

9

international schools In Belgium education is compulsory (although school attendance is not) between the age of 6 and 18.

Compulsory full-time education ends at the age of 15, which allows students to opt for full-time education or part-time courses.6 The part-time courses incorporate a wide range of possibilities for the students. Students can chose to enter part-time training by theoretical education hand-in-hand with practical training in an enterprise, industry or middle-class. The last option allows young people to learn a specific occupation 7. This system is shifting periods in school, at a training centre or at a workplace contractually linked to the employer. The employer assumes responsibility for the training leading to a specific occupation.8 For yearrs the technical and vocational education systems in Belgium suffered from public discredit. The appropriateness with the actual and future professional needs, had to be adjusted. A dialogue and reformation was organized, between educational system, enterprises and the labour market (with its nine sectors of agronomics, industry, construction, hotel business and catering, clothing trade, applied arts, economics, services to people and applied sciences).9 6. By extension of the compulsory education (Compulsory Education Act of June 29, 1983) the government wanted an integration of unskilled young people and their participation in the labor market.

7. COLLINS, H., European Vocational Systems, A guide to vocational education and training in the eurpean community, Kogan Page, London, 1993.

8. Terminology of vocational training policy, Cedefop and classifications.

9. In 1994, the French Community Government passed a decree, which created “Secondary education general consultation council” and the “Occupations and Qualifications Community Committee”(CCPQ).

10

17%

Obviously the process of reformation should be accompanied by other changes regarding the educational structure and cultural values of the young people in order to achieve a long-term effect.10 As mentioned before, the vocational education and training system should become an open, flexible and attractive place: using the “streets” as a place of exchange and connection to other educational, economic and social systems.

Metropolitan environment of schools Schools are not isolated entities in which the learning process takes place. The institutes cannot be seen separately from the metropolitan environment in which they function. Educational problems in the city are not only related to the schools, but also to the urban environment.

Within this complexity, the multiplicity and ambiguity of the city as a habitat is often denied. Therefore the city with its relevant context needs to be included in the thinking process about the future of learning in the city.

In order to gain insight into this complex issue, five aspects can summarise the relationship between city and school: the political-institutional context (organization of education), the pedagogical-educational process (what is taught), the demographic-geographic situation (population), the social-cultural context (urban development) and the economical context.11 10. STENSTRÖM, M-L., LASONEN, J., Strategies for Reforming Initial Vocational Education and Training in Europe, Jyväskylä : Institute for Educational Research, University of Jyväskylä (Finland), LEJEUNE, C., 2000.

11. JANSSENS, R., CARLIER, D., VAN DE CRAEN, P., Citizens’ forum of Brussels. Education in Brussels, Brussels Studies, Synopsis nr.5, 2009.

80%

Dutch-speaking

French-speaking

political-institutional

older generation high-skilled

variety in cultural background

social-cultural

fragile equilibrium informal economies vs strong service sector

younger generation low-skilled 28%

pedagogical-educational

economical

“white” schools vs “black” schools

demographicalgeographical

Metropolitan environment of schools in Brussels 11

international schools In Belgium education is compulsory (although school attendance is not) between the age of 6 and 18.

Compulsory full-time education ends at the age of 15, which allows students to opt for full-time education or part-time courses.6 The part-time courses incorporate a wide range of possibilities for the students. Students can chose to enter part-time training by theoretical education hand-in-hand with practical training in an enterprise, industry or middle-class. The last option allows young people to learn a specific occupation 7. This system is shifting periods in school, at a training centre or at a workplace contractually linked to the employer. The employer assumes responsibility for the training leading to a specific occupation.8 For yearrs the technical and vocational education systems in Belgium suffered from public discredit. The appropriateness with the actual and future professional needs, had to be adjusted. A dialogue and reformation was organized, between educational system, enterprises and the labour market (with its nine sectors of agronomics, industry, construction, hotel business and catering, clothing trade, applied arts, economics, services to people and applied sciences).9 6. By extension of the compulsory education (Compulsory Education Act of June 29, 1983) the government wanted an integration of unskilled young people and their participation in the labor market.

7. COLLINS, H., European Vocational Systems, A guide to vocational education and training in the eurpean community, Kogan Page, London, 1993.

8. Terminology of vocational training policy, Cedefop and classifications.

9. In 1994, the French Community Government passed a decree, which created “Secondary education general consultation council” and the “Occupations and Qualifications Community Committee”(CCPQ).

10

17%

Obviously the process of reformation should be accompanied by other changes regarding the educational structure and cultural values of the young people in order to achieve a long-term effect.10 As mentioned before, the vocational education and training system should become an open, flexible and attractive place: using the “streets” as a place of exchange and connection to other educational, economic and social systems.

Metropolitan environment of schools Schools are not isolated entities in which the learning process takes place. The institutes cannot be seen separately from the metropolitan environment in which they function. Educational problems in the city are not only related to the schools, but also to the urban environment.

Within this complexity, the multiplicity and ambiguity of the city as a habitat is often denied. Therefore the city with its relevant context needs to be included in the thinking process about the future of learning in the city.

In order to gain insight into this complex issue, five aspects can summarise the relationship between city and school: the political-institutional context (organization of education), the pedagogical-educational process (what is taught), the demographic-geographic situation (population), the social-cultural context (urban development) and the economical context.11 10. STENSTRÖM, M-L., LASONEN, J., Strategies for Reforming Initial Vocational Education and Training in Europe, Jyväskylä : Institute for Educational Research, University of Jyväskylä (Finland), LEJEUNE, C., 2000.

11. JANSSENS, R., CARLIER, D., VAN DE CRAEN, P., Citizens’ forum of Brussels. Education in Brussels, Brussels Studies, Synopsis nr.5, 2009.

80%

Dutch-speaking

French-speaking

political-institutional

older generation high-skilled

variety in cultural background

social-cultural

fragile equilibrium informal economies vs strong service sector

younger generation low-skilled 28%

pedagogical-educational

economical

“white” schools vs “black” schools

demographicalgeographical

Metropolitan environment of schools in Brussels 11

The metropolitan environment of the Brussels is taken as a case study.

Political-institutional context Due to linguistic and religious diversity, Belgium has a complex education system. The Communities are the decision-makers with regard to the educational system while the Federal Government decides about the financing (which guarantees free education until the age of 18).

In Brussels, both the French and Flemish Communities regulate the educational structures. However, there is no structural link between the French-speaking, Flemishspeaking and international and European schools.

Furthermore, a current gap is growing between the old and young generation in Brussels. The oldest generation of Brussels residents has the lowest number of low-skilled people, while the youngest generation has the highest number.

French-speaking education accounts for the majority of 80 percent of the pupils in Brussels while the Dutch-speaking education accounts for 17 percent of the pupils.12 In Sint-Jans-Molenbeek the French- and Flemish-speaking education systems are both present, unlike in other municipalities (Elsene, Etterbeek, Ganshoren, Oudergem, Schaarbeek, St-Gillis, Ukkel and Watermaal-Bosvoorde), which only organize French-speaking schools.

Demographic-geographic situation Brussels has a high degree of spatial segregation: 30 percent of the pupils within the compulsory education in Brussels live in impoverished neighbourhoods. Together with spatial segregation, a polarization of “ghetto” and “problem” schools on one hand and “elite” schools on the other hand are causing educational segregation. Parents prefer to send their children to “white schools” instead of “black schools”15, despite the excellent performance of some of the “black schools”. This problem is partly embedded in the limited social mobility of education: the level of education is still transferred from one generation to another.

Pedagogical-educational process The number of pupils (28 percent) that leave school without a diploma is significantly higher in Brussels than in the rest of the country (17 percent).13 Therefore it is not surprising that a high number of young people

Currently, Brussels is coping with a daunting educational challenge: the educational capacity will need to be increased by fifty percent. By 2020 the number of primary school children will raise by 35 percent and the number of secondary school children by 27 percent.16

12. JANSSENS, R., CARLIER, D., VAN DE CRAEN, P., Citizens’ forum of Brussels. Education in Brussels, Brussels Studies, Synopsis nr.5, 2009.

13. Brussels context, FeBIO, November 2010.

12

without a secondary diploma (24 percent) exists in Brussels. Whilst in the ‘Education and Training 2010’ Lisbon accords a benchmark of 10 percent was proposed.14

14. ET 2020, European Commission, 2009.

15. Veel zwarte scholen krijgen “uitstekend” rapport, De Standaard, 2102-11 16. Federal Planning Bureau, 2007

Social-cultural context One of the biggest problems facing Brussels’ schools, this directly affects the social peace the urban area, is the social inequality.

Inside the schools there is a mix of young people with a diverse cultural, religious and linguistic background.

The current gap between the school and the home environment of the children is striking: in school very little attention is given to the cultural background of the children. For a large amount of children neither their mother language nor their cultural background is used as a standard in their education. Since these are aspects that shape one’s identity, they should have a place in the educational system.

Economical context Historically, cities were economic crossroads always attracting new activities and people. In the context of Belgian cities, the spatial separation of informal activities within the city is well defined by suburbanization, the decline of the inner city and the waves of immigration.

These processes have led to spatial differentiation into which various functions of the informal economy fit.

Due to the modest size of Brussels in comparison to its international character, urban redevelopment can be turned into a threat towards the inner-city’ s vulnerable neighborhoods. Any socio-spatial threat could easily 17. KESTELOOT, K., MEERT, H., Informal spaces: the geography of informal economic activities in Brussels, Oxford, Blackwell Pubishers, 1995.

break down the fragile equilibrium of the existing informal activities.17 Restructuring the educational landscape Apart from the economic opportunities, the immediate proximity and accessibility of amenities and services is one of the most important features of the European city.

Schools, universities, parks and squares, public and social services turn a city into a pleasant and liveable environment.

The present monocultural orientation of schools and other learning institutions is hereby contrary to the daily experiences of young people. Young people are often unconsciously dealing with various manifestations of diversity. The spontaneous integration of diversity in the city through informal learning is in sharp contrast to the way schools deal with multilingualism and multiculturalism.

Education must start from social and cultural diversity as a basic feature of urban society, reaching out for informal learning processes as they are developing in the postmodern city.

A type of vocational center should work structurally with other educational, economical and social entities within the direct school environment. Based on the idea that the best schools are the ones where life experience isgained, the city is the best environment to create these experiences.

The city could be seen as a campus. Education should be seen as something omnipresent instead of a fixed place.18 18. Shibuya University Japan 13

The metropolitan environment of the Brussels is taken as a case study.

Political-institutional context Due to linguistic and religious diversity, Belgium has a complex education system. The Communities are the decision-makers with regard to the educational system while the Federal Government decides about the financing (which guarantees free education until the age of 18).

In Brussels, both the French and Flemish Communities regulate the educational structures. However, there is no structural link between the French-speaking, Flemishspeaking and international and European schools.

Furthermore, a current gap is growing between the old and young generation in Brussels. The oldest generation of Brussels residents has the lowest number of low-skilled people, while the youngest generation has the highest number.

French-speaking education accounts for the majority of 80 percent of the pupils in Brussels while the Dutch-speaking education accounts for 17 percent of the pupils.12 In Sint-Jans-Molenbeek the French- and Flemish-speaking education systems are both present, unlike in other municipalities (Elsene, Etterbeek, Ganshoren, Oudergem, Schaarbeek, St-Gillis, Ukkel and Watermaal-Bosvoorde), which only organize French-speaking schools.

Demographic-geographic situation Brussels has a high degree of spatial segregation: 30 percent of the pupils within the compulsory education in Brussels live in impoverished neighbourhoods. Together with spatial segregation, a polarization of “ghetto” and “problem” schools on one hand and “elite” schools on the other hand are causing educational segregation. Parents prefer to send their children to “white schools” instead of “black schools”15, despite the excellent performance of some of the “black schools”. This problem is partly embedded in the limited social mobility of education: the level of education is still transferred from one generation to another.

Pedagogical-educational process The number of pupils (28 percent) that leave school without a diploma is significantly higher in Brussels than in the rest of the country (17 percent).13 Therefore it is not surprising that a high number of young people

Currently, Brussels is coping with a daunting educational challenge: the educational capacity will need to be increased by fifty percent. By 2020 the number of primary school children will raise by 35 percent and the number of secondary school children by 27 percent.16

12. JANSSENS, R., CARLIER, D., VAN DE CRAEN, P., Citizens’ forum of Brussels. Education in Brussels, Brussels Studies, Synopsis nr.5, 2009.

13. Brussels context, FeBIO, November 2010.

12

without a secondary diploma (24 percent) exists in Brussels. Whilst in the ‘Education and Training 2010’ Lisbon accords a benchmark of 10 percent was proposed.14

14. ET 2020, European Commission, 2009.

15. Veel zwarte scholen krijgen “uitstekend” rapport, De Standaard, 2102-11 16. Federal Planning Bureau, 2007

Social-cultural context One of the biggest problems facing Brussels’ schools, this directly affects the social peace the urban area, is the social inequality.

Inside the schools there is a mix of young people with a diverse cultural, religious and linguistic background.

The current gap between the school and the home environment of the children is striking: in school very little attention is given to the cultural background of the children. For a large amount of children neither their mother language nor their cultural background is used as a standard in their education. Since these are aspects that shape one’s identity, they should have a place in the educational system.

Economical context Historically, cities were economic crossroads always attracting new activities and people. In the context of Belgian cities, the spatial separation of informal activities within the city is well defined by suburbanization, the decline of the inner city and the waves of immigration.

These processes have led to spatial differentiation into which various functions of the informal economy fit.

Due to the modest size of Brussels in comparison to its international character, urban redevelopment can be turned into a threat towards the inner-city’ s vulnerable neighborhoods. Any socio-spatial threat could easily 17. KESTELOOT, K., MEERT, H., Informal spaces: the geography of informal economic activities in Brussels, Oxford, Blackwell Pubishers, 1995.

break down the fragile equilibrium of the existing informal activities.17 Restructuring the educational landscape Apart from the economic opportunities, the immediate proximity and accessibility of amenities and services is one of the most important features of the European city.

Schools, universities, parks and squares, public and social services turn a city into a pleasant and liveable environment.

The present monocultural orientation of schools and other learning institutions is hereby contrary to the daily experiences of young people. Young people are often unconsciously dealing with various manifestations of diversity. The spontaneous integration of diversity in the city through informal learning is in sharp contrast to the way schools deal with multilingualism and multiculturalism.

Education must start from social and cultural diversity as a basic feature of urban society, reaching out for informal learning processes as they are developing in the postmodern city.

A type of vocational center should work structurally with other educational, economical and social entities within the direct school environment. Based on the idea that the best schools are the ones where life experience isgained, the city is the best environment to create these experiences.

The city could be seen as a campus. Education should be seen as something omnipresent instead of a fixed place.18 18. Shibuya University Japan 13

Conclusion Despite the recent efforts to connect vocational education closer to the world of the young people19 , social struggles inside the impoverished neighbourhoods have not been reduced. Social struggles are the social problems the city and its residents are confronted with.

What is very interesting about Brussels is the fact that the people at the lower end of society are fully integrated inside the dense urban tissue, unlike the “banlieues” in Paris were they are pushed out of the inner city. Its young generation, despite the social struggles, is very important for the future of Brussels. Their social struggles are not related to their origin, but to the spatial and educational inequalities.

In the past Molenbeek had a strong commercial identity and a long-standing reputation in education. Due to different waves of immigration, the identity of its residents changed a lot. Flemish, Walloons, soldiers from Welington, commuters from Paris, Italian and Spanish workers came to Molenbeek to work in the factories and to improve their life.

Today the industries collapsed, the work changed and the neighbourhood changed as well. The offices are gaining space and the car is conquering the streets. The population is increasing, with new immigrant waves coming mainly from Africa, Pakistan and Maghreb countries, to find a way to improve their life like their precedents.

In Old-Molenbeek the feeling of density and overcrowded public spaces is overwhelming. Moreover green spaces and mixed public spaces are missing. Youngster are hanging around the public space, using it as informal meeting places in the close surrounding of the schools.

Hereby the public space loses its public character, except for market-days. How can we keep the youngsters away from appropriating public space?

Providing a “vo-tech market”, for Molenbeek, could solve a lot of problems by keeping youngsters away from the street, stimulating small economies and providing an answer to the urgent need for new schools.

This strategy generates a variety of projects: the development of a streetwise vocational center as neighbourhood centrality, the connection between training programs and businesses etc. The social and cultural diversity becomes a very important aspect in the neighbourhood centrality: the presence of several cultures and groups highlight the development of a metropolitan city.

Creating a symbiosis between a large-scale urban intervention, schools and small-scale economic activities is needed, embedding them in the existing urban fabric and providing them with new dignity.

19. Lisbon Strategy, 2000.

14

15

Conclusion Despite the recent efforts to connect vocational education closer to the world of the young people19 , social struggles inside the impoverished neighbourhoods have not been reduced. Social struggles are the social problems the city and its residents are confronted with.

What is very interesting about Brussels is the fact that the people at the lower end of society are fully integrated inside the dense urban tissue, unlike the “banlieues” in Paris were they are pushed out of the inner city. Its young generation, despite the social struggles, is very important for the future of Brussels. Their social struggles are not related to their origin, but to the spatial and educational inequalities.

In the past Molenbeek had a strong commercial identity and a long-standing reputation in education. Due to different waves of immigration, the identity of its residents changed a lot. Flemish, Walloons, soldiers from Welington, commuters from Paris, Italian and Spanish workers came to Molenbeek to work in the factories and to improve their life.

Today the industries collapsed, the work changed and the neighbourhood changed as well. The offices are gaining space and the car is conquering the streets. The population is increasing, with new immigrant waves coming mainly from Africa, Pakistan and Maghreb countries, to find a way to improve their life like their precedents.

In Old-Molenbeek the feeling of density and overcrowded public spaces is overwhelming. Moreover green spaces and mixed public spaces are missing. Youngster are hanging around the public space, using it as informal meeting places in the close surrounding of the schools.

Hereby the public space loses its public character, except for market-days. How can we keep the youngsters away from appropriating public space?

Providing a “vo-tech market”, for Molenbeek, could solve a lot of problems by keeping youngsters away from the street, stimulating small economies and providing an answer to the urgent need for new schools.

This strategy generates a variety of projects: the development of a streetwise vocational center as neighbourhood centrality, the connection between training programs and businesses etc. The social and cultural diversity becomes a very important aspect in the neighbourhood centrality: the presence of several cultures and groups highlight the development of a metropolitan city.

Creating a symbiosis between a large-scale urban intervention, schools and small-scale economic activities is needed, embedding them in the existing urban fabric and providing them with new dignity.

19. Lisbon Strategy, 2000.

14

15

Molenbeek on a crossroad of commerce and education

Historical landscape Commercial landscape Brussels Molenbeek Educational landscape Brussels Molenbeek Inspiring examples

Molenbeek on a crossroad of commerce and education

Historical landscape Commercial landscape Brussels Molenbeek Educational landscape Brussels Molenbeek Inspiring examples

Historical landscape

From medieval core to an engineered capital of the Kingdom King Leopold II enlarged the urban dimensions of Brussels from a village to a town. The new system of boulevards reaffirmed the status of the center abandoning the walled city model. The relation between upper and lower city represented the political structure. The power seat was located uphill, while in the valley all the economy and merchant deals took place. The topographical division was exploited as a connection to represent the power relations.

Topography of Brussels by Jacob Van Deventer, 1550.

Source: Danckaert, L., L’evolution territoriale de Bruxelles, La cartographie de 1550 a 1840.

Medieval Core 944-1830 Molenbeek

Capital of Kingdom 1830-1880

Industrial City

Medieval Core 944-1830 Brussels

Capital of Kingdom 1830-1880

Industrial City

19

Historical landscape

From medieval core to an engineered capital of the Kingdom King Leopold II enlarged the urban dimensions of Brussels from a village to a town. The new system of boulevards reaffirmed the status of the center abandoning the walled city model. The relation between upper and lower city represented the political structure. The power seat was located uphill, while in the valley all the economy and merchant deals took place. The topographical division was exploited as a connection to represent the power relations.

Topography of Brussels by Jacob Van Deventer, 1550.

Source: Danckaert, L., L’evolution territoriale de Bruxelles, La cartographie de 1550 a 1840.

Medieval Core 944-1830 Molenbeek

Capital of Kingdom 1830-1880

Industrial City

Medieval Core 944-1830 Brussels

Capital of Kingdom 1830-1880

Industrial City

19

Present day: the absence of a strong urban structure for the extended city With the advent of industrialisation in the valley, the division between the upper and the lower city started to enlarge.

From this period onwards, the topographical division was no longer exploited to show the power relations but it became a strong blueprint for social division. In the twentieth century the bourgeoisie started to move to the periphery and a second ring road was built.

As a result of the explosive growth of the service sector, after the Second World War, the city’s road network was modernized with the building of a highway ring around Brussels.

These days, three rings are defining Brussels’ accessibility.

However, a clear urban structure is missing for a city of such extent.

A view from the Ninoofsepoort, with the palace of justice at the back Source: Barbara Sandra

20

poorest area densest parts (>200 inh per ha) richest parts City now: desindustrialisation, migration from north-africa (4x more than average), densification (3,7x more than average)

0

1

5 km

Source: WILLAERT, D., DEBOOSERE, P., Buurtatlas van de bevolking van het Brussels Hoofdstedelijk Gewest bij de aanvang van de 21ste eeuw, Ministerie van het Brussels Hoofdstedelijk Gewest. Nr. 42, Iris uitgaven, 2005.

21

Present day: the absence of a strong urban structure for the extended city With the advent of industrialisation in the valley, the division between the upper and the lower city started to enlarge.

From this period onwards, the topographical division was no longer exploited to show the power relations but it became a strong blueprint for social division. In the twentieth century the bourgeoisie started to move to the periphery and a second ring road was built.

As a result of the explosive growth of the service sector, after the Second World War, the city’s road network was modernized with the building of a highway ring around Brussels.

These days, three rings are defining Brussels’ accessibility.

However, a clear urban structure is missing for a city of such extent.

A view from the Ninoofsepoort, with the palace of justice at the back Source: Barbara Sandra

20

poorest area densest parts (>200 inh per ha) richest parts City now: desindustrialisation, migration from north-africa (4x more than average), densification (3,7x more than average)

0

1

5 km

Source: WILLAERT, D., DEBOOSERE, P., Buurtatlas van de bevolking van het Brussels Hoofdstedelijk Gewest bij de aanvang van de 21ste eeuw, Ministerie van het Brussels Hoofdstedelijk Gewest. Nr. 42, Iris uitgaven, 2005.

21

Commercial landscape Brussels

Discrepancy between formal economic activities and educational qualifications The last fifty years, Brussels has been transformed from an industrial city to a city based on service economy (90 percent of all the economic activity). More than half of the employees in the service sector (53 percent) are commuters from outside the region.20 Currently, the discrepancy between the existing economic activity (service sector) and the educational level of the residents is growing.

Commercial deal in Brussels Source: Congrès du syndicat National de la police Belge, MolenbeekSaint-Jean 1953, Folklore, Arts, commerce et Industries Molenbeekois, publication de l’Union Policiere Molenbeekoise, 1953

The service city must be brought in harmony with its role as a city to live in. Nineteenth and twentieth-century industries have left a huge mark on the city. Large parts of the territory, such as Thurn & Taxis, the Brussels harbour and the Canal Zone, are relicts of the industrial era and are still waiting for a new purpose. Other European cities, have been transforming their urban fabric for decades, while Brussels is hobbling behind.

Low city: system of ethnic markets

High city: flow of commuters from outside the Region

20. Building for Brussels, Architecture and Urban Transformations in Europe, Centre for fine Arts, Brussels.

LOW CITY

HIGH CITY

Counterweight: low multicultural city vs high bureaucratic city 23

Commercial landscape Brussels

Discrepancy between formal economic activities and educational qualifications The last fifty years, Brussels has been transformed from an industrial city to a city based on service economy (90 percent of all the economic activity). More than half of the employees in the service sector (53 percent) are commuters from outside the region.20 Currently, the discrepancy between the existing economic activity (service sector) and the educational level of the residents is growing.

Commercial deal in Brussels Source: Congrès du syndicat National de la police Belge, MolenbeekSaint-Jean 1953, Folklore, Arts, commerce et Industries Molenbeekois, publication de l’Union Policiere Molenbeekoise, 1953

The service city must be brought in harmony with its role as a city to live in. Nineteenth and twentieth-century industries have left a huge mark on the city. Large parts of the territory, such as Thurn & Taxis, the Brussels harbour and the Canal Zone, are relicts of the industrial era and are still waiting for a new purpose. Other European cities, have been transforming their urban fabric for decades, while Brussels is hobbling behind.

Low city: system of ethnic markets

High city: flow of commuters from outside the Region

20. Building for Brussels, Architecture and Urban Transformations in Europe, Centre for fine Arts, Brussels.

LOW CITY

HIGH CITY

Counterweight: low multicultural city vs high bureaucratic city 23

Kuregem: clothing-industry, car-industry and meat-industry; very optimistic; spontaneous energy Molenbeek-centre: exotic, Moroccan shops, past: stronger commercial identity, now: closed Maghreb community

Varied profile of commercial districts The city of Brussels has a unique but complex identity containing a lot of contrasts. A varied profile of different commercial districts can be found.

Vekemans

De Wand

Brabant: “eastern” market, cosmopolitan, open, strong identity, cultural and popular atmosphere Nieuwstraat: textile-shoes, international brands, the only car-free shopping street of Brussels Sint-Jacob: feeling of a village, a lot of restaurant and bars, “le marais” of Brussels Grote Markt: touristic, international core Marollen: furniture shops, famous second-hand market Louizalaan: luxury shopping Ukkel, Fort Jacob, Woluwe

Laken

Jette

Within the “poor sickle” , the main commercial areas are Brabant, Molenbeek-centre and Kuregem (Anderlecht).

Numerous nationalities are succeeding one another in the neighbourhoods in the west of Brussels. Despite their economical vulnerability, its inhabitants manage to be economically active.

Helmet

22

Brabant Karreveld Vismet Gentse steenweg

Nieuwtraat

Dansaert Sint-Jacob

Grote Markt

Congres

Sint-Joost

Ninoofsesteenweg

Georges Henri

Kuregem

Inside the historical pentagon of Brussels (de Nieuwstraat, Sint-Jacob, Grote Markt, Marollen en de Vlaamse Poort ) the main commercial core is situated.

Kunstberg

Zuid

Woluwe shopping

Zavel

Tongeren

Naamsepoort

Dumokplein

Marollen

Anderlecht

Louiza Jacht Flagey Sint-Gillis

The richer, southern part of Brussels is giving forth a distanced feeling.

Kerkhof van Elsene

22. The zone with the concentration of the most impoverished people, consisting of the districts in the north and west of the first ring which forms a sickle around the centre.

Bascule

Keymplein

Ukkel Sint-Denijs

Fort Jaco

increasing, stable poles decreasing poles

Stable, increasing or informal poles within the commercial districts of Brussels 24

System of markets in low-Brussels and major pedestrian flows.

Source: Atrium, December 2007.

0

1

5 km

Source: Profiel en consumptiegewoonten van de Brusselse klant, Atrium, December 2007.

25

Kuregem: clothing-industry, car-industry and meat-industry; very optimistic; spontaneous energy Molenbeek-centre: exotic, Moroccan shops, past: stronger commercial identity, now: closed Maghreb community

Varied profile of commercial districts The city of Brussels has a unique but complex identity containing a lot of contrasts. A varied profile of different commercial districts can be found.

Vekemans

De Wand

Brabant: “eastern” market, cosmopolitan, open, strong identity, cultural and popular atmosphere Nieuwstraat: textile-shoes, international brands, the only car-free shopping street of Brussels Sint-Jacob: feeling of a village, a lot of restaurant and bars, “le marais” of Brussels Grote Markt: touristic, international core Marollen: furniture shops, famous second-hand market Louizalaan: luxury shopping Ukkel, Fort Jacob, Woluwe

Laken

Jette

Within the “poor sickle” , the main commercial areas are Brabant, Molenbeek-centre and Kuregem (Anderlecht).

Numerous nationalities are succeeding one another in the neighbourhoods in the west of Brussels. Despite their economical vulnerability, its inhabitants manage to be economically active.

Helmet

22

Brabant Karreveld Vismet Gentse steenweg

Nieuwtraat

Dansaert Sint-Jacob

Grote Markt

Congres

Sint-Joost

Ninoofsesteenweg

Georges Henri

Kuregem

Inside the historical pentagon of Brussels (de Nieuwstraat, Sint-Jacob, Grote Markt, Marollen en de Vlaamse Poort ) the main commercial core is situated.

Kunstberg

Zuid

Woluwe shopping

Zavel

Tongeren

Naamsepoort

Dumokplein

Marollen

Anderlecht

Louiza Jacht Flagey Sint-Gillis

The richer, southern part of Brussels is giving forth a distanced feeling.

Kerkhof van Elsene

22. The zone with the concentration of the most impoverished people, consisting of the districts in the north and west of the first ring which forms a sickle around the centre.

Bascule

Keymplein

Ukkel Sint-Denijs

Fort Jaco

increasing, stable poles decreasing poles

Stable, increasing or informal poles within the commercial districts of Brussels 24

System of markets in low-Brussels and major pedestrian flows.

Source: Atrium, December 2007.

0

1

5 km

Source: Profiel en consumptiegewoonten van de Brusselse klant, Atrium, December 2007.

25

Commercial landscape

Chaussée de Gand, Molenbeek, 1918-2011

Molenbeek

In the past Molenbeek had a strong commercial identity.

Nowadays local economic activities of all kinds arise: people have their own economies in the market and in neighbourhood stores. The district has an multicultural profile. The Maghreb community, however, prevails.

View on Place de la Duchesse,Kuregem 1930-2011

Communal place and the market, Molenbeek, 1900-2011

Currently Molenbeek has to deal with various social struggles. “Molem”23 has obtained bad reputation due to riots and vandalism. The debate about crime in Molenbeek has made headlines in the media. Recently the advertisement offices Mortierbrigade and BBDO declared wanting to leave Molenbeek as a result of its violent atmosphere and safety issues. The media portrays the whole of Molenbeek as one delinquent district, while low- and high-Molenbeek are two different worlds.

Moreover, young people from other districts often commit the vandalisms. The ones who are paying the price for the connotation are the youngsters from Molenbeek.24 The current social and economic issues could be seen as an opportunity to improve the city’s neighbourhood. Ultima Vez, the dance company of Wim Vankeybus, is opening a big dance studio in Molenbeek. The company consists of an international group of dancers: the profile fits perfectly into the neighbourhood. The aim is to attract people from the neighbourhood and involve them in workshops.25 23. The shorter “Molem” is commonly used among young speakers 24. Bedrijven willen weg uit onleefbaar Molenbeek, De Standaard, 1406-2011.

25. We gaan met de buurt samenwerken, Dansgezelschap Wim Keybus komt naar Molenbeek, De Standaard, 24-06-2011.

Historical photographical comparison Source: Molenbeek in postcards, the archives in Brussels (01/03/2011)

Entrance gate “La Porte de Flandre” of Molenbeek Source: Molenbeek in postcards, archives in Brussels (01/03/2011)

27

Commercial landscape

Chaussée de Gand, Molenbeek, 1918-2011

Molenbeek

In the past Molenbeek had a strong commercial identity.

Nowadays local economic activities of all kinds arise: people have their own economies in the market and in neighbourhood stores. The district has an multicultural profile. The Maghreb community, however, prevails.

View on Place de la Duchesse,Kuregem 1930-2011

Communal place and the market, Molenbeek, 1900-2011

Currently Molenbeek has to deal with various social struggles. “Molem”23 has obtained bad reputation due to riots and vandalism. The debate about crime in Molenbeek has made headlines in the media. Recently the advertisement offices Mortierbrigade and BBDO declared wanting to leave Molenbeek as a result of its violent atmosphere and safety issues. The media portrays the whole of Molenbeek as one delinquent district, while low- and high-Molenbeek are two different worlds.

Moreover, young people from other districts often commit the vandalisms. The ones who are paying the price for the connotation are the youngsters from Molenbeek.24 The current social and economic issues could be seen as an opportunity to improve the city’s neighbourhood. Ultima Vez, the dance company of Wim Vankeybus, is opening a big dance studio in Molenbeek. The company consists of an international group of dancers: the profile fits perfectly into the neighbourhood. The aim is to attract people from the neighbourhood and involve them in workshops.25 23. The shorter “Molem” is commonly used among young speakers 24. Bedrijven willen weg uit onleefbaar Molenbeek, De Standaard, 1406-2011.

25. We gaan met de buurt samenwerken, Dansgezelschap Wim Keybus komt naar Molenbeek, De Standaard, 24-06-2011.

Historical photographical comparison Source: Molenbeek in postcards, the archives in Brussels (01/03/2011)

Entrance gate “La Porte de Flandre” of Molenbeek Source: Molenbeek in postcards, archives in Brussels (01/03/2011)

27

28

entrance

entrance

head supra-local head supra-local

middle more local

middle more local

7000

9000

7000

11000

8500 8500 end like the head, supra-local end like the head, supra-local

1 km 500

Second-hand car industry 500

Chaussée de Gand as commercial axis Molenbeek is finding its origin in the development of Chaussée de Gand. During the Middle Ages, Chaussée de Gand was functioning as a connector between Rijnland in the east and Flanders in the west. In the nineteenth century the street became a structuring axis, interlacing the various urban typologies and housing with factories . Nowadays socio-economic transformations are happening due to globalization and the changing society.

The main commercial street is still a connector between Molenbeek, Brussels and the region (traffic-wise) and a

Chaussée de Gand

1 km

Furthermore, the market has a positive effect by restoring the public character of the space. Usually certain nodes are appropriated by small groups of youngsters and thereby the space is losing its “public” character, except on market days.

0

26. KESTELOOT, K., MEERT, H., Informal spaces: the geography of informal economic activities in Brussels, Oxford, Blackwell Pubishers,

Weekly market

existing commercial landscape of Molenbeek 0

These activities tend to concentrate close to disadvantaged neighbourhoods where cheap manpower and supply can be found. The story is the translation of a high economic potential so far failed to be recognised positively in the Brussels Region. Moreover, the harmful effects of the industry have led the authorities a few years ago to bring order and transparency in the industry. Any socio-spatial threat, like property speculation and major infrastructure projects, can easily break down the fragile equilibrium of the informal activities. In this case the key question is how to break down the informal activities in an attempt to reformalize them without destroying their regulating functions.26

9000

11000

The history of the second-hand vehicle dealers is a very interesting one. The establishment of the second-hand car market, attracting east-European customers, gave a strong impulse to the growth of the area. Gradually other activities were developed, like the import and export (towards the east and the north of Africa) and repair of cars. The African political refugees, staying at the nearby refugee centre ’t Kleine Kasteeltje, were formally employed in the garages and workshops.

Weekly market The Thursday market is the main temporary public space of the downtown area of Molenbeek. The area includes the axis Zwart Paardstraat-Graaf van VlaanderenstraatSint-Jans-Baptist voorplein and the perpendicular axis Bonneviepark-Canal. The market reinforces the commercial diversity. Moreover this weekly event provides for a series of temporary appropriations of the public space: the market stalls, parked trucks, a large amount of waste and a large group of customers. The elements require sufficient facilities like a custom width of the street, limited height of the roadside, safety measures. Thus the market has, despite its temporary nature, a permanent influence on design of the space.

pedestrian flow new-molenbeek 3000 car-baed shops pedestrian flow new-molenbeek 3000 car-baed shops

Second-hand car industry A part of the economic landscape In Brussels is the second-hand car industry. Cars from all over Western Europe are stored in the neighbourhood Heyvaert, before they are reloaded on trucks to Antwerp and finally on ships towards Africa.

29

28

entrance

entrance

head supra-local head supra-local

middle more local

middle more local

7000

9000

7000

11000

8500 8500 end like the head, supra-local end like the head, supra-local

1 km 500

Second-hand car industry 500

Chaussée de Gand as commercial axis Molenbeek is finding its origin in the development of Chaussée de Gand. During the Middle Ages, Chaussée de Gand was functioning as a connector between Rijnland in the east and Flanders in the west. In the nineteenth century the street became a structuring axis, interlacing the various urban typologies and housing with factories . Nowadays socio-economic transformations are happening due to globalization and the changing society.

The main commercial street is still a connector between Molenbeek, Brussels and the region (traffic-wise) and a

Chaussée de Gand

1 km

Furthermore, the market has a positive effect by restoring the public character of the space. Usually certain nodes are appropriated by small groups of youngsters and thereby the space is losing its “public” character, except on market days.

0

26. KESTELOOT, K., MEERT, H., Informal spaces: the geography of informal economic activities in Brussels, Oxford, Blackwell Pubishers,

Weekly market

existing commercial landscape of Molenbeek 0

These activities tend to concentrate close to disadvantaged neighbourhoods where cheap manpower and supply can be found. The story is the translation of a high economic potential so far failed to be recognised positively in the Brussels Region. Moreover, the harmful effects of the industry have led the authorities a few years ago to bring order and transparency in the industry. Any socio-spatial threat, like property speculation and major infrastructure projects, can easily break down the fragile equilibrium of the informal activities. In this case the key question is how to break down the informal activities in an attempt to reformalize them without destroying their regulating functions.26

9000

11000

The history of the second-hand vehicle dealers is a very interesting one. The establishment of the second-hand car market, attracting east-European customers, gave a strong impulse to the growth of the area. Gradually other activities were developed, like the import and export (towards the east and the north of Africa) and repair of cars. The African political refugees, staying at the nearby refugee centre ’t Kleine Kasteeltje, were formally employed in the garages and workshops.

Weekly market The Thursday market is the main temporary public space of the downtown area of Molenbeek. The area includes the axis Zwart Paardstraat-Graaf van VlaanderenstraatSint-Jans-Baptist voorplein and the perpendicular axis Bonneviepark-Canal. The market reinforces the commercial diversity. Moreover this weekly event provides for a series of temporary appropriations of the public space: the market stalls, parked trucks, a large amount of waste and a large group of customers. The elements require sufficient facilities like a custom width of the street, limited height of the roadside, safety measures. Thus the market has, despite its temporary nature, a permanent influence on design of the space.

pedestrian flow new-molenbeek 3000 car-baed shops pedestrian flow new-molenbeek 3000 car-baed shops

Second-hand car industry A part of the economic landscape In Brussels is the second-hand car industry. Cars from all over Western Europe are stored in the neighbourhood Heyvaert, before they are reloaded on trucks to Antwerp and finally on ships towards Africa.

29

a collector of social and economic activities, operating on the scale of Molenbeek.

The commercial fabric of the neighbourhood is sufficiently broad and varied for the basic needs of the customers, especially in terms of food. Customers leave the neighbourhood, to go to the Basilix Shopping Center and the Nieuwstraat, to enjoy a greater diversity of European and branded products.

The head of the axis contains supra-local functions, like furniture and carpet shops, competing against similar shops in neighbouring Anderlecht. In the middle more local shops can be found, whereas the side streets are leading towards important shops and services (schools, bakeries, grocery stores). The ending of the street resembles the beginning, the shops are a bit smaller, except for the complex Zwarte Vijvers-square. The square

is a permanent place for some adults, youngsters and elderly, occupying the benches at different times of the day.

The important corners of Chaussée de Gand (Graaf van Vlaanderenstraat, Schoolstraat, Merchtemsesteenweg) are often appropriated by small groups of youngsters (between 15 and 18 years old). A similar phenomenon is happening at the subway stations (Graaf van Vlaanderen, Zwarte Vijvers), where the local trajectory is being changed for the metropolitan.27 27. BLONDEEL, P., Op afstand aangewezen: de toëigening van de publieke ruimte: strategieën en opvattingen van onderzoek in een Brusselse volkswijk, Ministerie va de Vlaamse Gemeenschap, 1996.

Employees (16%)

Men (13%)

Housewives (11%)

What? Working in the neighbourhood

What? They live and work or come to the neighbourhood to have a walk, to visit family and friends, to go to a restaurant or bar, to shop

What? They are living in the neighbourhood and do their shopping

Purchase? Daily

Language? Arabic speaking, second language: French

Purchase? 2 times a week.

Language? French, second language: English/Dutch Salary? 1500-2000 euro/month

Unemployed (22%)

Young students (5%)

What? Living and working in the neighbourhood (independant/ labors)

What? A high amount of young people (between 18 and 24 years) is looking for a job

What? Come to the neighbourhood to go to school (younger than 24 years)

Language? Arabic/Turkish (french as second language)

Language? Arabic (french as second language)

Salary? -

Purchase? 3 times a week

Purchase? 4 to 6 times a week

Salary? 1500-2000 euro/month

Salary? > 1000 euro/month

Pensioners (7%)

Interview with one of the youngsters “Draguer”

Language? French (dutch as second language) Purchase? 2 times a week Salary? > 1000 euro/month

Origin customers Kuregem

Origin customers Brabant

Origin customers Molenbeek-centre Is Molenbeek turning into a GHETTO?

Salary? -

Men from foreign origin (27%)

What? Customers > 60, single and no children, living in the neighbourhood

30

Salary? 2000-2500 euro/month

Purchase? Daily

“We do not often leave Molenbeek. Why? Because we are fine here. Many times we are hanging around the Zwarte Vijvers square, every day from 16h, sometimes until midnight in the summer. Otherwise, until seven o’clock.

What do we do there? Just, talk. And it is an ideal spot to watch the girls. They come from school, or go to the Chaussée de Gand for shopping. We hang out on street corners, because our fathers sit in the cafes. The street

Source: Profiel en consumptiegewoonten van de Brusselse klant, Atrium, December 2007.

corners and subway stops are ours. Outside Molenbeek we go to Rogier, and from there to Rue Neuve. Why? For shopping, walking and watching people.”

Source: Marokkaanse jongeren in Molenbeek, het gebruik van de ruimte in het Brussels Hoofdstedelijk Gewest, Office for Urban Reporting, 2010.

31

a collector of social and economic activities, operating on the scale of Molenbeek.

The commercial fabric of the neighbourhood is sufficiently broad and varied for the basic needs of the customers, especially in terms of food. Customers leave the neighbourhood, to go to the Basilix Shopping Center and the Nieuwstraat, to enjoy a greater diversity of European and branded products.

The head of the axis contains supra-local functions, like furniture and carpet shops, competing against similar shops in neighbouring Anderlecht. In the middle more local shops can be found, whereas the side streets are leading towards important shops and services (schools, bakeries, grocery stores). The ending of the street resembles the beginning, the shops are a bit smaller, except for the complex Zwarte Vijvers-square. The square

is a permanent place for some adults, youngsters and elderly, occupying the benches at different times of the day.

The important corners of Chaussée de Gand (Graaf van Vlaanderenstraat, Schoolstraat, Merchtemsesteenweg) are often appropriated by small groups of youngsters (between 15 and 18 years old). A similar phenomenon is happening at the subway stations (Graaf van Vlaanderen, Zwarte Vijvers), where the local trajectory is being changed for the metropolitan.27 27. BLONDEEL, P., Op afstand aangewezen: de toëigening van de publieke ruimte: strategieën en opvattingen van onderzoek in een Brusselse volkswijk, Ministerie va de Vlaamse Gemeenschap, 1996.

Employees (16%)

Men (13%)

Housewives (11%)

What? Working in the neighbourhood

What? They live and work or come to the neighbourhood to have a walk, to visit family and friends, to go to a restaurant or bar, to shop

What? They are living in the neighbourhood and do their shopping

Purchase? Daily

Language? Arabic speaking, second language: French

Purchase? 2 times a week.

Language? French, second language: English/Dutch Salary? 1500-2000 euro/month

Unemployed (22%)

Young students (5%)

What? Living and working in the neighbourhood (independant/ labors)

What? A high amount of young people (between 18 and 24 years) is looking for a job

What? Come to the neighbourhood to go to school (younger than 24 years)

Language? Arabic/Turkish (french as second language)

Language? Arabic (french as second language)

Salary? -

Purchase? 3 times a week

Purchase? 4 to 6 times a week

Salary? 1500-2000 euro/month

Salary? > 1000 euro/month

Pensioners (7%)

Interview with one of the youngsters “Draguer”

Language? French (dutch as second language) Purchase? 2 times a week Salary? > 1000 euro/month

Origin customers Kuregem

Origin customers Brabant

Origin customers Molenbeek-centre Is Molenbeek turning into a GHETTO?

Salary? -

Men from foreign origin (27%)

What? Customers > 60, single and no children, living in the neighbourhood

30

Salary? 2000-2500 euro/month

Purchase? Daily

“We do not often leave Molenbeek. Why? Because we are fine here. Many times we are hanging around the Zwarte Vijvers square, every day from 16h, sometimes until midnight in the summer. Otherwise, until seven o’clock.

What do we do there? Just, talk. And it is an ideal spot to watch the girls. They come from school, or go to the Chaussée de Gand for shopping. We hang out on street corners, because our fathers sit in the cafes. The street

Source: Profiel en consumptiegewoonten van de Brusselse klant, Atrium, December 2007.

corners and subway stops are ours. Outside Molenbeek we go to Rogier, and from there to Rue Neuve. Why? For shopping, walking and watching people.”

Source: Marokkaanse jongeren in Molenbeek, het gebruik van de ruimte in het Brussels Hoofdstedelijk Gewest, Office for Urban Reporting, 2010.

31

Educational landscape Brussels

De Standaard, 15-03-11

Helft heeft nog geen school in Brussel Tweeduizend aanvragen meer dan vorig jaar De Standaard, 21-02-11

Veel zwarte scholen krijgen uitstekend rapport De Standaard, 08-02-11

“White schools are becoming more white and black school more black”

The imminent reality Despite the fact that Brussels is one of the wealthiest and most productive cities in Europe, the city is suffering from high unemployment rates. Brussels is far above the European average of (9,9 percent)29 unemployment rate of 20,8 percent30. Employment occurs mainly among young people. This paradox is due to the fact that more than half of the employees in the service sector (90 percent of all the economic activity in the city) are commuters from outside the region.

10%

other economies

33% youngsters between 15 and 24 is unemployed 90%

50% commuters service sector

19,5%

high unemployment rate

Brussels’ economy De Standaard, 31-05-11

Brussels Gewest trekt onderwijs naar zich toe Charles Picqué investeert eenmaling 9 miljoen in nieuwe scholen Le Soir, 14-06-11

Les élèves bruxellois filent en périphérie De Standaard, 10-02-11

GO! pleit voor verplichte, sociale en economische mix Le Soir, 14-06-11

Inscriptions : Beaucoup d’élèves passeront l’été sans école De Standaard, 21-02-11

Segregation in primary schools is a fact Government has give more support to mixed schools

The disadvantaged population of Brussels Capital Region is attracted to the urban cores to find work that requires little education. Since such jobs have become scarce in this region, the percentage of unemployment among this particular group is very high.31 This process is leading towards familiar social consequences: the emergence of parallel (informal) economies, the increase in crimes increase, periodic outbursts of violence ect. For more than twenty years the Brussels government seeks to reverse this process by ensuring social housing, commercial revival and reassessment of the public space.32 29. Eurostat, 01/08/11.

30. Eures, February 2011.

31. Naar een ondernemende sociale economie voor Brussel, FEBIO, 1501-2010.

32. Atrium is a regional agent for urban investments and transversal management of commercial districts, focuses on the development and improvement of the area and its attractiveness by highlighting their assets.

Source: FeBIO 2010, naar een ondernemende sociale economie voor Brussel

new educational policy: vocational education training centres

2020:

riots, violence ethnic communities high amount of criminality

70 new schools more primary school children

32% unskilled (no diploma)

more secondary school children

25% no higher education

35%

27% Brussels’ education

Source: JANSSENS, R., CARLIER, D., and VAN DE CRAEN, P., Citizens’ forum of Brussels. Education in Brussels, Brussels Studies, Synopsis nr.5, 2009.

33

Educational landscape Brussels

De Standaard, 15-03-11

Helft heeft nog geen school in Brussel Tweeduizend aanvragen meer dan vorig jaar De Standaard, 21-02-11

Veel zwarte scholen krijgen uitstekend rapport De Standaard, 08-02-11

“White schools are becoming more white and black school more black”

The imminent reality Despite the fact that Brussels is one of the wealthiest and most productive cities in Europe, the city is suffering from high unemployment rates. Brussels is far above the European average of (9,9 percent)29 unemployment rate of 20,8 percent30. Employment occurs mainly among young people. This paradox is due to the fact that more than half of the employees in the service sector (90 percent of all the economic activity in the city) are commuters from outside the region.

10%

other economies

33% youngsters between 15 and 24 is unemployed 90%

50% commuters service sector

19,5%

high unemployment rate

Brussels’ economy De Standaard, 31-05-11

Brussels Gewest trekt onderwijs naar zich toe Charles Picqué investeert eenmaling 9 miljoen in nieuwe scholen Le Soir, 14-06-11

Les élèves bruxellois filent en périphérie De Standaard, 10-02-11

GO! pleit voor verplichte, sociale en economische mix Le Soir, 14-06-11

Inscriptions : Beaucoup d’élèves passeront l’été sans école De Standaard, 21-02-11

Segregation in primary schools is a fact Government has give more support to mixed schools

The disadvantaged population of Brussels Capital Region is attracted to the urban cores to find work that requires little education. Since such jobs have become scarce in this region, the percentage of unemployment among this particular group is very high.31 This process is leading towards familiar social consequences: the emergence of parallel (informal) economies, the increase in crimes increase, periodic outbursts of violence ect. For more than twenty years the Brussels government seeks to reverse this process by ensuring social housing, commercial revival and reassessment of the public space.32 29. Eurostat, 01/08/11.

30. Eures, February 2011.

31. Naar een ondernemende sociale economie voor Brussel, FEBIO, 1501-2010.

32. Atrium is a regional agent for urban investments and transversal management of commercial districts, focuses on the development and improvement of the area and its attractiveness by highlighting their assets.

Source: FeBIO 2010, naar een ondernemende sociale economie voor Brussel

new educational policy: vocational education training centres

2020:

riots, violence ethnic communities high amount of criminality

70 new schools more primary school children

32% unskilled (no diploma)

more secondary school children

25% no higher education

35%

27% Brussels’ education

Source: JANSSENS, R., CARLIER, D., and VAN DE CRAEN, P., Citizens’ forum of Brussels. Education in Brussels, Brussels Studies, Synopsis nr.5, 2009.

33

As long as the urban policy is not consistent with an educational policy, it is a waste of time. A recent action plan has paid attention to the high rate of youth unemployment.33 Additional vocational and language training programs take centre stage within the plan.34

Social and educational inequalities Due to the immense expanding of the young population, Brussels is in urgent need of seventy new schools. In 2020, 7.000 places in kindergartens and 11.000 in primary education will be needed.35

33. Naar een ondernemende sociale economie voor Brussel, FEBIO, 1501-2010.

34. Government of the Brussels Capital Region, 06/02/08.

The educational system needs to break the duality between the Dutch and the French system. The Brussels Capital Region itself should be in charge and make a step towards multilingual education, as a reflection of the multicultural city of today.36 The biggest problem is the social inequality. In the impoverished area of Brussels, pupils in vocational, technical and artistic education are overrepresented. On the other hand, in the rich municipalities in the southeast of Brussels, pupils in the general educational system are overrepresented. The social inequality is translated into educational inequality,37 which perpetuate the vicious circle by reproducing social inequality.

35. Building for Brussels, Architecture and Urban Transformations in Europe, Centre for fine Arts, Brussels.

36. Bleri Lleshi, Tijd voor ingrijpende veranderingen in het onderwijs, Mondiaal Nieuws, 12-02-2011.

37. JANSSENS, R., CARLIER, D., VAN DE CRAEN, P., Citizens’ forum of Brussels. Education in Brussels, Brussels Studies, Synopsis nr.5, 2009. professional schools art schools poorest areas low-skilled (no diploma) richest areas Educational and social inequaliteit in Brussels 0

1

5 km

Source: WILLAERT, D., DEBOOSERE, P., Buurtatlas van de bevolking van het Brussels Hoofdstedelijk Gewest bij de aanvang van de 21ste eeuw, 34

35

As long as the urban policy is not consistent with an educational policy, it is a waste of time. A recent action plan has paid attention to the high rate of youth unemployment.33 Additional vocational and language training programs take centre stage within the plan.34

Social and educational inequalities Due to the immense expanding of the young population, Brussels is in urgent need of seventy new schools. In 2020, 7.000 places in kindergartens and 11.000 in primary education will be needed.35

33. Naar een ondernemende sociale economie voor Brussel, FEBIO, 1501-2010.

34. Government of the Brussels Capital Region, 06/02/08.

The educational system needs to break the duality between the Dutch and the French system. The Brussels Capital Region itself should be in charge and make a step towards multilingual education, as a reflection of the multicultural city of today.36 The biggest problem is the social inequality. In the impoverished area of Brussels, pupils in vocational, technical and artistic education are overrepresented. On the other hand, in the rich municipalities in the southeast of Brussels, pupils in the general educational system are overrepresented. The social inequality is translated into educational inequality,37 which perpetuate the vicious circle by reproducing social inequality.

35. Building for Brussels, Architecture and Urban Transformations in Europe, Centre for fine Arts, Brussels.

36. Bleri Lleshi, Tijd voor ingrijpende veranderingen in het onderwijs, Mondiaal Nieuws, 12-02-2011.

37. JANSSENS, R., CARLIER, D., VAN DE CRAEN, P., Citizens’ forum of Brussels. Education in Brussels, Brussels Studies, Synopsis nr.5, 2009. professional schools art schools poorest areas low-skilled (no diploma) richest areas Educational and social inequaliteit in Brussels 0

1

5 km

Source: WILLAERT, D., DEBOOSERE, P., Buurtatlas van de bevolking van het Brussels Hoofdstedelijk Gewest bij de aanvang van de 21ste eeuw, 34

35

Educational landscape

Parade of children of the school in Molenbeek, 1952

Open ai school Moortebeek, 1952 Swimming pool Porte de Ninove, 1952 Swimming pool Porte de Ninove, 1952

Molenbeek

Long-standing educational reputation The educational system in Molenbeek has been developed in the last decades of the 20th century. During those days a great need of primary schools occurred.

Many schools had the infrastructure, competent and devoted teachers, appropriate teaching materials and a stimulating atmosphere. One thing schools could never provide for their pupils, majority were living in dense urban and industrial areas, was the outdoors and nature as part of the playgrounds and educational games. Clean air, lacking in the densely populated neighborhoods, could however be found at the outdoor school Moortebeek.

The outdoor school was the starting point of a movement wanted to create fundamentally better infrastructures for physical education: creation of sport fields, gymnasia, swimming pools and baths. The unique experience of physical education was crowned with success and adopted by the other municipalities.

Old Molenbeek

New Molenbeek

Dense areas in old- and new Molenbeek > 200 inh/ha

Lack of green spaces in new Molenbeek

Lack of public spaces in new Molenbeek, Nolli map

Lack of mixed public spaces in new Molenbeek appropriation by youngsters

The community schools of Molenbeek prepared their pupils for the real world, without neglecting the bedrock of any education. The main goal was to provide every child with the maximum of opportunities for the development of their physics, intellects and morals. In the third grade, young girls could follow special courses for cooking, needlework and diction.

Historical pictures of Molenbeek and its education Source: Molenbeek-Saint-Jean 1953, Folklore, Arts, commerce et Industries Molenbeekois,1953.

This same movement of renewal and development was spread to the business and professional school Edmond Machtens (attracting girls from all the western suburbs of the city of Brussels), the Academy of Music and the drawing school, the outdoor school August Smets.

Comparison of Old- and New Molenbeek, differentiating in density, green and public spaces

37

Educational landscape

Parade of children of the school in Molenbeek, 1952

Open ai school Moortebeek, 1952 Swimming pool Porte de Ninove, 1952 Swimming pool Porte de Ninove, 1952

Molenbeek

Long-standing educational reputation The educational system in Molenbeek has been developed in the last decades of the 20th century. During those days a great need of primary schools occurred.

Many schools had the infrastructure, competent and devoted teachers, appropriate teaching materials and a stimulating atmosphere. One thing schools could never provide for their pupils, majority were living in dense urban and industrial areas, was the outdoors and nature as part of the playgrounds and educational games. Clean air, lacking in the densely populated neighborhoods, could however be found at the outdoor school Moortebeek.

The outdoor school was the starting point of a movement wanted to create fundamentally better infrastructures for physical education: creation of sport fields, gymnasia, swimming pools and baths. The unique experience of physical education was crowned with success and adopted by the other municipalities.

Old Molenbeek

New Molenbeek

Dense areas in old- and new Molenbeek > 200 inh/ha

Lack of green spaces in new Molenbeek

Lack of public spaces in new Molenbeek, Nolli map

Lack of mixed public spaces in new Molenbeek appropriation by youngsters

The community schools of Molenbeek prepared their pupils for the real world, without neglecting the bedrock of any education. The main goal was to provide every child with the maximum of opportunities for the development of their physics, intellects and morals. In the third grade, young girls could follow special courses for cooking, needlework and diction.

Historical pictures of Molenbeek and its education Source: Molenbeek-Saint-Jean 1953, Folklore, Arts, commerce et Industries Molenbeekois,1953.

This same movement of renewal and development was spread to the business and professional school Edmond Machtens (attracting girls from all the western suburbs of the city of Brussels), the Academy of Music and the drawing school, the outdoor school August Smets.

Comparison of Old- and New Molenbeek, differentiating in density, green and public spaces

37

Avant-garde social achievements The short overview of municipal education would not be complete without mentioning its social achievements. All pupils received teaching in the second national language in the first year. If the parents wished, pupils could receive religious education. No discrimination was made between the children according to their origin or social situation: All pupils strictly learned to accept each other.

public green

semi-public green/courtyard schools

Urgent educational needs Since the nineties the patrimony of schools in Molenbeek have been neglected. The French-speaking primary schools lack classrooms and space (7500 sq m). One of the answers given to this problem is the building of a new (Dutch-speaking) school close to the West station, providing space for 450 pupils.

Bruxelles Les Bains 1 km

Primary school

Ecole des Arts et Metiers

38. Congrès du syndicat National de la police Belge, MolenbeekSainJean 1953, Folklore, Arts, commerce et Industries Molenbeekois, publication de l’Union Policiere Molenbeekoise, 1953.

39. SINT-JANS-MOLENBEEK, Wijkcontract Cinéma Belle-Vue, fase 1+2 40. The importance of religion is supported by research commissioned 38

existing educational landscape of Molenbeek

0

500

School

Primary school

Beekkant

Muzenpark

informal meeting space youngsters

Scheutbos

Moreover Molenbeek is in urgent need of more than just new school buildings. The schools have specific needs due to the pupils’ mixed cultural and social backgrounds.39 Religion and identity is a complex and controversial subject. Despite the general reluctance to discuss this topic, religion is however an important factor in the formation of the identities of youths of Moroccan origin.40

vacant areas

39

Avant-garde social achievements The short overview of municipal education would not be complete without mentioning its social achievements. All pupils received teaching in the second national language in the first year. If the parents wished, pupils could receive religious education. No discrimination was made between the children according to their origin or social situation: All pupils strictly learned to accept each other.

public green

semi-public green/courtyard schools

Urgent educational needs Since the nineties the patrimony of schools in Molenbeek have been neglected. The French-speaking primary schools lack classrooms and space (7500 sq m). One of the answers given to this problem is the building of a new (Dutch-speaking) school close to the West station, providing space for 450 pupils.

Bruxelles Les Bains 1 km

Primary school

Ecole des Arts et Metiers

38. Congrès du syndicat National de la police Belge, MolenbeekSainJean 1953, Folklore, Arts, commerce et Industries Molenbeekois, publication de l’Union Policiere Molenbeekoise, 1953.

39. SINT-JANS-MOLENBEEK, Wijkcontract Cinéma Belle-Vue, fase 1+2 40. The importance of religion is supported by research commissioned 38

existing educational landscape of Molenbeek

0

500

School

Primary school

Beekkant

Muzenpark

informal meeting space youngsters

Scheutbos

Moreover Molenbeek is in urgent need of more than just new school buildings. The schools have specific needs due to the pupils’ mixed cultural and social backgrounds.39 Religion and identity is a complex and controversial subject. Despite the general reluctance to discuss this topic, religion is however an important factor in the formation of the identities of youths of Moroccan origin.40

vacant areas

39

Inspiring examples

EDUCATION

Avant-garde achievements A number social of European examples demonstrate how The short overview of municipal education would not be urban interventions can strengthen the local economy complete without mentioning achievements.

All or lead towards new social the andsocial economic dynamisms pupils received teaching in the second national language by workshops, workplaces, offices and schools. These inpublic the first year. For those, the capacity parents wished, amenities can haveif the to bringcould new receive religious education.

No discrimination was made dynamic into a neighbourhood and improve the livability between the children according to their origin or social of a neighbourhood. situation: they strictly learned to accept their fellow students.

Elemenary school Leutschenbach, Christian Kerez, Zürich, 2008 The school is the first contribution towards the development of a completely new urban district in a former industrial site in Zürich.

Urgent educational needs Since the nineties the patrimony of schools in Molenbeek have been neglected. The French-speaking primary schools have a big lack of classrooms and space (7500 sq m). One of the given answers on this problem is the Santa Caterina Market, Enric Miralles & Benedetbuilding of a new (Dutch-speaking) school close to the ta Tagliabue, EMBT, Barcelona, 2005 West station, providing space for 450 pupils.

Educational landscape of Molenbeek

Various functions are gathered inside the new building, while the ground floor was left free to create an urban park. The spacious area ca be used by the school children and by the residents.

Apart from developing economies, urban interventions van play a strong role in giving the existing Moreover Molenbeek is in urgent need of informal activties a new status.

Educational landscape of Molenbeek Hôtel Industriel Berlier, Dominique Perrault, Paris, 2005 In Paris a series of ‘hötel industriels’ offer a temporary place for new economic activities: offices, workshops and workplaces for young companies.

40

more than just new school buildings. The schools have specific needs This was the case for the Santa Caterina Market, due to building the mixed cultural andhall social with the of a covered market it be- backgrounds of come a new 39 central populair and public identity space in Barthe pupils.

Religion is a complex- and celona. controversial- subject in the role that religion plays in the identity formation of young people from Moroccan origin. Despite the general reluctance to discuss this topic, religion is an important factor in the formation of the identities of youths of Moroccan origin.40

School of Architecture, Anne Lacaton & Jean Phillipe Vassal, Nantes, 2008

Metal Workshop Dynamo, Phalt Architekten, Zürich, 2008 Training is an essential aspect in stimulating an urban economy. The metal workshop was developed for the youngsters of the neighbourhood, preventing them from hanging around and to improve the quality of live of the residents. The open-air metal workshop stands in the centre of the public space, blending into the cityscape, easily accessible for young people.

These days it become a trendy place with bars, open-air cinema ect.

ECONOMIES

The school has the aim to give a new life to the urban district by connecting all the public spaces on the ground floor by a sloping path.

Inside the solid basic structure, smaller and lighter elements have been added to facilitate workshops, a library and exhibition space.

The entire surface on the roof is a public space, giving an overview on the river de Loire and the old and New part of Nantes.

Source: Building for Brussels, Architecture and Urban Transformations in Europe, Centre for fine Arts, Brussels.

41

Inspiring examples

EDUCATION

Avant-garde achievements A number social of European examples demonstrate how The short overview of municipal education would not be urban interventions can strengthen the local economy complete without mentioning achievements.

All or lead towards new social the andsocial economic dynamisms pupils received teaching in the second national language by workshops, workplaces, offices and schools. These inpublic the first year. For those, the capacity parents wished, amenities can haveif the to bringcould new receive religious education.

No discrimination was made dynamic into a neighbourhood and improve the livability between the children according to their origin or social of a neighbourhood. situation: they strictly learned to accept their fellow students.

Elemenary school Leutschenbach, Christian Kerez, Zürich, 2008 The school is the first contribution towards the development of a completely new urban district in a former industrial site in Zürich.

Urgent educational needs Since the nineties the patrimony of schools in Molenbeek have been neglected. The French-speaking primary schools have a big lack of classrooms and space (7500 sq m). One of the given answers on this problem is the Santa Caterina Market, Enric Miralles & Benedetbuilding of a new (Dutch-speaking) school close to the ta Tagliabue, EMBT, Barcelona, 2005 West station, providing space for 450 pupils.

Educational landscape of Molenbeek

Various functions are gathered inside the new building, while the ground floor was left free to create an urban park. The spacious area ca be used by the school children and by the residents.

Apart from developing economies, urban interventions van play a strong role in giving the existing Moreover Molenbeek is in urgent need of informal activties a new status.

Educational landscape of Molenbeek Hôtel Industriel Berlier, Dominique Perrault, Paris, 2005 In Paris a series of ‘hötel industriels’ offer a temporary place for new economic activities: offices, workshops and workplaces for young companies.

40

more than just new school buildings. The schools have specific needs This was the case for the Santa Caterina Market, due to building the mixed cultural andhall social with the of a covered market it be- backgrounds of come a new 39 central populair and public identity space in Barthe pupils.

Religion is a complex- and celona. controversial- subject in the role that religion plays in the identity formation of young people from Moroccan origin. Despite the general reluctance to discuss this topic, religion is an important factor in the formation of the identities of youths of Moroccan origin.40

School of Architecture, Anne Lacaton & Jean Phillipe Vassal, Nantes, 2008

Metal Workshop Dynamo, Phalt Architekten, Zürich, 2008 Training is an essential aspect in stimulating an urban economy. The metal workshop was developed for the youngsters of the neighbourhood, preventing them from hanging around and to improve the quality of live of the residents. The open-air metal workshop stands in the centre of the public space, blending into the cityscape, easily accessible for young people.

These days it become a trendy place with bars, open-air cinema ect.

ECONOMIES

The school has the aim to give a new life to the urban district by connecting all the public spaces on the ground floor by a sloping path.

Inside the solid basic structure, smaller and lighter elements have been added to facilitate workshops, a library and exhibition space.

The entire surface on the roof is a public space, giving an overview on the river de Loire and the old and New part of Nantes.

Source: Building for Brussels, Architecture and Urban Transformations in Europe, Centre for fine Arts, Brussels.

41

Vo-tech market

Interweaving the commercial and educational landscape of Molenbeek

A walk through downtown Molenbeek Ninoofsepoort as place of connection, encounter, transmission Vo-tech market Outer-connectivity

Vo-tech market

Interweaving the commercial and educational landscape of Molenbeek

A walk through downtown Molenbeek Ninoofsepoort as place of connection, encounter, transmission Vo-tech market Outer-connectivity

A walk through downtown Molenbeek...

29th of July, late afternoon Due to the reasonable weather for a Belgian summer day, I decide to bring a visit to Molenbeek and hop on the train from Leuven to Brussels (16h37). Getting off in Brussel Centraal (16h59). I grab the subway, for the first time, towards Graaf van Vlaanderen, the subway stop in OldMolenbeek.

The escalator is bringing me from the deep sledge upstairs inside the multicultural environment of Molenbeek. The metro sledge is rather calm, offering a totally different atmosphere than during my last visit on a market day.

Walking towards the commercial axis, Chaussée de Gand, more and more people are filling the streets.

The commercial street seems a popular place on a Friday evening. The small terraces along the street are filled with locals (mainly man) enjoying their evening. I walk - slowly behind all the strolling mothers with children- towards the notorious Zwarte Vijvers square. Different groups occupy the square: people waiting for the bus, the benches are occupied by elderly and younger men. The atmosphere at Chaussée de Gand starts to feel less crowded, more spacious with bigger shops.

I decide I should not leave the dense territory of old Molenbeek so I wander back towards the high-rise social building Brunfaut, close to the canal. In the small side streets calmness prevails in comparison to the overcrowded commercial street.

On the playground next to the Brunfaut tower children are, as usual, playing football. Some older kids are hanging

around the square.

My walk is starting to become less pleasant due to the small pathway and the queuing cars on my left side. I continue towards the traffic island of the Ninoofsepoort, trying to cross the big urban void. Different elements are catching my eye: the straight line of the Ninoofsesteenweg, the halls of the abattoir at the end of the Heyvaertstraat. On my left side two ancient pavilions (the entrances gates), the arc-deco building “Art et Metiers” and the tower of the ancient gunpowder factory are bringing back the industrial history to the place.

1

4

2

5

3

6

7

As I reach the other side of the traffic point, I start walking along the canal, with second-hand car shops on both sides. Small groups of African shopkeepers are gathering in front of their shops. A biking child is waving at me as we cross each other.

The first bridge, crossing the canal, is giving a nice overview upon the majestic lines of the canal, Porte de Ninove, the ring road and the dense urban tissue of Molenbeek.

Some remarkable architectonic and urbanist elements are grabbing my attention: the curves of the canal, a majestic row of trees in front of the Pierron playground, the beautiful industrial heritage of brewery Belle Vue.

8

9

4

From this point the valley of the Zenne can still be perceived, turning the Ninoofsepoort into a unique place inside the dense urban tissue of the neighbouring districts.

3 2

6 8 10

44 12

10

11

11

5 7

9

1

A walk through downtown Molenbeek...

29th of July, late afternoon Due to the reasonable weather for a Belgian summer day, I decide to bring a visit to Molenbeek and hop on the train from Leuven to Brussels (16h37). Getting off in Brussel Centraal (16h59). I grab the subway, for the first time, towards Graaf van Vlaanderen, the subway stop in OldMolenbeek.

The escalator is bringing me from the deep sledge upstairs inside the multicultural environment of Molenbeek. The metro sledge is rather calm, offering a totally different atmosphere than during my last visit on a market day.

Walking towards the commercial axis, Chaussée de Gand, more and more people are filling the streets.

The commercial street seems a popular place on a Friday evening. The small terraces along the street are filled with locals (mainly man) enjoying their evening. I walk - slowly behind all the strolling mothers with children- towards the notorious Zwarte Vijvers square. Different groups occupy the square: people waiting for the bus, the benches are occupied by elderly and younger men. The atmosphere at Chaussée de Gand starts to feel less crowded, more spacious with bigger shops.

I decide I should not leave the dense territory of old Molenbeek so I wander back towards the high-rise social building Brunfaut, close to the canal. In the small side streets calmness prevails in comparison to the overcrowded commercial street.

On the playground next to the Brunfaut tower children are, as usual, playing football. Some older kids are hanging

around the square.

My walk is starting to become less pleasant due to the small pathway and the queuing cars on my left side. I continue towards the traffic island of the Ninoofsepoort, trying to cross the big urban void. Different elements are catching my eye: the straight line of the Ninoofsesteenweg, the halls of the abattoir at the end of the Heyvaertstraat. On my left side two ancient pavilions (the entrances gates), the arc-deco building “Art et Metiers” and the tower of the ancient gunpowder factory are bringing back the industrial history to the place.

1

4

2

5

3

6

7

As I reach the other side of the traffic point, I start walking along the canal, with second-hand car shops on both sides. Small groups of African shopkeepers are gathering in front of their shops. A biking child is waving at me as we cross each other.

The first bridge, crossing the canal, is giving a nice overview upon the majestic lines of the canal, Porte de Ninove, the ring road and the dense urban tissue of Molenbeek.

Some remarkable architectonic and urbanist elements are grabbing my attention: the curves of the canal, a majestic row of trees in front of the Pierron playground, the beautiful industrial heritage of brewery Belle Vue.

8

9

4

From this point the valley of the Zenne can still be perceived, turning the Ninoofsepoort into a unique place inside the dense urban tissue of the neighbouring districts.

3 2

6 8 10

44 12

10

11

11

5 7

9

1

View on the canal towards Porte de Ninove

View on the canal towards Porte de Ninove

200 m 0

100

Ninoofsepoort as place connection, encounter, transmission

Ninoofsepoort can summarize the city’s history: the city wall, the ring road, the entrance road, the gate and the canal, are all elements referring to the city’s past.

Currently Ninoofsepoort only functions as a traffic island dividing west from east. Porte de Ninove lacks any further substantial identity. The current urban void is the effect of motorways brought into the historic centre during the 60s and 70s, making Brussels into one of the “crossroads of Europe”. The road infrastructure forms a barrier and cuts the urban fabric in two pieces. The urban void is bordering three neighbourhoods: old Molenbeek, Kuregem and Brussels-centre.

old Molenbeek 10 2

3 4

5

6

11

7

inner city

1. Institut Arts & Crafts 2. primary school 3. kindergarten 4. Hotel school Belle-Vue 5. Belle-Vue brewery 6. historical gate Porte de Ninove 7. Institut Arts & Crafts annex 8. ring road 9. canal 10. industrial tissue 11. Chaussée de Ninove

1 Kuregem

8

Source: Google Earth

photographical comparison Porte de Ninove 1816-2011 Source: Molenbeek in postcards, the archives in Brussels

The inner ring road, Chaussée de Ninove, Henegouwenkaai, Mariemontkaai, Heyvaertstraat en Nijverheidskaai are currently the main traffic roads crossing or bordering the Porte de Ninove.

9

Aerial view

Nolli map: public (white) vs private (black) space

bordering elements traffic flows

West side elevation

200 m 0

100

Ninoofsepoort as place connection, encounter, transmission

Ninoofsepoort can summarize the city’s history: the city wall, the ring road, the entrance road, the gate and the canal, are all elements referring to the city’s past.

Currently Ninoofsepoort only functions as a traffic island dividing west from east. Porte de Ninove lacks any further substantial identity. The current urban void is the effect of motorways brought into the historic centre during the 60s and 70s, making Brussels into one of the “crossroads of Europe”. The road infrastructure forms a barrier and cuts the urban fabric in two pieces. The urban void is bordering three neighbourhoods: old Molenbeek, Kuregem and Brussels-centre.

old Molenbeek 10 2

3 4

5

6

11

7

inner city

1. Institut Arts & Crafts 2. primary school 3. kindergarten 4. Hotel school Belle-Vue 5. Belle-Vue brewery 6. historical gate Porte de Ninove 7. Institut Arts & Crafts annex 8. ring road 9. canal 10. industrial tissue 11. Chaussée de Ninove

1 Kuregem

8

Source: Google Earth

photographical comparison Porte de Ninove 1816-2011 Source: Molenbeek in postcards, the archives in Brussels

The inner ring road, Chaussée de Ninove, Henegouwenkaai, Mariemontkaai, Heyvaertstraat en Nijverheidskaai are currently the main traffic roads crossing or bordering the Porte de Ninove.

9

Aerial view

Nolli map: public (white) vs private (black) space

bordering elements traffic flows

West side elevation

Design: vo-tech market Concept concept

How can we shape this place?

Transforming the urban landscape from traffic island into car-free public space.

The design is not an isolated object with a well-defined programme. It can play an important role for the future change of the district. The place needs to become a multifunctional space for the inhabitants, where different social levels are brought together.

The total package of large-scale urban intervention, schools and small-scale economic facilities make it possible to respond to the existing social reality and to strengthen the future development of the neighbourhood.

1. New infrastructure The traffic crossing the urban void will be eliminated, only the tramway will be crossing the square. A new bridge will connect east to west, while the ring road will be downgraded. A new parking will be provided as an extension of the existing one along the Zuidlaan. Moreover the amount of cars inside the dense tissue of Molenbeek can be reduced.

1.downgrading ring road 2.new bridge crossing the canal 3.new tramway

3 2

1

Existing traffic flows

2. Extension of the existing market towards Ninoofsepoort as regional attractor The existing market (the axis Zwart Paardstraat-Graaf van Vlaanderenstraat-SInt-Jans-Baptist voorplein and the perpendicular axis Bonneviepark-Canal) will be extended, towards the Ninoofspoort (Graaf van Vlaanderenstraat), resulting in a regional market attracting people from outside Molenbeek.

3. Answering the educational need by providing new vocational schools, A vocational centre will be connected to existing economic, educational and social entities. Providing new vocational courses, a well-equipped centre and networks have to increase the attractiveness of the vocational education system in Brussels.

Design: vo-tech market Concept concept

How can we shape this place?

Transforming the urban landscape from traffic island into car-free public space.

The design is not an isolated object with a well-defined programme. It can play an important role for the future change of the district. The place needs to become a multifunctional space for the inhabitants, where different social levels are brought together.

The total package of large-scale urban intervention, schools and small-scale economic facilities make it possible to respond to the existing social reality and to strengthen the future development of the neighbourhood.

1. New infrastructure The traffic crossing the urban void will be eliminated, only the tramway will be crossing the square. A new bridge will connect east to west, while the ring road will be downgraded. A new parking will be provided as an extension of the existing one along the Zuidlaan. Moreover the amount of cars inside the dense tissue of Molenbeek can be reduced.

1.downgrading ring road 2.new bridge crossing the canal 3.new tramway

3 2

1

Existing traffic flows

2. Extension of the existing market towards Ninoofsepoort as regional attractor The existing market (the axis Zwart Paardstraat-Graaf van Vlaanderenstraat-SInt-Jans-Baptist voorplein and the perpendicular axis Bonneviepark-Canal) will be extended, towards the Ninoofspoort (Graaf van Vlaanderenstraat), resulting in a regional market attracting people from outside Molenbeek.

3. Answering the educational need by providing new vocational schools, A vocational centre will be connected to existing economic, educational and social entities. Providing new vocational courses, a well-equipped centre and networks have to increase the attractiveness of the vocational education system in Brussels.

52 53

URBAN TISSUE

GREEN SPACE

MINERAL SPACE

SCHOOLS

The “mineral space” of the market has, despite its temporary nature, a permanent influence on design of the space. The mineral space can be the base for several “urban activators”, (small) interventions enlarging the local, recreational or active use of public space.

Examples: - Amsterdam, 2008, Architect Atelier Kempe Thill architects and planners - Sporthal KA Hiel, Schaarbeek, 2009, DMVA-architecten

URBAN ACTIVATORS

flow of locals flow of visitors flow of cars

CIRCULATION

youngsters hanging around after school

At Sint-Jans-Baptis square cricket was defined spontaneously by painted boundaries on the ground surface. In terms of design of urban furniture it is important to provide neutral elements suitable for different users.

A lack of joint meeting places and of hospitality are occurring in the public space. Parts of the public space are appropriated by groups of youngster, hanging around after school hours. This issue can be solved by starting a creative process together with the young people with diverse purposes. Personal qualities and necessary skills need to be developed to encourage young people in personal projects, as a starting point to increase their chances to a succesfull professional life.

The young people have to start imagining their own professional life and workplace where they would like to work: a shop, res-

52 53

URBAN TISSUE

GREEN SPACE

MINERAL SPACE

SCHOOLS

The “mineral space” of the market has, despite its temporary nature, a permanent influence on design of the space. The mineral space can be the base for several “urban activators”, (small) interventions enlarging the local, recreational or active use of public space.

Examples: - Amsterdam, 2008, Architect Atelier Kempe Thill architects and planners - Sporthal KA Hiel, Schaarbeek, 2009, DMVA-architecten

URBAN ACTIVATORS

flow of locals flow of visitors flow of cars

CIRCULATION

youngsters hanging around after school

At Sint-Jans-Baptis square cricket was defined spontaneously by painted boundaries on the ground surface. In terms of design of urban furniture it is important to provide neutral elements suitable for different users.

A lack of joint meeting places and of hospitality are occurring in the public space. Parts of the public space are appropriated by groups of youngster, hanging around after school hours. This issue can be solved by starting a creative process together with the young people with diverse purposes. Personal qualities and necessary skills need to be developed to encourage young people in personal projects, as a starting point to increase their chances to a succesfull professional life.

The young people have to start imagining their own professional life and workplace where they would like to work: a shop, res-

54 Educational landscape is linking the existing and new schools with the green (former trajectory of ‘t Zinneke) and school playgrounds. The green space is becoming a must-go zone for the youngsters after school.

EDUCATIONAL LANDSCAPE

The trajectory of “‘t Zinneke”, extended towards the SOuth

GREEN SPACE

Existing and new schools

EDUCATIONAL TISSUE

Commercial landscape is interweaving the market entity and the existing commerce (Chaussée de Gand-Heyvaertstraat) with new smallscale economies (local products developed by young people, food stands for local stores, car workshop )

COMMERCIAL LANDSCAPE

Weekly market

MINERAL SPACE

Chaussée de Gand Second-hand car industry Car market

COMMERCIAL TISSUE

car workshop

primary school vocational centre

Defining the commercial and educational landscape

55

54 Educational landscape is linking the existing and new schools with the green (former trajectory of ‘t Zinneke) and school playgrounds. The green space is becoming a must-go zone for the youngsters after school.

EDUCATIONAL LANDSCAPE

The trajectory of “‘t Zinneke”, extended towards the SOuth

GREEN SPACE

Existing and new schools

EDUCATIONAL TISSUE

Commercial landscape is interweaving the market entity and the existing commerce (Chaussée de Gand-Heyvaertstraat) with new smallscale economies (local products developed by young people, food stands for local stores, car workshop )

COMMERCIAL LANDSCAPE

Weekly market

MINERAL SPACE

Chaussée de Gand Second-hand car industry Car market

COMMERCIAL TISSUE

car workshop

primary school vocational centre

Defining the commercial and educational landscape

55

Interweaving the commercial and educational landscape: creating interconnectivity

ABATTOIR

The existing informal economy of second-hand cars can be boosted and formalized by providing a “car workshop� and a weekly car market in addition to the existing market.

Furthermore vocational education will be occurring during the workshops, thereby market and schools will be meeting one another.

NINOOFSEPOORT

BONNEVIE

SINT-JANS-BAPTIST SQUARE

Ninoofsepoort is turning into a void, surrounded by schools; were pupils are meeting and exchanging knowledge. The ground floor of the social building Brunfaut, the personification of the decline occurring in social housing, can be part of the playground void.

56

57

Interweaving the commercial and educational landscape: creating interconnectivity

ABATTOIR

The existing informal economy of second-hand cars can be boosted and formalized by providing a “car workshop� and a weekly car market in addition to the existing market.

Furthermore vocational education will be occurring during the workshops, thereby market and schools will be meeting one another.

NINOOFSEPOORT

BONNEVIE

SINT-JANS-BAPTIST SQUARE

Ninoofsepoort is turning into a void, surrounded by schools; were pupils are meeting and exchanging knowledge. The ground floor of the social building Brunfaut, the personification of the decline occurring in social housing, can be part of the playground void.

56

57

Plan Ninoofsepoort, basement level

1 4

1. swimming pool 2. changing rooms 3. vocational centre 4. (water)garden

3

2

0

50

100 m

Section east-west (water)garden

Plan Ninoofsepoort, basement level

1 4

1. swimming pool 2. changing rooms 3. vocational centre 4. (water)garden

3

2

0

50

100 m

Section east-west (water)garden

17

Plan Ninoofsepoort, ground floor level

8

9

18

16

7 13

15

1. mineral space 2. (car) workshop 3. parking 4. educational space 5. outdoor swimming pool 7. playground Pieron 8. changing rooms 9. green space 10. playground 11. tramway 12. new bridge 13. canal 14. watergarden 15. new primary school 16. youth house 17. primary school 18. Hotel school Belle-Vue 19. Arts and Craft Institute 20. Arts and Crafts Annex

5

4 9 1 12 11

13 2

3

20

10

0

19

50

100 m

Section east-west mineral space

17

Plan Ninoofsepoort, ground floor level

8

9

18

16

7 13

15

1. mineral space 2. (car) workshop 3. parking 4. educational space 5. outdoor swimming pool 7. playground Pieron 8. changing rooms 9. green space 10. playground 11. tramway 12. new bridge 13. canal 14. watergarden 15. new primary school 16. youth house 17. primary school 18. Hotel school Belle-Vue 19. Arts and Craft Institute 20. Arts and Crafts Annex

5

4 9 1 12 11

13 2

3

20

10

0

19

50

100 m

Section east-west mineral space

Plan Ninoofsepoort, roof level

1

1

4 1. park 2. playground 3. vide 4. waterfront

1

3

2

0

50

100 m

Section east-west park(ing)

Plan Ninoofsepoort, roof level

1

1

4 1. park 2. playground 3. vide 4. waterfront

1

3

2

0

50

100 m

Section east-west park(ing)

Different time, different activity, different interactivity

The public space is activated by different activities giving different social groups the opportunity to interact on an interdisciplinary level. .

.

THURSDAY MARKET

64

MIDI FAIR

SCHOOL DAY

SUNDAY Section north-south

65

Different time, different activity, different interactivity

The public space is activated by different activities giving different social groups the opportunity to interact on an interdisciplinary level. .

.

THURSDAY MARKET

64

MIDI FAIR

SCHOOL DAY

SUNDAY Section north-south

65

Thursday, off market!

Thursday, offtotothe the market!

Lets go to Midi fair!

The extended Thursday market as well as the car market, will provide a place of exchange.

The yearly Midi fair, from Anderlechtse Poort until Ninoofsepoort, is starting on the 21st of Juli until the end of August.

CAR WORKSHOP

HOTEL SCHOOL BELLE-VUE

hotel school Belle-Vue LOCAL PRODUCTS OF YOUNG PEOPLE

66

67

Thursday, off market!

Thursday, offtotothe the market!

Lets go to Midi fair!

The extended Thursday market as well as the car market, will provide a place of exchange.

The yearly Midi fair, from Anderlechtse Poort until Ninoofsepoort, is starting on the 21st of Juli until the end of August.

CAR WORKSHOP

HOTEL SCHOOL BELLE-VUE

hotel school Belle-Vue LOCAL PRODUCTS OF YOUNG PEOPLE

66

67

68

I hate Mondays!

A beautiful Sunday evening

The children of the surrounding schools are using the playground void as a place of exchange, sport and leisure.

On Sunday evening residents of the bordering neighbourhoods can enjoy a walk in the park or an outdoor movie while the kids are having their outdoor activities (scouting, games)

69

68

I hate Mondays!

A beautiful Sunday evening

The children of the surrounding schools are using the playground void as a place of exchange, sport and leisure.

On Sunday evening residents of the bordering neighbourhoods can enjoy a walk in the park or an outdoor movie while the kids are having their outdoor activities (scouting, games)

69

SOCIAL ENTITIES

Outer-connectivity “Inclusive education” as tool for “inclusive urbanism” in Molenbeek

The expanded market of Molenbeek will be part of a bigger entity of markets (Kuregem, old Molenbeek, Zuidmarket) of low-Brussels. The market will attract people from outside the region,with this the square is offering metropolitan functions like a swimming pool, water garden, outdoor movie and parking.

al can

can

al

The vocational centre is functioning as a neighbourhood centrality. Connecting the educational, social and economic entities together. Hereby training programs and business centres get connected. The social entities are addressing towards different cultural groups, highlighting the metropolitan character of the city.

M steenweg

B

K d

Ninoofse

ringroa

B

K d

steenweg

ringroa

Ninoofse

M

VOCATIONAL CENTRE

The vocational centre takes place as a neighbourhood centrality, offering a well-equipped centre with new courses. Market and vocational school meeting each other “streetwise”.

The described process leads towards “inclusive education”, as a part of “inclusive urbanism” for Molenbeek. “Inclusive education” must start from social and cultural diversity reaching out for informal learning processes as they are developing in the post-modern city.

EDUCATIONAL ENTITIES

At the Ninoofsepoort “Inclusive education” becomes an informal mix of education, work, leisure, sport and activities wherein the metropolitan environment of the school is highlighted.

ECONOMIC ENTITIES

SOCIAL ENTITIES

Outer-connectivity “Inclusive education” as tool for “inclusive urbanism” in Molenbeek

The expanded market of Molenbeek will be part of a bigger entity of markets (Kuregem, old Molenbeek, Zuidmarket) of low-Brussels. The market will attract people from outside the region,with this the square is offering metropolitan functions like a swimming pool, water garden, outdoor movie and parking.

al can

can

al

The vocational centre is functioning as a neighbourhood centrality. Connecting the educational, social and economic entities together. Hereby training programs and business centres get connected. The social entities are addressing towards different cultural groups, highlighting the metropolitan character of the city.

M steenweg

B

K d

Ninoofse

ringroa

B

K d

steenweg

ringroa

Ninoofse

M

VOCATIONAL CENTRE

The vocational centre takes place as a neighbourhood centrality, offering a well-equipped centre with new courses. Market and vocational school meeting each other “streetwise”.

The described process leads towards “inclusive education”, as a part of “inclusive urbanism” for Molenbeek. “Inclusive education” must start from social and cultural diversity reaching out for informal learning processes as they are developing in the post-modern city.

EDUCATIONAL ENTITIES

At the Ninoofsepoort “Inclusive education” becomes an informal mix of education, work, leisure, sport and activities wherein the metropolitan environment of the school is highlighted.

ECONOMIC ENTITIES

References

Books

Articles

BLONDEEL, P., Op afstand aangewezen: de toëigening van de publieke ruimte: strategieën en opvattingen van onderzoek in een Brusselse volkswijk, Ministerie va de Vlaamse Gemeenschap, 1996.

Building for Brussels, Architecture and Urban Transformations in Europe, Centre for fine Arts, Brussels.

COLLINS, H., European Vocational Systems, A guide to vocational education and training in the eurpean community, Kogan Page, London, 1993.

STENSTRÖM, M-L., LASONEN, J., Strategies for Reforming Initial Vocational Education and Training in Europe, Jyväskylä : Institute for Educational Research, University of Jyväskylä (Finland), LEJEUNE, C., 2000.

Studio Open stad, een stad in beweging, Brussel, Edited by: Centrum voor Architectuur en Design, 1998.

Congrès du syndicat National de la police Belge, Molenbeek-Saint-Jean 1953, Folklore, Arts, commerce et Industries Molenbeekois, publication de l’Union Policiere Molenbeekoise, à l’occassion de XXVIe Congrès du Syndicat National de la Police Belge, 1953.

DEJEMEPPE, P., MOUCHART, C., PiIERSOTTE, C., Brussel over 20 jaar, Agentschap voor Territoriale Ontwikkeling, Brussel, 2009.

JANSSENS, R., CARLIER, D., and VAN DE CRAEN, P., Citizens’ forum of Brussels. Education in Brussels, Brussels Studies, Synopsis nr.5, 2009.

The Berlage Institute Report, Brussels, Capital of Europe, Urban form, Representation, Architecture, SnoeckDucaju, Gent, 2006.

KESTELOOT, K., MEERT, H., Informal spaces: the geography of informal economic activities in Brussels, Oxford, Blackwell Pubishers, 1995.

VITTORIO AURELI, P., BORRA, B., DECLERCK, J., Brussels, a manifesto, towards the capital of Europe, Rotterdam, NAI, 2007.

MUSTERD, S., MURIE, A., Social exclusion and opportunity structures in European cities and neighbourhood, Urban studies, vol. 41, nr. 8, 2004.

REA, A., NAGELS, c., CHRISTIAENS, J., Citizens’ forum of Brussels. Young people in Brussels: social inequality and cultural diversity, Brussels Studies, Synopsis nr. 9, 2009.

SECCHI, B., VIGANO, P., Studio 010, Bruxelles et ses territoires, plan regional de development durable, elaboration d’une vision territoriale métropolitaine à l’horizon 2040 pour Bruxelles. h t t p : / / w w w. u r b a n i s m e . i r i s n e t . b e / n l / s p e l re g e l s / ontwikkelingsplannen/hetdgewop/brusselsemetropool-2040 (consulted 02/07/11)

Continuity, consolidation and change, towards a European are of vocational education and training, European Centre for the development of Vocational Training, European Centre for the Development of Vocational Training, 2009.

VANDERMOTTEN, C., LECLERCQ, E., CASSIERS,. T., WAYENS, B., Citizens’ forum of Brussels. The Brussels economy, Brussels Studies, Synopsis nr.7, 2009.

Marokkaanse jongeren in Molenbeek, het gebruik van de ruimte in het Brussels Hoofdstedelijk Gewest, Office for Urban Reporting, 2010.

VERLOT, M., Leren in de stad van (over)morgen. Een notitie over de toekomst van het leren en het onderwijs in de stad. Brussel, Ministerie van de Vlaamse Gemeenschap. www.thuisindestad.be/publicaties.html (consulted 08/08/2011)

Profiel en consumptiegewoonten van de Brusselse klant, Atrium, December 2007. http://www.atrium.irisnet.be (consulted 30/04/11)

WILLAERT, D., DEBOOSERE, P., Buurtatlas van de bevolking van het Brussels Hoofdstedelijk Gewest bij de aanvang van de 21ste eeuw, Ministerie van het Brussels Hoofdstedelijk Gewest. Nr. 42, Iris uitgaven, 2005.

Reports Commissie van de Europese gemeenschappen, Groenboek. Migraties en mobiliteit: uitdagingen en kansen voor Europese onderwijssystemen, 2008. h t t p : / / e u r- l e x . e u ro p a . e u / L e x U r i S e r v / L e x U r i S e r v. do?uri=COM:2008:0423:FIN:NL:PDF

Gemeente Sint-Jans-Molenbeek, Gemeentelijk ontwikkelingsplan, COOPARCH-RU, 2004.

SINT-JANS-MOLENBEEK, Wijkcontract Cinéma BelleVue, fase 1+2 http://www.molenbeek.irisnet.be/la-vie-a-molenbeeknl/espace-public/contrats-de-quartiers/contrats-dequartiers (consulted 11/06/2011)

References

Books

Articles

BLONDEEL, P., Op afstand aangewezen: de toëigening van de publieke ruimte: strategieën en opvattingen van onderzoek in een Brusselse volkswijk, Ministerie va de Vlaamse Gemeenschap, 1996.

Building for Brussels, Architecture and Urban Transformations in Europe, Centre for fine Arts, Brussels.

COLLINS, H., European Vocational Systems, A guide to vocational education and training in the eurpean community, Kogan Page, London, 1993.

STENSTRÖM, M-L., LASONEN, J., Strategies for Reforming Initial Vocational Education and Training in Europe, Jyväskylä : Institute for Educational Research, University of Jyväskylä (Finland), LEJEUNE, C., 2000.

Studio Open stad, een stad in beweging, Brussel, Edited by: Centrum voor Architectuur en Design, 1998.

Congrès du syndicat National de la police Belge, Molenbeek-Saint-Jean 1953, Folklore, Arts, commerce et Industries Molenbeekois, publication de l’Union Policiere Molenbeekoise, à l’occassion de XXVIe Congrès du Syndicat National de la Police Belge, 1953.

DEJEMEPPE, P., MOUCHART, C., PiIERSOTTE, C., Brussel over 20 jaar, Agentschap voor Territoriale Ontwikkeling, Brussel, 2009.

JANSSENS, R., CARLIER, D., and VAN DE CRAEN, P., Citizens’ forum of Brussels. Education in Brussels, Brussels Studies, Synopsis nr.5, 2009.

The Berlage Institute Report, Brussels, Capital of Europe, Urban form, Representation, Architecture, SnoeckDucaju, Gent, 2006.

KESTELOOT, K., MEERT, H., Informal spaces: the geography of informal economic activities in Brussels, Oxford, Blackwell Pubishers, 1995.

VITTORIO AURELI, P., BORRA, B., DECLERCK, J., Brussels, a manifesto, towards the capital of Europe, Rotterdam, NAI, 2007.

MUSTERD, S., MURIE, A., Social exclusion and opportunity structures in European cities and neighbourhood, Urban studies, vol. 41, nr. 8, 2004.

REA, A., NAGELS, c., CHRISTIAENS, J., Citizens’ forum of Brussels. Young people in Brussels: social inequality and cultural diversity, Brussels Studies, Synopsis nr. 9, 2009.

SECCHI, B., VIGANO, P., Studio 010, Bruxelles et ses territoires, plan regional de development durable, elaboration d’une vision territoriale métropolitaine à l’horizon 2040 pour Bruxelles. h t t p : / / w w w. u r b a n i s m e . i r i s n e t . b e / n l / s p e l re g e l s / ontwikkelingsplannen/hetdgewop/brusselsemetropool-2040 (consulted 02/07/11)

Continuity, consolidation and change, towards a European are of vocational education and training, European Centre for the development of Vocational Training, European Centre for the Development of Vocational Training, 2009.

VANDERMOTTEN, C., LECLERCQ, E., CASSIERS,. T., WAYENS, B., Citizens’ forum of Brussels. The Brussels economy, Brussels Studies, Synopsis nr.7, 2009.

Marokkaanse jongeren in Molenbeek, het gebruik van de ruimte in het Brussels Hoofdstedelijk Gewest, Office for Urban Reporting, 2010.

VERLOT, M., Leren in de stad van (over)morgen. Een notitie over de toekomst van het leren en het onderwijs in de stad. Brussel, Ministerie van de Vlaamse Gemeenschap. www.thuisindestad.be/publicaties.html (consulted 08/08/2011)

Profiel en consumptiegewoonten van de Brusselse klant, Atrium, December 2007. http://www.atrium.irisnet.be (consulted 30/04/11)

WILLAERT, D., DEBOOSERE, P., Buurtatlas van de bevolking van het Brussels Hoofdstedelijk Gewest bij de aanvang van de 21ste eeuw, Ministerie van het Brussels Hoofdstedelijk Gewest. Nr. 42, Iris uitgaven, 2005.

Reports Commissie van de Europese gemeenschappen, Groenboek. Migraties en mobiliteit: uitdagingen en kansen voor Europese onderwijssystemen, 2008. h t t p : / / e u r- l e x . e u ro p a . e u / L e x U r i S e r v / L e x U r i S e r v. do?uri=COM:2008:0423:FIN:NL:PDF

Gemeente Sint-Jans-Molenbeek, Gemeentelijk ontwikkelingsplan, COOPARCH-RU, 2004.

SINT-JANS-MOLENBEEK, Wijkcontract Cinéma BelleVue, fase 1+2 http://www.molenbeek.irisnet.be/la-vie-a-molenbeeknl/espace-public/contrats-de-quartiers/contrats-dequartiers (consulted 11/06/2011)