The national School of Architecture, Paris

The national School
of Architecture, Paris-Belleville
The National School
of Architecture, Paris-Belleville
Founded in 1969 by Bernard Huet and a group
of architecture students from the École Nationale Supérieure des Beaux-Arts in Paris, the
National School of Architecture, Paris-Belleville
(ENSA-PB), is an associate body of “Université
Paris-Est” (UPE). It is one of the twenty national
schools of architecture functioning under the
aegis of France’s Ministry of Culture and Communications. As such it is authorised to teach
the national programme while developing its
own course orientations, and to issue diplomas
with the same status as university degrees.
Its identity
The ENSA-PB study programme is based on
the notion of the architectural project and embraces the fields of town planning, building,
landscape and heritage.
The School aims to defend and achieve recognition for the cultural, symbolic, practical and
political aspects of architecture. It places particular emphasis on the social responsibility of
the architect and has expanded its construction
training side.
Its mandate
The school exists to train professionals in the
building sphere in response to the necessary
diversification of architectural professions and
the increasing significance of environmental
considerations.
Their studies completed, new graduates take
up posts in project management and the designing and development of public spaces,
but also in such more varied fields as commissioning projects, preparing architectural briefs,
scenography, landscaping and major hazard
prevention.
Some statistics
Over 5,214 architects trained in 44 years, a
total community of 1,353, 1 Master’s, 3 advanced and specialist architecture degrees,
1,117 students including 390 undergraduates (155 in first year), 454 Master’s students,
84 international students, 98 students taking
the postgraduate DSA (“Diplôme de Spécialisation et d’Approfondissement en Architecture”, Post graduate diploma), 105 taking
the HMONP course in project management,
29 taking the Cities, Transport and Territories
doctorate at Université Paris-Est, 68 professors
and lecturers, 81 non-tenured teachers, 32
teacher-researchers at the Ipraus laboratory,
and 59 administrative and technical personnel.
The budget for 2014 was 5,571,684 €. The
two sites include 15,600 square metres of
usable floor area, of which 800 square metres
are used for research.
The projects:
training and research
The beginning
The School was founded when the architecture
department of the Ecole Nationale Supérieure
des Beaux-Arts broke up: both teachers and students wanted to cut free of a heavily academic
approach in favour of multidisciplinary teaching
conducive to an awareness of architecture and
its boundaries in historical, ideological, sociological, philosophical and constructional terms.
Teaching and research
Training at ENSA-PB is based on a set of four
principles that make up the School’s teaching
project:
- A necessarily multidisciplinary approach combining know-how and content, theory and practice, and training in architectural and urban projects and other disciplines.
- A basis of shared learning covering, in particular, mastery of spatial representation – from
drawing by hand to use of computers – together
with the theory and history of architecture, construction, the humanities and the social sciences.
- A relationship between the educational project
and the research project. A fundamental part of
the School’s philosophy, this relationship hinges
on the teaching body’s involvement in research
and ensures regular updating of course content.
It is also a statement to the effect that the teaching of architecture cannot be considered a mere
form of professional training.
- Primacy for the architectural and urban projects, taught in workshops and accounting for
50% of the teaching. Students are taught to design projects for buildings, public facilities and
housing at local, urban and territorial level.
Research is a core part of the School’s teaching
system. In the field of architectural research,
Ipraus (Paris Research Institute: Architecture,
Urbanism, Society) has been combining and
comparing the disciplines of architectural and
urban projects with the humanities and the social sciences since its founding in 1986.
The approach calls for complementarity between disciplines and their methodologies in respect of a common goal: the architectural space
of the city as it emerges in dialogue with forms
of social organisation and through its production
processes. This stance has enabled the acquisition of specific contents and conceptual tools,
as well as the production of knowledge relating
to architecture as a discipline.
Since January 1, 2010 Ipraus has been part of
the Joint Research Unit “Architecture, Urbanism, Society: Knowledge, Education, Research”
(UMR AUSser no. 3329), attached to the Ministry
of Culture and Communications. It also receives
students from the Cities, Transport and Territories doctoral school at Université Paris-Est, of
which ENSA-PB is an associate body.
Ipraus research themes are The Architecture of
Territories: transport, urban forms, environment
– History and Prospects; Architecture and Cities
in Contemporary Asia: heritage and project;
Architecture and the Technical Approach; Heritage and Project; Present-day Architecture: mediations and concrete outcomes; Architecture:
dissemination, transmission, teaching.
Study programmes
Bachelor of Architecture
At the end of this three-year course the student
must be capable of producing a complete architectural and building project and an urban
architectural programme. Teaching is on a step
by step basis, and students must reach the required standard in each discipline.
The first year brings initial contact with the
rudiments of architecture and building, the
acquisition of representational techniques in
terms of drawing and spatial perception, and
an introduction to the project.
Second year studies involve a broader, more
detailed approach to the project, with students
acquiring vital concepts for the analysis of built
structures, beginning to develop a sound approach to the project, and addressing urban
issues with direct architectural implications.
The third year equips students with a spatial
approach to architectural layout, together with
the capacity to handle matters of construction
and urban scale in the context of designing a
complete project.
At Master’s level study programs are individualised through freedom of choice in the shaping
of content and experiments: the studio courses
and workshops are not strictly interdependent.
A ‘Research’ segment is available for students
wishing to give their studies this emphasis.
Double curricula
From first year onwards the School offers as
an option the courses in civil engineering at its
partner establishment, the Conservatoire National des Arts et Métiers (CNAM). This makes
possible a double architecture-engineering
curriculum.
From second year onwards a number of students can undertake an architecture-industrial
design double curriculum organised in partnership with the Ecole Nationale Supérieure de
Création Industrielle (ENSCI).
Post-Master’s studies
The Master’s
The HMONP course in project management is
intended to prepare students for specific future
responsibilities: personal responsibility, project
manager responsibilities, and project economics and regulation.
Students who have completed their Master’s
must be capable of designing an architectural and an urban project unassisted. They
must also be able to apply critical analysis to
building processes in different contexts, on different scales, and in terms of use, techniques
and time frames. They must be aware, too, of
the role of research, as well as of the different
ways of functioning and different professional
areas now part of the practice of architecture.
The three postgraduate DSA (Diplôme de Spécialisation et d’Approfondissement en Architecture) degrees cover “the issues raised by
the diversification and evolution of professional
practices and skills”. They certify a course of
eighteen months or two years designed to help
young professionals develop their awareness,
understanding and technical expertise in a specific field. For experienced architects they offer
a means of broadening their perspectives; and
for engineers, landscapers and urbanists, they
represent an opportunity to compare the methods and contents of their initial training with the
architectural approach, with an emphasis on
matters requiring a combination of points of
view and qualifications.
The School’s aim, then, is teaching that revolves
around areas of specialisation relevant to current issues in the social arena.
Unique in France, the “Architecture and Major Hazards” DSA centres on questions not
normally associated with each other: prevention of major hazards in architectural design
and urban projects, and the role of the architect
in emergency situations and reconstruction. It
covers the dangers to people and the environment stemming from natural phenomena and
human activity.
The “Architecture and Heritage” DSA introduces students to all aspects of heritage
relating to the architecture, urbanism and
landscaping of the modern and contemporary
periods. The question here is not so much the
restoration of historical monuments as the acquisition of the ability to take action on existing sites at all levels and to make appropriate
critical assessments of proposed programmes
of transformation ranging from individual buildings to urban entities. With the Ecole de Chaillot, ENSAPB is the only school offering this kind
of specialist heritage degree.
The theme of the “Architecture and Urban
Project” DSA is the large-scale project. The
teaching draws in particular on the work on
production of ideas and proposals currently
sparked by the Grand Paris venture.
All ENSA-PB study programmes received renewed official approval in 2012–2013 (valid
until 2019–2020 for the bachelor’s degree and
the Master’s).
Doctorates
Together with the Marne-la-Vallée and Paris-Malaquais schools of architecture, ENSA-PB
is part of the “Cities, Transport and Territories” doctoral department at Université Paris-Est (UPE). Students preparing a doctorate
in architecture are enrolled at UPE’s doctoral
school, where they work under the guidance
of a qualified research supervisor and are are
admitted to the Ipraus / AUSser research laboratory. 37 doctoral students were admitted to
Ipraus in 2014–2015.
Co-tutelle is becoming a more common practice within the School’s international network.
Since 2004 ENSA-PB, through an agreement
with the IUAV university of architecture in Venice and four other European universities, has
been an active participant in the Villard d’Honnecourt doctorate, whose theme is the identity of European architecture.
Student recruitment
First year admissions
Holders of the French baccalaureate or students preparing for it, and candidates from
the EU, the European Economic Area or Switzerland who are qualified to undertake higher
education in France, must initially apply via
the “Admission Post Bac” coordinating portal
(http://www.admission-postbac.fr).
Admission to other years
Holders of the bachelor’s degree take the
Master’s at the School itself and account for
95% of its Master’s candidates.
Transfers: the great majority of requests for
transfers concern the Master’s, but the School
is able to accept only a very small number of
such requests.
Adaptation in first year
Holders of EU and non-EU bachelor of architecture degrees: each year a small number of
such graduates is admitted.
Subject to validation of credits or partial
study exemptions, a small number of students are admitted to the Master’s, as they
are considered to have already acquired the
fundamentals through their training and/or
professional activity.
Specific groups
and special cases
The school’s size, student-teacher ratio, general organisation, administrative commitment
and facilities lend themselves to flexibility of
intake and timetabling. One or two top athletes are admitted each year, as are some
adults with validation of professional experience and one or two disabled people.
As the first year of studies is decisive, the
School pays close attention to its new students.
An introductory session offered in September includes presentation of the teaching programme, the study calendar and the student
portal. Teachers explain the content of their
courses and their requirements.
An inexpensive ‘starting kit’ is available. The
Belasso Association organises a mentoring
system for first-year students, each of whom is
advised, assisted and encouraged by a more
advanced student.
An introduction to the library is complemented
by compulsory initiation into documentary research, the aim being self-reliance in searching
for information. Further backup is provided by
a tour of the Cité de l’Architecture et du Patrimoine in Paris.
In late October the School organises a five-day
‘first-year trip’ to a European city. This involves
all students, together with teachers of architecture, history and the visual arts. In addition
to aiding adaptation, this stay helps immerse
students in various aspects of architecture and
cities in general: theory, history and visual representation are addressed through tours, lectures and intensive drawing sessions.
The organisation of the first-year teaching
team means that students in difficulty are
quickly identified and the appropriate steps
decided on in dialogue with them.
The teaching at ENSA-PB
The types of teaching are generally the same at
bachelor, Master’s and DSA level: compulsory
or optional lectures on the technical subjects –
construction, geometry, computer science – as
well as on architecture itself – its theory, history
and sociology – and English.
The architectural or urban graduation project
takes up the Master’s final semester. It allows
the student to demonstrate his capacity for independence in architectural design and implement the knowledge and work methods he has
acquired in the course of his training.
At the beginning of each semester there are
crash courses in the form of workshops, presentations and tutorials. They introduce subjects to be gone into in greater detail later in
the semester, or methodically address particular
situations. When the work is of a collective nature, each student’s contribution is identifiable.
Internships are compulsory from bachelor level onwards. They can be of many kinds, and at
Master’s, DSA and HMONP level they involve
work in real professional situations. A focus
for practical implementation of what has been
learnt, the internship is also a time of discovery
and knowledge acquisition with regard to the
student’s future profession. Students may undertake additional internships as long as they
fit with the regulatory requirements and can be
justified educationally.
The tutorials take the form of additional teaching or practical work relating to one or more
classes in the fields of construction, geometry,
sociology and urban studies. Workshops take
place on-site or in specific venues and bear on
either the creation, testing, study and handling
of relevant tools, or completion of a task or
project in the field of the visual arts, drawing,
materials (wood in particular), educational media and computer graphics.
Master’s seminars combine the approaches
of teachers from different and complementary
disciplines to questions relating to architecture
or the city. They are rounded off by a thesis presented and defended at the end of the third
semester.
The studio courses – specific approaches to
the architectural project – are organised under
the guidance of teachers, each working with
some fifteen students. The considerable workload – research, sketches, drawings, models,
studies, fine tuning, details, presentation data
– presupposes ongoing commitment on the
student’s part and represents 50% of his overall
schedule.
Organised travel always takes place within
a teaching framework and in the context of a
specific programme and purpose. Trips involve
individual work – reports, sketches, documentation, etc. – which is sometimes included in
exhibitions at the School. At DSA level these
trips are often the actual basis of the teaching
project.
Lectures are open to all students and can provide additional backup for personal work.
On site, students may work in the library, the
studios and the computer rooms until 10 pm or
midnight during the week and during the day
on Saturdays.
Partnership
courses
The ‘Assistant Project Manager
for Spatial Planning’ course
This one-year course is part of a partnership
between the Université Paris-Est Marne (Urban Engineering Department), the National
Schools of Architecture of Marne-la-Vallée
(ENSAVT) and Paris-Belleville (ENSA-PB),
and the City of Paris School of Engineering
(EIVP). It covers the fields of architecture, urban planning and urban engineering.
The course is designed to provide the theoretical grounding, skills and know-how
needed to assist architects, urbanists and
engineers in the management and operational handling of projects. Open to students possessing a degree in technology
or a two-year senior technician’s certificate,
or having completed two years of a general
studies BA, it is intended as a bridge to immediate employability and not to a Master’s.
Master 2. European Track
Tackling Metropolitan Challenges in
Europe - Comparative Analysis
In the context of Université Paris-Est’s Labex
“Futurs Urbains” (Urban Futures Excellence
Laboratory), a European Master 2 was created in 2012 for students from all kinds of
backgrounds. The course brings together
universities in France, Italy and Germany,
and comprises one semester in France and
another in Hamburg or Milan. Teaching is in
English.
Continuing
education
ENSA-PB offers continuing education to
professionals in architecture and urban and
territorial planning. The courses are often
designed and taught in a context of partnership or coproduction, via the major institutional, educational and professional network
the School has built up.
The School’s current principal aims are: to
specifically enhance certain study topics
or modules, especially within its sphere of
doctoral specialisation, so as to make them
more generally available and thus:
- contribute to the training of public sector
actors and authorities in the fields of architecture and urban and territorial planning
- communicate the culture of architecture
to a broad, non-professional public keen to
acquire the knowledge and tools needed to
grasp the thinking behind the designing and
implementation of architectural and planning projects.
The School also informs and assists practising architecture graduates with enrolment in
continuing education courses leading to the
HMONP and DSA qualification it issues.
International outreach
International visibility
and recognition
For many years now ENSA-PB has been organising international cooperative initiatives in the
teaching and research fields: 80% of its students travel in Europe and beyond; it attracts
doctoral and post-doctoral students, as well
as researchers, from abroad; and it engages in
long-term bilateral research programmes.
These exchanges have provided the basis for
the training of many doctoral students now directing teaching activities and research in their
home countries – countries with which ongoing
and expanding partnerships have been set up.
Cooperative ventures currently include universities all over the world, from the United States
to Korea and from Brazil to Vietnam.
This visibility is also the outcome of involvement
in international networks centred on the theme
‘Architecture, Cities and Urban Development’
and/or on specific geographical and cultural
areas: the architectural and research network
Metropolises of Asia and the Pacific: Comparative Architecture and Urbanism, coordinated
by Ipraus; the CNRS/MSH Asie-Imasie network;
Euroseas (European Association for South East
Asian Studies); Urban Knowledge Network Asia
(Ukna); and France’s Vauban Network.
Several of these cooperative programmes have
grown out of educational ventures involving
Erasmus student exchanges, EU doctoral students, co-tutelle theses, etc.
Pont Long Bien - Hanoï
© DSA Architecture et projet urbain
International exchanges
Every year ENSA-PB sends 60 to 80 students
to other universities and takes in 90 students
from abroad. This is done through the Erasmus
programme and inter-school partnerships with
46 countries in Europe and 18 others around
the world.
Cooperative projects
ENSA-PB works cooperatively with universities abroad: studio courses are shared with
Chulalong Korn (Bangkok, Thailand), Siem
Reap (Cambodia), Roma La Sapienza and the
University of Austin, Texas. There are shared
workshops with the Shibaura Institute in Tokyo
and the universities of Hanyang (Seoul, Korea),
Tallin (Estonia) and Lima (Peru).
The DSA courses are also part of international cooperation ventures, notably focusing on
major hazards (Haiti), large territories (Shanghai
and Hanoi) and heritage (Tianjin in China).
Educational trips
Most students go on annual study tours, in
France, Europe and further afield. These trips
are supervised by teachers, often in combination with international cooperative projects.
© Jean-Noël Pignet
Local outreach
Lectures, classes for the public, exhibitions, publications.
ENSA-PB has always used exhibitions, lectures,
colloquia, publications and other means to
communicate the culture of architecture to
both students and teachers, with two goals in
mind: to highlight the school’s output – notably
in the form of student work – while offering students access to content and experiments beneficial to their training and the chance to engage
with actors in the professional world that will
one day be theirs.
These events and presentations tie in with the
School’s major themes and with current partnerships: colloquia, study days, lectures and
exhibitions fuel a very full calendar. The exhibitions of student work – graduation projects,
travel drawings, studio course material, etc.
– are high points in the life of the academic
community. The School is concerned to offer
students the possibility of advance contact with
their future profession through talks, exhibitions
and encounters.
Since 2012 ENSA-PB has been home to an
architecture school for children, organised by
the Council for Architecture, Urbanism and
the Environment (CAUE) in Paris. In addition,
the opening up of classes – in the history of architecture and the visual arts, in particular – to
members of the public has met with steadily
increasing success.
Publications are encouraged and appear regularly: groups of graduation projects, for example, and research laboratory results.
Student initiatives are rewarding and productive and receive the School’s backing. In
addition to the association Asso B, which coordinates paid work by students in relevant
fields, the Bellasso Association contributes to
student life by organising extracurricular, cultural, sporting and fun activities, as well as running
a cooperative. ‘Melting Potes’, its international
section, looks after reception and integration of
students from abroad. ENSA-PB is also home
to the Bellastock Association, whose activities
extend well beyond the School itself. In May
Bellastock organises an architecture festival
that attracts several thousand students from
every architecture school in France, as well
as from architecture and art schools in other
countries. Involving public and private sector
partners, the festival is an all-year-round affair in
terms of its lectures and preliminary and experimental projects, and culminates in a travelling
exhibition. Bellastock also organises or takes
part in events outside the Ile-de-France area,
as well as in Germany, China, Chile and other
countries.
For the latest ENSAPB news: www.paris-belleville.archi.fr
or www.facebook.com/ensa.parisbelleville
Made in Vitrolles
© Sylvain Adenot
© Jean-Noël Pignet
The site
60 Boulevard de la Villette:
the former Diderot technical high school
The site the School has occupied since September 2009 brings with it a duty to memory.
In 1873 the City of Paris had created a model
vocational school for training workers and management in trades relating to wood, electricity
and, later, electrical engineering. The nascent
Third Republic was out to offer the working
classes of the Goutte d’Or, La Villette, Charonne
and Belleville neighbourhoods basic trade
training and so develop a new kind of worker
who ‘would master his profession through the
knowledge he had been provided with, so that
he would no longer be simply a useful producer,
but a real contributor to progress.’
This establishment would later become the Lycée Technique Diderot France’s first technical
high school, offering preparatory courses for
the National Schools of Art and Design. In 1995
it moved to Rue David d’Angers.
Very much part of the city on its L-shaped plot,
the school had two entrances, one on Boulevard de la Villette and the other on the small
Rue Burnouf. Its seven buildings, dating from
1873 to 1933, surrounded three courtyards; the
site is a fine example of the French rationalist
architecture of the late 19th century and the
beginnings of functionalism in the first half of
the 20th.
On July 9, 2001 the Paris City Council decided
to allocate the establishment to the Ministry of
Culture, on the condition that it should be occupied by an architecture school for at least the
next fifty years. Prior to this the Ile-de-France
Region had agreed to hand over control of the
site to the City.
Setting up and moving in
Design matters were entrusted to architect
Jean-Paul Philippon and the Ingérop design
studio, winners of a competition held in July
2002. The building permit was issued in April
2004 and work lasted from 2005 to 2009.
The schedule had been drawn up on a participatory basis. The first detailed drawings had
been carried out by a team of undergraduates
under the supervision of two teachers, and the
project and its implementation were presented
to the neighbourhood committee.
The architect deliberately limited demolition
(4,000 m²) in favour of rehabilitation (7,000 m²)
and new construction (7,600 m²), the aim being
to make the most of the site’s creative potential and integrate the project into the city by
harmonising history, heritage and modernity.
The cost of the first tranche of works, including architect’s fees, was € 46.85m. Funding
was provided by the Ministry of Culture and
Communications and the State-Region Planning Contract. These new premises meant an
enormous improvement in working conditions
for the students.
Music for the School
A creation by Michel Aubry
as part of the 1% for art scheme
Thirty-three sounds in the form of twelve pentagons were embedded in the floor of the central
lobby.
Four basic areas were chosen. At floor level a
single, continuous design provides a unified
reading of the itinerary running from the Villette
courtyard, to the south, to the Burnouf court-
yard in the north, via the central lobby and the
garden.
The pentagons are visual representations of the
pentachords, which correspond to the five-note
musical scales of the instrument’s right and left
hands.
Area: some statistics
A total area of 14,600 m² for, overall, 9,540
m² of usable surface, excluding circulation areas and utility spaces. A library of 1,000 m²;
5,500 m² for teaching, including 3 lecture theatres, 15 classrooms, 13 architecture studios
and 6 workshops for the visual arts: woodwork,
printing, sculpture, multimedia, photography
and cinema, drawing and painting; 1,000 m²
for the reception area, exhibition space, student associations and the cafeteria; 800 m² for
the research laboratory; and 700 m² of office
space.
Facilities
The library of over 900 m² provides 100 workspaces, 20 computer stations with printing and
digitisation facilities, and more than 20,000
items – books, dictionaries, encyclopaedias,
journals, videos, projects, theses – available for
loan. Some of the latter – old books and the
Bernard Huet collection – are quite unique.
A materials library offers solutions to environmental issues and alerts students to the way
materials are made and the importance of the
way they are worked on. The library is open 44
hours a week, from Monday to Saturday. It is
complemented by the Roger-Henri Guerrand
Centre – the Ipraus documentation facility –
which offers over 5,500 documents relating to
the laboratory’s research: periodicals, books,
research reports, theses and proceedings of
colloquia and seminars bearing on architecture, urban planning and relevant branches of
sociology.
Available to students on a guided self-service
basis, the modelling workshop is equipped
with numerous mini-machine tools enabling
work on different materials. Its digital area is
home to a 3D printer and a laser cutter.
The wood, furniture and construction workshop is mainly used for classes, but can be
availed of outside teaching hours and has all
the facilities needed for carpentry and cabinetmaking.
There are also workshops specifically designed
and equipped for the visual arts: photography,
printmaking, video and sculpture.
Various computer stations, dedicated or
self-service, are available for students, who
can also connect their own computers to the
School’s network. A reprographics room enables printing of plans, etc.
The School also possesses a former printing
works of 1,200 m², now transformed into architecture workshops for students, at 46 Boulevard de la Villette.
Professional integration
Since 2009 ENSA-PB has been home to a professional integration observatory whose aims
are to record students’ study background, measure their levels of professional integration and
the time taken, analyse integration processes
in terms of category, remuneration, company
type and choice of location, and note the range
of activities taken up.
Thus the School runs regular surveys of its new
graduates. The most recent, in 2013, showed
that most ADE (state degree) architects and
HMONP graduates had found employment.
10% of research graduates were in search of
work – whether or not they had found a first
job – while 4% were continuing their training
via a doctorate, DSA or Master’s and were not
practising professionally.
Setting aside this latter group, 85% of all graduates had found work in under 6 months and
95% in less than a year. For the previous survey the figures were 87% and 96% respectively. Finding a job seems to be taking longer, in
particular for the ADE group: 76% of HMONP
graduates found work in less than 3 months,
while the proportion of ADE graduates for the
same period was 48%.
Support ENSA-PB
You can support the Paris-Belleville National
School of Architecture through donations or
allocation of your ‘‘taxe d’apprentissage’’.
The ‘‘taxe d’apprentissage’’
The ‘‘taxe d’apprentissage’’ is a funding mechanism for initial technological and professional
training. It is compulsory for commercial, industrial and trade businesses with salaried staff and
is related to Company Tax. The company pays
the tax to an official collection body (OCTA)
and can stipulate the beneficiaries. Otherwise
the collection body makes the choice.
ENSA-PB is entitled to receive the ‘‘taxe d’apprentissage for the categories C ‘‘senior management’’ and B ‘‘middle management’’, and
cumulatively.
Each year the ‘‘taxe d’apprentissage’’ helps
ENSA-PB to extend its architectural research,
maintain the quality of its software and teaching equipment, add to its library and assist students with educational travel in France and the
rest of the world.
As ENSA-PB partners, contributing companies
are kept up to date on events at the School –
exhibitions, talks, colloquia, publications, etc.
– as well as internships and job opportunities.
Contact
Catherine Karoubi
tel 01 53 38 50 17
fax 01 53 38 50 01
catherine.karoubi@paris-belleville.archi.fr
The ‘‘taxe d’apprentissage’’ is the only tax which
you have the freedom to allocate. By designating ENSA-PB as a beneficiary you contribute
directly to the training of the architects who tomorrow will be helping meet the needs of our
living environment. Thus you become a partner
in the education of highly qualified specialists
sensitive to present and future issues and responsible in the exercise of their profession.
Action photo
Making of
© Anne Chatelut, Jean-Pierre Fontaine, Didier Gauducheau, Jean-Noel Pignet