The national School of Architecture, Paris-Belleville - ENSAPB
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The national School of Architecture, Paris-Belleville
The National School
of Architecture, Paris-Belleville
Founded in 1969 by Bernard Huet and a group Their studies completed, new graduates take
of architecture students from the École Natio- up posts in project management and the de-
nale Supérieure des Beaux-Arts in Paris, the signing and development of public spaces,
National School of Architecture, Paris-Belleville but also in such more varied fields as commis-
(ENSA-PB), is an associate body of “Université sioning projects, preparing architectural briefs,
Paris-Est” (UPE). It is one of the twenty national scenography, landscaping and major hazard
schools of architecture functioning under the prevention.
aegis of France’s Ministry of Culture and Com-
munications. As such it is authorised to teach
the national programme while developing its Some statistics
own course orientations, and to issue diplomas
with the same status as university degrees. Over 5,214 architects trained in 44 years, a
total community of 1,409, 1 Master’s, 3 ad-
vanced and specialist architecture degrees,
Its identity 1,198 students including 416 undergradu-
ates (168 in first year), 451 Master’s students,
The ENSA-PB study programme is based on 83 international students, 103 students taking
the notion of the architectural project and em- the postgraduate DSA (“Diplôme de Spécial-
braces the fields of town planning, building, isation et d’Approfondissement en Architec-
landscape and heritage. ture”, Post graduate diploma), 117 taking
the HMONP course (“Habilitation à la maîtrise
The School aims to defend and achieve recog- d’oeuvre en son nom propre”, Project man-
nition for the cultural, symbolic, practical and agement in his or her own right), 38 taking the
political aspects of architecture. It places par- Cities, Transport and Territories doctorate at
ticular emphasis on the social responsibility of Université Paris-Est, 70 professors and lectur-
the architect and has expanded its construction ers, 82 non-tenured teachers, 32 teacher-re-
training side. searchers at the Ipraus laboratory, and 60 ad-
ministrative and technical personnel. The two
sites include 15,600 square metres of usable
Its mandate floor area, of which 800 square metres are
used for research.
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.
The projects:
training and research
The beginning Research is a core part of the School’s teaching
system. In the field of architectural research,
The School was founded when the architecture Ipraus (Paris Research Institute: Architecture,
department of the Ecole Nationale Supérieure Urbanism, Society) has been combining and
des Beaux-Arts broke up: both teachers and stu- comparing the disciplines of architectural and
dents wanted to cut free of a heavily academic urban projects with the humanities and the so-
approach in favour of multidisciplinary teaching cial sciences since its founding in 1986.
conducive to an awareness of architecture and
its boundaries in historical, ideological, socio- The approach calls for complementarity be-
logical, philosophical and constructional terms. tween disciplines and their methodologies in re-
spect of a common goal: the architectural space
of the city as it emerges in dialogue with forms
Teaching and research of social organisation and through its production
processes. This stance has enabled the acquisi-
Training at ENSA-PB is based on a set of four tion of specific contents and conceptual tools,
principles that make up the School’s teaching as well as the production of knowledge relating
project: to architecture as a discipline.
- A necessarily multidisciplinary approach com-
bining know-how and content, theory and prac- Since January 1, 2010 Ipraus has been part of
tice, and training in architectural and urban proj- the Joint Research Unit “Architecture, Urban-
ects and other disciplines. ism, Society: Knowledge, Education, Research”
- A basis of shared learning covering, in partic- (UMR AUSser no. 3329), attached to the Ministry
ular, mastery of spatial representation – from of Culture and Communications. It also receives
drawing by hand to use of computers – together students from the Cities, Transport and Territo-
with the theory and history of architecture, con- ries doctoral school at Université Paris-Est, of
struction, the humanities and the social sciences. which ENSA-PB is an associate body.
- A relationship between the educational project
and the research project. A fundamental part of Ipraus research themes are The Architecture of
the School’s philosophy, this relationship hinges Territories: transport, urban forms, environment
on the teaching body’s involvement in research – History and Prospects; Architecture and Cities
and ensures regular updating of course content. in Contemporary Asia: heritage and project;
It is also a statement to the effect that the teach- Architecture and the Technical Approach; Her-
ing of architecture cannot be considered a mere itage and Project; Present-day Architecture: me-
form of professional training. diations and concrete outcomes; Architecture:
- Primacy for the architectural and urban proj- dissemination, transmission, teaching.
ects, taught in workshops and accounting for
50% of the teaching. Students are taught to de-
sign projects for buildings, public facilities and
housing at local, urban and territorial level.
Study programmes
Bachelor of Architecture ised through freedom of choice in the shaping for engineers, landscapers and urbanists, they Doctorates
of content and experiments: the studio courses represent an opportunity to compare the meth-
At the end of this three-year course the student and workshops are not strictly interdependent. ods and contents of their initial training with the Together with the Marne-la-Vallée and Par-
must be capable of producing a complete ar- A ‘Research’ segment is available for students architectural approach, with an emphasis on is-Malaquais schools of architecture, ENSA-PB
chitectural and building project and an urban wishing to give their studies this emphasis. matters requiring a combination of points of is part of the “Cities, Transport and Territo-
architectural programme. Teaching is on a step view and qualifications. ries” doctoral department at Université Par-
by step basis, and students must reach the re- The School’s aim, then, is teaching that revolves is-Est (UPE). Students preparing a doctorate
quired standard in each discipline. Double curricula around areas of specialisation relevant to cur- in architecture are enrolled at UPE’s doctoral
rent issues in the social arena. school, where they work under the guidance
The first year brings initial contact with the From first year onwards the School offers as Unique in France, the “Architecture and Ma- of a qualified research supervisor and are are
rudiments of architecture and building, the an option the courses in civil engineering at its jor Hazards” DSA centres on questions not admitted to the Ipraus / AUSser research lab-
acquisition of representational techniques in partner establishment, the Conservatoire Na- normally associated with each other: preven- oratory. 37 doctoral students were admitted to
terms of drawing and spatial perception, and tional des Arts et Métiers (CNAM). This makes tion of major hazards in architectural design Ipraus in 2014–2015.
an introduction to the project. possible a double architecture-engineering and urban projects, and the role of the architect
curriculum. in emergency situations and reconstruction. It Co-tutelle is becoming a more common prac-
Second year studies involve a broader, more From second year onwards a number of stu- covers the dangers to people and the environ- tice within the School’s international network.
detailed approach to the project, with students dents can undertake an architecture-industrial ment stemming from natural phenomena and Since 2004 ENSA-PB, through an agreement
acquiring vital concepts for the analysis of built design double curriculum organised in partner- human activity. with the IUAV university of architecture in Ven-
structures, beginning to develop a sound ap- ship with the Ecole Nationale Supérieure de The “Architecture and Heritage” DSA in- ice and four other European universities, has
proach to the project, and addressing urban Création Industrielle (ENSCI). troduces students to all aspects of heritage been an active participant in the Villard d’Hon-
issues with direct architectural implications. relating to the architecture, urbanism and necourt doctorate, whose theme is the identi-
landscaping of the modern and contemporary ty of European architecture.
The third year equips students with a spatial Post-Master’s studies periods. The question here is not so much the
approach to architectural layout, together with restoration of historical monuments as the ac-
the capacity to handle matters of construction The HMONP course (“Habilitation à la maî- quisition of the ability to take action on exist-
and urban scale in the context of designing a trise d’oeuvre en son nom propre”, Project ing sites at all levels and to make appropriate
complete project. management in his or her own right) is intend- critical assessments of proposed programmes
ed to prepare students for specific future re- of transformation ranging from individual build-
sponsibilities: personal responsibility, project ings to urban entities. With the Ecole de Chail-
The Master’s manager responsibilities, and project econom- lot, ENSAPB is the only school offering this kind
ics and regulation. of specialist heritage degree.
Students who have completed their Master’s The theme of the “Architecture and Urban
must be capable of designing an architec- The three postgraduate DSA (Diplôme de Spé- Project” DSA is the large-scale project. The
tural and an urban project unassisted. They cialisation et d’Approfondissement en Archi- teaching draws in particular on the work on
must also be able to apply critical analysis to tecture) degrees cover “the issues raised by production of ideas and proposals currently
building processes in different contexts, on dif- the diversification and evolution of professional sparked by the Grand Paris venture.
ferent scales, and in terms of use, techniques practices and skills”. They certify a course of
and time frames. They must be aware, too, of eighteen months or two years designed to help All ENSA-PB study programmes received re-
the role of research, as well as of the different young professionals develop their awareness, newed official approval in 2012–2013 (valid
ways of functioning and different professional understanding and technical expertise in a spe- until 2019–2020 for the bachelor’s degree and
areas now part of the practice of architecture. cific field. For experienced architects they offer the Master’s).
At Master’s level study programs are individual- a means of broadening their perspectives; and
Student recruitment Adaptation in first year
First year admissions their nationality, candidates must submit a pre- As the first year of studies is decisive, the In late October the School organises a five-
liminary application to Campus France (www. School pays close attention to its new stu- day ‘first-year trip’ to a European city. This
Holders of the French baccalaureate or stu- campusfrance.org) or an application for prelim- dents. involves all students, together with teachers of
dents preparing for it, and candidates from inary admission (DAP, “demande d’admission architecture, history and the visual arts. In ad-
the EU, the European Economic Area or Swit- préalable”) to the cultural service of the French An introductory session offered in Septem- dition to aiding adaptation, this stay helps im-
zerland who are qualified to undertake higher embassy in the country of residence. ber includes presentation of the teaching pro- merse students in various aspects of architec-
education in France, must initially apply via gramme, the study calendar and the student ture and cities in general: theory, history and
the “Admission Post Bac” coordinating portal Subject to validation of credits or partial portal. Teachers explain the content of their visual representation are addressed through
(www.admission-postbac.fr). study exemptions, a small number of stu- courses and their requirements. tours, lectures and intensive drawing sessions.
dents are admitted to the Master’s, as they are
considered to have already acquired the fun- An inexpensive ‘starting kit’ is available. The The organisation of the first-year teaching
Admission to other years damentals through their training and/or profes- Belasso Association organises a mentoring team means that students in difficulty are
sional activity. system for first-year students, each of whom is quickly identified and the appropriate steps
Holders of the bachelor’s degree take the Mas- advised, assisted and encouraged by a more decided on in dialogue with them.
ter’s at the School itself and account for 95% of advanced student.
its Master’s candidates. Specific groups
and special cases An introduction to the library is complement-
Transfers: the great majority of requests for ed by compulsory initiation into documentary
transfers concern the Master’s, but the School The school’s size, student-teacher ratio, general research, the aim being self-reliance in search-
is able to accept only a very small number of organisation, administrative commitment and ing for information. Further backup is provided
such requests. facilities lend themselves to flexibility of intake by a tour of the Cité de l’Architecture et du
and timetabling. One or two top athletes are Patrimoine in Paris.
Holders of EU and non-EU bachelor of ar- admitted each year, as are some adults with
chitecture degrees: each year a small number validation of professional experience and one
of such graduates is admitted. Depending of or two disabled people.
The teaching at ENSA-PB
The types of teaching are generally the same at The architectural or urban graduation project
bachelor, Master’s and DSA level: compulsory takes up the Master’s final semester. It allows
or optional lectures on the technical subjects – the student to demonstrate his capacity for in-
construction, geometry, computer science – as dependence in architectural design and imple-
well as on architecture itself – its theory, history ment the knowledge and work methods he has
and sociology – and English. acquired in the course of his training.
At the beginning of each semester there are Internships are compulsory from bachelor lev-
crash courses in the form of workshops, pre- el onwards. They can be of many kinds, and at
sentations and tutorials. They introduce sub- Master’s, DSA and HMONP level they involve
jects to be gone into in greater detail later in work in real professional situations. A focus
the semester, or methodically address particular for practical implementation of what has been
situations. When the work is of a collective na- learnt, the internship is also a time of discovery
ture, each student’s contribution is identifiable. and knowledge acquisition with regard to the
student’s future profession. Students may un-
The tutorials take the form of additional teach- dertake additional internships as long as they
ing or practical work relating to one or more fit with the regulatory requirements and can be
classes in the fields of construction, geometry, justified educationally.
sociology and urban studies. Workshops take
place on-site or in specific venues and bear on Organised travel always takes place within
either the creation, testing, study and handling a teaching framework and in the context of a
of relevant tools, or completion of a task or specific programme and purpose. Trips involve
project in the field of the visual arts, drawing, individual work – reports, sketches, documen-
materials (wood in particular), educational me- tation, etc. – which is sometimes included in
dia and computer graphics. exhibitions at the School. At DSA level these
trips are often the actual basis of the teaching
Master’s seminars combine the approaches project.
of teachers from different and complementary
disciplines to questions relating to architecture Lectures are open to all students and can pro-
or the city. They are rounded off by a thesis pre- vide additional backup for personal work.
sented and defended at the end of the third
semester. On site, students may work in the library, the
studios and the computer rooms until 10 pm or
The studio courses – specific approaches to midnight during the week and during the day
the architectural project – are organised under on Saturdays.
the guidance of teachers, each working with
some fifteen students. The considerable work-
load – 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.
Partnership Continuing
courses education
The ‘Assistant Project Manager ENSA-PB offers continuing education to
for Spatial Planning’ course professionals in architecture and urban and
territorial planning. The courses are often
This one-year course is part of a partnership designed and taught in a context of partner-
between the Université Paris-Est Marne (Ur- ship or coproduction, via the major institu-
ban Engineering Department), the National tional, educational and professional network
Schools of Architecture of Marne-la-Vallée the School has built up.
(ENSAVT) and Paris-Belleville (ENSA-PB),
and the City of Paris School of Engineering The School’s current principal aims are: to
(EIVP). It covers the fields of architecture, ur- specifically enhance certain study topics
ban planning and urban engineering. or modules, especially within its sphere of
doctoral specialisation, so as to make them
The course is designed to provide the the- more generally available and thus:
oretical grounding, skills and know-how - contribute to the training of public sector
needed to assist architects, urbanists and actors and authorities in the fields of archi-
engineers in the management and oper- tecture and urban and territorial planning
ational handling of projects. Open to stu- - communicate the culture of architecture
dents possessing a degree in technology to a broad, non-professional public keen to
or a two-year senior technician’s certificate, acquire the knowledge and tools needed to
or having completed two years of a general grasp the thinking behind the designing and
studies BA, it is intended as a bridge to im- implementation of architectural and plan-
mediate employability and not to a Master’s. ning projects.
The School also informs and assists practis-
Master 2. European Track ing architecture graduates with enrolment in
Tackling Metropolitan Challenges in continuing education courses leading to the
HMONP and DSA qualification it issues.
Europe - Comparative Analysis
In the context of Université Paris-Est’s Labex
“Futurs Urbains” (Urban Futures Excellence
Laboratory), a European Master 2 was cre-
ated 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.
International outreach
International visibility International exchanges
and recognition
Every year ENSA-PB sends 60 to 80 students to
For many years now ENSA-PB has been organ- other universities and takes in 90 students from
ising international cooperative initiatives in the abroad. This is done through the Erasmus pro-
teaching and research fields: 80% of its stu- gramme and 46 inter-school partnerships with
dents travel in Europe and beyond; it attracts 18 countries in Europe and 18 others around
doctoral and post-doctoral students, as well the world.
as researchers, from abroad; and it engages in
long-term bilateral research programmes.
Cooperative projects
These exchanges have provided the basis for
the training of many doctoral students now di- ENSA-PB works cooperatively with universi-
recting teaching activities and research in their ties and organisms abroad: studio courses are
home countries – countries with which ongoing shared with Chulalongkorn (Bangkok, Thai-
and expanding partnerships have been set up. land), Apsara Angkor (Cambodia), Chiang-Maï
Cooperative ventures currently include univer- (Thailand), Roma La Sapienza and the Universi-
sities all over the world, from the United States ty of Austin, Texas. There are shared workshops
to Korea and from Brazil to Vietnam. with the Shibaura Institute in Tokyo and the
universities of Hanyang (Seoul), Tallin (Estonia)
This visibility is also the outcome of involvement and Lima.
in international networks centred on the theme
‘Architecture, Cities and Urban Development’ The DSA courses are also part of internation-
and/or on specific geographical and cultural al cooperation ventures, notably focusing on
areas: the architectural and research network major hazards (Haiti), large territories (Shanghai
Metropolises of Asia and the Pacific: Compar- and Hanoi) and heritage (Tianjin in China).
ative Architecture and Urbanism, coordinated
by Ipraus; the CNRS/MSH Asie-Imasie network;
Euroseas (European Association for South East Educational trips
Asian Studies); Urban Knowledge Network Asia
(Ukna); and France’s Vauban Network. Most students go on annual study tours, in
France, Europe and further afield. These trips
Several of these cooperative programmes have are supervised by teachers, often in combina-
grown out of educational ventures involving tion with international cooperative projects.
Erasmus student exchanges, EU doctoral stu-
dents, co-tutelle theses, etc.
Pont Long Bien - Hanoï
© DSA Architecture et projet urbain
© Jean-Noël Pignet
Local outreach
Lectures, classes for the public, exhibitions, publications.
ENSA-PB has always used exhibitions, lectures, Publications are encouraged and appear reg-
colloquia, publications and other means to ularly: groups of graduation projects, for exam-
communicate the culture of architecture to ple, and research laboratory results.
both students and teachers, with two goals in
mind: to highlight the school’s output – notably Student initiatives are rewarding and pro-
in the form of student work – while offering stu- ductive and receive the School’s backing. In
dents access to content and experiments bene- addition to the association Asso B, which co-
ficial to their training and the chance to engage ordinates paid work by students in relevant
with actors in the professional world that will fields, the Bellasso Association contributes to
one day be theirs. student life by organising extracurricular, cultur-
al, sporting and fun activities, as well as running
These events and presentations tie in with the a cooperative. ‘Melting Potes’, its international
School’s major themes and with current part- section, looks after reception and integration of
nerships: colloquia, study days, lectures and students from abroad. ENSA-PB is also home
exhibitions fuel a very full calendar. The exhi- to the Bellastock Association, whose activities
bitions of student work – graduation projects, extend well beyond the School itself. In May
travel drawings, studio course material, etc. Bellastock organises an architecture festival
– are high points in the life of the academic that attracts several thousand students from
community. The School is concerned to offer every architecture school in France, as well
students the possibility of advance contact with as from architecture and art schools in other
their future profession through talks, exhibitions countries. Involving public and private sector
and encounters. partners, the festival is an all-year-round affair in
terms of its lectures and preliminary and exper-
Since 2012 ENSA-PB has been home to an imental projects, and culminates in a travelling
architecture school for children, organised by exhibition. Bellastock also organises or takes
the Council for Architecture, Urbanism and part in events outside the Ile-de-France area,
the Environment (CAUE) in Paris. In addition, as well as in Germany, China, Chile and other
the opening up of classes – in the history of ar- countries.
chitecture and the visual arts, in particular – to
members of the public has met with steadily
increasing success.
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: Setting up and moving in yard in the north, via the central lobby and the which offers over 5,500 documents relating to
the former Diderot technical high school garden. the laboratory’s research: periodicals, books,
Design matters were entrusted to architect research reports, theses and proceedings of
The site the School has occupied since Sep- Jean-Paul Philippon and the Ingérop design The pentagons are visual representations of the colloquia and seminars bearing on architec-
tember 2009 brings with it a duty to memory. studio, winners of a competition held in July pentachords, which correspond to the five-note ture, urban planning and relevant branches of
In 1873 the City of Paris had created a model 2002. The building permit was issued in April musical scales of the instrument’s right and left sociology.
vocational school for training workers and man- 2004 and work lasted from 2005 to 2009. hands.
agement in trades relating to wood, electricity The schedule had been drawn up on a partic- Available to students on a guided self-service
and, later, electrical engineering. The nascent ipatory basis. The first detailed drawings had basis, the modelling workshop is equipped
Third Republic was out to offer the working been carried out by a team of undergraduates Area: some statistics with numerous mini-machine tools enabling
classes of the Goutte d’Or, La Villette, Charonne under the supervision of two teachers, and the work on different materials. Its digital area is
and Belleville neighbourhoods basic trade project and its implementation were presented A total area of 14,600 m² for, overall, 9,540 home to a 3D printer and a laser cutter.
training and so develop a new kind of worker to the neighbourhood committee. m² of usable surface, excluding circulation ar-
who ‘would master his profession through the The architect deliberately limited demolition eas and utility spaces. A library of 1,000 m²; The wood, furniture and construction work-
knowledge he had been provided with, so that (4,000 m²) in favour of rehabilitation (7,000 m²) 5,500 m² for teaching, including 3 lecture the- shop is mainly used for classes, but can be
he would no longer be simply a useful producer, and new construction (7,600 m²), the aim being atres, 15 classrooms, 13 architecture studios availed of outside teaching hours and has all
but a real contributor to progress.’ to make the most of the site’s creative poten- and 6 workshops for the visual arts: woodwork, the facilities needed for carpentry and cabinet-
tial and integrate the project into the city by printing, sculpture, multimedia, photography making.
This establishment would later become the Ly- harmonising history, heritage and modernity. and cinema, drawing and painting; 1,000 m²
cée Technique Diderot France’s first technical The cost of the first tranche of works, includ- for the reception area, exhibition space, stu- There are also workshops specifically designed
high school, offering preparatory courses for ing architect’s fees, was € 46.85m. Funding dent associations and the cafeteria; 800 m² for and equipped for the visual arts: photography,
the National Schools of Art and Design. In 1995 was provided by the Ministry of Culture and the research laboratory; and 700 m² of office printmaking, video and sculpture.
it moved to Rue David d’Angers. Communications and the State-Region Plan- space.
ning Contract. These new premises meant an Various computer stations, dedicated or
Very much part of the city on its L-shaped plot, enormous improvement in working conditions self-service, are available for students, who
the school had two entrances, one on Boule- for the students. Facilities can also connect their own computers to the
vard de la Villette and the other on the small School’s network. A reprographics room en-
Rue Burnouf. Its seven buildings, dating from The library of over 900 m² provides 100 work- ables printing of plans, etc.
1873 to 1933, surrounded three courtyards; the Music for the School spaces, 20 computer stations with printing and
site is a fine example of the French rationalist A creation by Michel Aubry digitisation facilities, and more than 20,000 The School also possesses a former printing
architecture of the late 19th century and the items – books, dictionaries, encyclopaedias, works of 1,200 m², now transformed into ar-
as part of the 1% for art scheme
beginnings of functionalism in the first half of journals, videos, projects, theses – available for chitecture workshops for students, at 46 Boule-
the 20th. loan. Some of the latter – old books and the vard de la Villette.
Thirty-three sounds in the form of twelve penta- Bernard Huet collection – are quite unique.
On July 9, 2001 the Paris City Council decided gons were embedded in the floor of the central A materials library offers solutions to environ-
to allocate the establishment to the Ministry of lobby. mental issues and alerts students to the way
Culture, on the condition that it should be oc- materials are made and the importance of the
cupied by an architecture school for at least the Four basic areas were chosen. At floor level a way they are worked on. The library is open 44
next fifty years. Prior to this the Ile-de-France single, continuous design provides a unified hours a week, from Monday to Saturday. It is
Region had agreed to hand over control of the reading of the itinerary running from the Villette complemented by the Roger-Henri Guerrand
site to the City. courtyard, to the south, to the Burnouf court- Centre – the Ipraus documentation facility –Professional integration
Since 2009 ENSA-PB has been home to a pro- work – whether or not they had found a first
fessional integration observatory whose aims job – while 4% were continuing their training
are to record students’ study background, mea- via a doctorate, DSA or Master’s and were not
sure their levels of professional integration and practising professionally.
the time taken, analyse integration processes
in terms of category, remuneration, company Setting aside this latter group, 85% of all grad-
type and choice of location, and note the range uates had found work in under 6 months and
of activities taken up. 95% in less than a year. For the previous sur-
vey the figures were 87% and 96% respective-
Thus the School runs regular surveys of its new ly. Finding a job seems to be taking longer, in
graduates. The most recent, in 2013, showed particular for the ADE group: 76% of HMONP
that most ADE (state degree) architects and graduates found work in less than 3 months,
HMONP graduates had found employment. while the proportion of ADE graduates for the
10% of research graduates were in search of same period was 48%.Support ENSA-PB
You can support the Paris-Belleville National Each year the ‘‘taxe d’apprentissage’’ helps
School of Architecture through donations or ENSA-PB to extend its architectural research,
allocation of your ‘‘taxe d’apprentissage’’. maintain the quality of its software and teach-
ing equipment, add to its library and assist stu-
dents with educational travel in France and the
The ‘‘taxe d’apprentissage’’ rest of the world.
The ‘‘taxe d’apprentissage’’ is a funding mech- As ENSA-PB partners, contributing companies
anism for initial technological and professional are kept up to date on events at the School –
training. It is compulsory for commercial, indus- exhibitions, talks, colloquia, publications, etc.
trial and trade businesses with salaried staff and – as well as internships and job opportunities.
is related to Company Tax. The company pays
the tax to an official collection body (OCTA)
and can stipulate the beneficiaries. Otherwise Contact
the collection body makes the choice.
Catherine Karoubi
ENSA-PB is entitled to receive the ‘‘taxe d’ap- tel 01 53 38 50 17
prentissage for the categories C ‘‘senior man- fax 01 53 38 50 01
agement’’ and B ‘‘middle management’’, and catherine.karoubi@paris-belleville.archi.fr
cumulatively.
The ‘‘taxe d’apprentissage’’ is the only tax which
you have the freedom to allocate. By designat-
ing ENSA-PB as a beneficiary you contribute
directly to the training of the architects who to-
morrow 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 re-
sponsible in the exercise of their profession.
Action photo
Making ofphotographies : Anne Chatelut, Jean-Pierre Fontaine, Didier Gauducheau, Jean-Noel Pignet novembre 2015
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