Vo-Tech market for Molenbeek, Brussels

Interweaving the commercial and educational landscape

Barbara Sandra
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 Mas-
ters in Urbanism [EMU]
Academic year: 2010-2011
Promotor: Prof. Bruno De Meulder
Urbanisms & Inclusions 1: Sint-Jans-Molenbeek/Brussels
Katholieke Universiteit Leuven
Faculty of Engineering
Department of Architecture, Urbanism and Planning [ASRO]
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 per-
sonal 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 dissertations results.
Leuven, 2011.
ACKNOWLEDGEMENTS
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 thor-
ough guidance, his enthusiasm and encouragement, his
valuable suggestions and sound advice.
I would like to thank the many people who showed a spe-
cifc interest in this work and provided valuable feedback,
such as Kelly Shannon, Brian McGrath and Miodrag Mi-
trasinovic.
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 Habi-
bi 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.
Introduction
Education as a tool for inclusion
Defning vocational education
Metropolitan environment of schools
Restructuring the educational landscape
Conclusion
Historical landscape
Commercial landscape
Brussels
Molenbeek
Educational landscape
Brussels
Molenbeek
Inspiring examples
A walk through downtown Molenbeek
Ninoofsepoort as place of connection, encounter, trans-
mission
Design: Vo-tech Market
Outer-connectivity
1. STREETWISE VOCATIONAL EDUCATION 2. MOLENBEEK ON A CROSSROAD OF COMMERCE
AND EDUCATION
3. VO-TECH MARKET 4. REFERENCES
Streetwise vocational education
Introduction

Education as a tool for inclusion
Defning vocational education
Metropolitan environment of schools
Restructuring the educational landscape
Conclusion
9 8
Introduction
Post-war migration fows 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 fght 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.
The vocational education and training system should
become an open, fexible 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 fll 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
only low level qualifcations. By 2020, this number is
expected to decrease by 18 percent.
4
The demand for
people with medium qualifcations 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
communiqu 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.
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.
Defning 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
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.
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.
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.
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.
3. Education and training 2010 work programme and the European Pact
for Youth (Council of the EU, 2008).
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).
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.
11 10
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 specifc 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 specifc 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
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, fexible 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, fve
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

Dutch-speaking
French-speaking
international schools
80%
17%
older generation
high-skilled
younger generation
low-skilled
white schools
vs black schools
variety in cultural
background
fragile equilibrium
informal economies
vs strong service sector
political-institutional
pedagogical-educational
demographical-
geographical
social-cultural
economical
28%
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 classifcations.
9. In 1994, the French Community Government passed a decree, which
created Secondary education general consultation council and the
Occupations and Qualifcations Community Committee(CCPQ).
10. STENSTRM, M-L., LASONEN, J., Strategies for Reforming Initial
Vocational Education and Training in Europe, Jyvskyl : Institute for
Educational Research, University of Jyvskyl (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.
Metropolitan environment of schools in Brussels
13 12
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 fnancing
(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, Flemish-
speaking and international and European schools.
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.
Pedagogical-educational process
The number of pupils (28 percent) that leave school
without a diploma is signifcantly 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
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 ones 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 defned 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 ft.
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
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 post-
modern 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 fxed place.
18

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.
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

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.
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.
Currently, Brussels is coping with a daunting educational
challenge: the educational capacity will need to be
increased by ffty 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

14. ET 2020, European Commission, 2009.
15. Veel zwarte scholen krijgen uitstekend rapport, De Standaard, 21-
02-11
16. Federal Planning Bureau, 2007
17. KESTELOOT, K., MEERT, H., Informal spaces: the geography of
informal economic activities in Brussels, Oxford, Blackwell Pubishers,
1995. 18. Shibuya University Japan
15 14
Conclusion
Despite the recent efforts to connect vocational education
closer to the world of the young people
19
, 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 offces 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 fnd a
way to improve their life like their precedents.
19. Lisbon Strategy, 2000.
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.
Molenbeek on a crossroad of commerce and education
Historical landscape
Commercial landscape
Brussels
Molenbeek
Educational landscape
Brussels
Molenbeek
Inspiring examples
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
reaffrmed 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.
Medieval Core 944-1830
Molenbeek
Capital of Kingdom 1830-1880 Industrial City
Medieval Core 944-1830
Brussels
Capital of Kingdom 1830-1880 Industrial City
Historical landscape
Topography of Brussels by Jacob Van Deventer, 1550.
Source: Danckaert, L., Levolution territoriale de Bruxelles, La cartogra-
phie de 1550 a 1840.
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 citys road network was
modernized with the building of a highway ring around
Brussels.
These days, three rings are defning Brussels accessibility.
However, a clear urban structure is missing for a city of
such extent.
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, Minis-
terie van het Brussels Hoofdstedelijk Gewest. Nr. 42, Iris uitgaven, 2005.
A view from the Ninoofsepoort, with the palace of justice at the back
Source: Barbara Sandra
City now:
desindustrialisation,
migration from north-africa (4x more than average),
densifcation (3,7x more than average)
poorest area
densest parts (>200 inh per ha)
richest parts
21 20
23
Discrepancy between formal economic activities and
educational qualifcations
The last ffty 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.
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.
Commercial deal in Brussels
Source: Congrs du syndicat National de la police Belge, Molenbeek-
Saint-Jean 1953, Folklore, Arts, commerce et Industries Molenbeekois,
publication de lUnion Policiere Molenbeekoise, 1953
Counterweight:
low multicultural city vs high bureaucratic city
Low city: system of ethnic markets High city: fow of commuters from outside the Region
20. Building for Brussels, Architecture and Urban Transformations in
Europe, Centre for fne Arts, Brussels.
LOW CITY HIGH CITY
Commercial landscape
Brussels
25
Varied profle of commercial districts
The city of Brussels has a unique but complex identity
containing a lot of contrasts. A varied profle of different
commercial districts can be found.
Within the poor sickle
22
, 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.
Inside the historical pentagon of Brussels (de Nieuwstraat,
Sint-Jacob, Grote Markt, Marollen en de Vlaamse Poort )
the main commercial core is situated.
The richer, southern part of Brussels is giving forth a
distanced feeling.
Ninoofsesteenweg
Gentse steenweg
Karreveld
Brabant
Laken
Anderlecht
Kuregem
Sint-Gillis
Naamsepoort
Jette Helmet
Sint-Joost
Flagey
Dansaert
Zuid
Marollen
Vismet
Nieuwtraat
Congres
Sint-Jacob Grote Markt
Kunstberg
Zavel
Louiza
Jacht
Kerkhof van Elsene
Tongeren
Georges Henri
Woluwe shopping
Dumokplein
Keymplein
Fort Jaco
Bascule
Ukkel
Sint-Denijs
Vekemans
De Wand
0 1 5 km
Stable, increasing or informal poles within the commercial
districts of Brussels
increasing, stable poles
decreasing poles
Source: Profel en consumptiegewoonten van de Brusselse klant, Atrium, December 2007.
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
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
22. The zone with the concentration of the most impoverished people,
consisting of the districts in the north and west of the frst ring which
forms a sickle around the centre.
Louizalaan: luxury shopping
Ukkel, Fort Jacob, Woluwe
System of markets in low-Brussels and major pedestrian fows.
Source: Atrium, December 2007. 24
27
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
profle. The Maghreb community, however, prevails.
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 offces 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 citys 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 profle fts perfectly
into the neighbourhood. The aim is to attract people from
the neighbourhood and involve them in workshops.
25

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

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e

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Entrance gate La Porte de Flandre of Molenbeek
Source: Molenbeek in postcards, archives in Brussels (01/03/2011)
V
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23. The shorter Molem is commonly used among young speakers
24. Bedrijven willen weg uit onleefbaar Molenbeek, De Standaard, 14-
06-2011.
25. We gaan met de buurt samenwerken, Dansgezelschap Wim Keybus
komt naar Molenbeek, De Standaard, 24-06-2011.
Commercial landscape
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 fnally on
ships towards Africa.

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.
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

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 Vlaanderenstraat-
Sint-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 suffcient 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
infuence on design of the space.
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.
Chausse de Gand as commercial axis
Molenbeek is fnding its origin in the development of
Chausse de Gand. During the Middle Ages, Chausse
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 (traffc-wise) and a
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Second-hand car industry
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existing commercial landscape of Molenbeek
26. KESTELOOT, K., MEERT, H., Informal spaces: the geography of
informal economic activities in Brussels, Oxford, Blackwell Pubishers,
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29 28
a collector of social and economic activities, operating on
the scale of Molenbeek.
The commercial fabric of the neighbourhood is suffciently
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 Chausse 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
Origin customers Kuregem Origin customers Brabant Origin customers Molenbeek-centre
Is Molenbeek turning into a GHETTO?
Men from foreign origin (27%)
Employees (16%) Men (13%)
Unemployed (22%) Young students (5%)
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
Purchase? Daily
Salary? 2000-2500 euro/month
What? Living and working in the
neighbourhood (independant/
labors)
Language? Arabic/Turkish (french
as second language)
Purchase? 3 times a week
Salary? 1500-2000 euro/month
What? Working in the neighbour-
hood
Purchase? 2 times a week.
Language? French, second lan-
guage: English/Dutch
Salary? 1500-2000 euro/month
What? A high amount of young
people (between 18 and 24
years) is looking for a job
Language? Arabic (french as
second language)
Purchase? 4 to 6 times a week
Salary? > 1000 euro/month
What? Come to the neighbour-
hood to go to school (younger
than 24 years)
Salary? -
Pensioners (7%)
What? Customers > 60, single and
no children, living in the neighbour-
hood
Language? French (dutch as sec-
ond language)

Purchase? 2 times a week
Salary? > 1000 euro/month
Source: Profel en consumptiegewoonten van de Brusselse klant, Atrium, December 2007.
Interview with one of the youngsters
Draguer
We do not often leave Molenbeek. Why? Be-
cause we are fne here. Many times we are
hanging around the Zwarte Vijvers square,
every day from 16h, sometimes until midnight
in the summer. Otherwise, until seven oclock.
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 Chausse de Gand for
shopping. We hang out on street corners, be-
cause our fathers sit in the cafes. The street
27. BLONDEEL, P., Op afstand aangewezen: de toigening van de
publieke ruimte: strategien en opvattingen van onderzoek in een
Brusselse volkswijk, Ministerie va de Vlaamse Gemeenschap, 1996.
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 Molen-
beek, het gebruik van de ruimte in het Brus-
sels Hoofdstedelijk Gewest, Offce for Urban
Reporting, 2010.
What? They are living in the neigh-
bourhood and do their shopping
Purchase? Daily
Language? Arabic speaking, sec-
ond language: French
Salary? -
Housewives (11%)
31 30
33
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 percent
30
. 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.
The disadvantaged population of Brussels Capital Region
is attracted to the urban cores to fnd 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

70 new schools
service sector
90%
19,5%
high unemployment rate
33% youngsters between
15 and 24 is unemployed
Brussels economy
Brussels education
more primary school children
2020:
50% commuters
35%
27%
more secondary school children
other economies 10%
32% unskilled
(no diploma)
25% no higher
education
new educational policy:
vocational education
training centres
riots, violence
ethnic communities
high amount of criminality
29. Eurostat, 01/08/11.
30. Eures, February 2011.
31. Naar een ondernemende sociale economie voor Brussel, FEBIO, 15-
01-2010.
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.
Educational landscape
Brussels
De Standaard, 08-02-11
White schools are becoming more
white and black school more black
De Standaard, 31-05-11
Brussels Gewest trekt onderwijs naar zich toe
Charles Picqu investeert eenmaling 9 miljoen in nieuwe scholen
De Standaard, 21-02-11
Veel zwarte scholen krijgen
uitstekend rapport
De Standaard, 10-02-11
GO! pleit voor verplichte, sociale en
economische mix
De Standaard, 15-03-11
Helft heeft nog geen school in Brussel
Tweeduizend aanvragen meer dan vorig jaar
Le Soir, 14-06-11
Inscriptions : Beaucoup dlves passe-
ront lt sans cole
Le Soir, 14-06-11
Les lves bruxellois filent
en priphrie
De Standaard, 21-02-11
Segregation in primary schools is a
fact
Government has give more support to mixed schools
Source: FeBIO 2010, naar een ondernemende sociale economie voor Brussel
Source: JANSSENS, R., CARLIER, D., and VAN DE CRAEN, P., Citizens forum of Brussels. Education in Brussels, Brussels Studies, Synopsis nr.5,
2009.
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

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 refection 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.
0 1 5 km
Educational and social inequaliteit in Brussels
Source: WILLAERT, D., DEBOOSERE, P., Buurtatlas van de bevolking van het Brussels Hoofdstedelijk Gewest bij de aanvang van de 21ste eeuw,
35. Building for Brussels, Architecture and Urban Transformations in
Europe, Centre for fne 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.
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

33. Naar een ondernemende sociale economie voor Brussel, FEBIO, 15-
01-2010.
34. Government of the Brussels Capital Region, 06/02/08.
poorest areas
low-skilled (no diploma)
richest areas
professional schools
art schools
35 34
37
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 felds, gymnasia,
swimming pools and baths. The unique experience
of physical education was crowned with success and
adopted by the other municipalities.
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.
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.
Historical pictures of Molenbeek and its education
Source: Molenbeek-Saint-Jean 1953, Folklore, Arts, commerce et Industries
Molenbeekois,1953.
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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
Old Molenbeek New Molenbeek
Comparison of Old- and New Molenbeek, differentiating in density, green and public spaces
Educational landscape
Molenbeek
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 frst 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.
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.
Moreover Molenbeek is in urgent need of more than
just new school buildings. The schools have specifc
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

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schools
public green
semi-public
green/courtyard
informal meeting
space youngsters
vacant areas
38. Congrs du syndicat National de la police Belge, Molenbeek-
SainJean 1953, Folklore, Arts, commerce et Industries Molenbeekois,
publication de lUnion Policiere Molenbeekoise, 1953.
39. SINT-JANS-MOLENBEEK, Wijkcontract Cinma Belle-Vue, fase 1+2
40. The importance of religion is supported by research commissioned
39 38
41 40
Educational landscape of Molenbeek
Educational landscape of Molenbeek
Source: Building for Brussels, Architecture and Urban Transformations in Europe, Centre for fne Arts, Brussels.
Avant-garde social achievements
The short overview of municipal education would not be
complete without mentioning the social achievements. All
pupils received teaching in the second national language
in the frst year. For those, if the parents wished, could
receive religious education. No discrimination was made
between the children according to their origin or social
situation: they strictly learned to accept their fellow
students.
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
building of a new (Dutch-speaking) school close to the
West station, providing space for 450 pupils.
Moreover Molenbeek is in urgent need of more than just
new school buildings. The schools have specifc needs
due to the mixed cultural and social backgrounds of
the pupils.
39
Religion and identity is a complex- and
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

Inspiring examples
A number of European examples demonstrate how
urban interventions can strengthen the local economy
or lead towards new social and economic dynamisms
by workshops, workplaces, offces and schools. These
public amenities can have the capacity to bring new
dynamic into a neighbourhood and improve the livability
of a neighbourhood.
Santa Caterina Market, Enric Miralles & Benedet-
ta Tagliabue, EMBT, Barcelona, 2005
Apart from developing economies, urban interven-
tions van play a strong role in giving the existing
informal activties a new status.
This was the case for the Santa Caterina Market,
with the building of a covered market hall it be-
come a new central populair public space in Bar-
celona.
Htel Industriel Berlier, Dominique
Perrault, Paris, 2005
In Paris a series of htel industriels
offer a temporary place for new eco-
nomic activities: offces, workshops
and workplaces for young compa-
nies.
EDUCATION
Metal Workshop Dynamo, Phalt Architek-
ten, Zrich, 2008
Training is an essential aspect in stimulat-
ing an urban economy. The metal work-
shop was developed for the youngsters of
the neighbourhood, preventing them from
hanging around and to improve the qual-
ity 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.
School of Architecture, Anne Lacaton & Jean
Phillipe Vassal, Nantes, 2008
The school has the aim to give a new life to
the urban district by connecting all the public
spaces on the ground foor 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.
Elemenary school Leutschenbach, Christian
Kerez, Zrich, 2008
The school is the frst contribution towards the
development of a completely new urban district
in a former industrial site in Zrich.
Various functions are gathered inside the new
building, while the ground foor was left free to
create an urban park. The spacious area ca be
used by the school children and by the resi-
dents.
ECONOMIES
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
44
A walk through downtown Molenbeek... A walk through downtown Molenbeek...
1
2
3
4
5
6
7
8 9
11
12
10
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 frst time,
towards Graaf van Vlaanderen, the subway stop in Old-
Molenbeek.
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, Chausse de Gand,
more and more people are flling the streets.
The commercial street seems a popular place on a Friday
evening. The small terraces along the street are flled 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 Chausse 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 traffc 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.
As I reach the other side of the traffc 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 frst 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.
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.
1 2 3
4 6 5 7
8 9
10 11
View on the canal towards Porte de Ninove
0
1
0
0
2
0
0
m
Ninoofsepoort can summarize the citys history: the
city wall, the ring road, the entrance road, the gate and
the canal, are all elements referring to the citys past.
Currently Ninoofsepoort only functions as a traffc 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.
The inner ring road, Chausse de Ninove, Henegouwenkaai,
Mariemontkaai, Heyvaertstraat en Nijverheidskaai are
currently the main traffc roads crossing or bordering the
Porte de Ninove.
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Ninoofsepoort as place connection, encounter, transmission
old Molenbeek
Kuregem
inner city
1
2 3
4
6
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. Chausse de Ninove
8
10
7
9
5
11
Aerial view Nolli map: public (white) vs
private (black) space
West side elevation bordering elements
traffc fows
concept Concept
Design: vo-tech market
Existing traffc fows
1. New infrastructure
The traffc 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. 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.
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.
1
2
3
How can we shape this place?
Transforming the urban landscape from traffc island into
car-free public space.
The design is not an isolated object with a well-defned
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.
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53 52
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55 54
ABATTOIR NINOOFSEPOORT SINT-JANS-BAPTIST
SQUARE
BONNEVIE
Interweaving the commercial and educational landscape:
creating interconnectivity
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 is turning into a void, surrounded by
schools; were pupils are meeting and exchanging
knowledge. The ground foor of the social building
Brunfaut, the personifcation of the decline occurring in
social housing, can be part of the playground void.
57 56
1. swimming pool
2. changing rooms
3. vocational centre
4. (water)garden
1
2 3
4
Section east-west
(water)garden
Plan Ninoofsepoort, basement level
0 50 100 m
7
9
12
13
8 9
10
11
13
19
20
18
17
16
15
Section east-west
mineral space
2
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
1
3
4
5
Plan Ninoofsepoort, ground floor level
0 50 100 m
Section east-west
park(ing)
1
1
2
1
3
4
Plan Ninoofsepoort, roof level
1. park
2. playground
3. vide
4. waterfront
0 50 100 m
Different time, different activity, different interactivity
Section north-south
The public space is activated by different activities giving
different social groups the opportunity to interact on an
interdisciplinary level.
.
.
THURSDAY MARKET MIDI FAIR SCHOOL DAY SUNDAY
65 64
Thursday, off to the market!
HOTEL SCHOOL
BELLE-VUE
CAR WORKSHOP
hotel school
Belle-Vue
LOCAL PRODUCTS
OF YOUNG PEOPLE
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.
Lets go to Midi fair! Thursday, off to the market!
67 66
A beautiful Sunday evening I hate Mondays!
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
Outer-connectivity
M
K
B
M
K
B Ninoofse steenweg
r i n g r o a d
canal
Ninoofse steenweg
r i n g r o a d
canal
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.
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.
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.
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.
SOCIAL ENTITIES
EDUCATIONAL ENTITIES
ECONOMIC ENTITIES
VOCATIONAL CENTRE
References
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