Architectural Education in Professional Practice 1 [Compatibility Mode]

8/10/2019 Architectural Education in Professional Practice 1 [Compatibility Mode]

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IMPORTANCE OF ARCHITECTURAL

EDUCATION IN PROFESSIONAL PRACTICE

By-

Mausmi Hajela

Sch.No.-051110015

Subject: Professional PracticeSubject coordinator- Dr.Jagdish Singh


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GLOBALIZATION AND ARCHITECTURE

In todays world, the need for built environment and designprofessionals is acute given the boom in infrastructure

required to advance economic development and nationalprosperity. Whilst graduates in these disciplines arecurrently employed quickly, at higher salaries than everbefore, changing modes of practice require new types of

prepared for emerging practice paradigms. The importanceof maintaining relevance in their skills on graduation iscritical to the mass of recruits entering these disciplineseach year. It is also essential that professional education

prepares graduates to make sound, ethical (especiallyrelated to sustainability and globalisation), andtechnologically appropriate, well-founded decisions onbehalf of the community.


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Should not architectural education establish the same

understanding of the architects responsibilities to society,

building users, and clients?

Architects have similar ethical and professional demands

placed on themselves for the health, safety, and welfare of the

public, especially given the impact that design choices imposeon individuals, communities, and the global citizenry.

Environmental stability, the wise use of land, the design of

public spaces, energy conservation, community improvement,

resource allocation, adaptive reuse, building function,aesthetic delight, air quality, safety and security, and so many

more of the issues that we address in the course of our

professional lives must be approached with an inherent

understanding that being an architect carries immenseresponsibility.

Our education must be founded on such an understanding


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EFFORTS MADE IN THIS DIRECTION

In 2004 and 2005, the American Institute of Architectsrecognized these responsibilities as it rewrote the AIA public

policies and position statements.

There are only 10 public policies, and they emphasize the

power the architect has to affect people and communities, thebuilt environment, and the natural environment.

During the development of the 2009 Conditions for

ccre a on, e a ona rc ec ura ccre ng oar

heard repeatedly from educators, traditional and non-

traditional practitioners, regulators, and students that like the

first days of medical school, architectural education should

begin with students developing an understanding ofprofessionalism and ethics.

All believed it was critical that developing an understanding of

what it means to be a professional must begin at the beginning

and not at the end of a professional education.


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As a result, the 2009 Conditions seek to expand and strengthen

students exposure to and growing understanding of the foundationalprinciples that guide and direct architecturally educated individuals

throughout their lives. Numerous improvements to the Conditions

implement these concepts. The following are but some of the

highlights:

Knowledge of the diverse needs, values, and behaviors that

characterize different cultures and the implications of this diversity on

the societal roles and responsibilities of architects.

n egra on o e ca perspec ves w regar o sa e y an co es,

societal stability, air quality, environmental impact, budgets, systems

selection, and material use.

The role of professional judgment regarding social, political, and

cultural issues in design and practice.

Responsibilities to the public regarding registration law, building

codes, contracts, the environment, preservation, and open spaces.

Legal principles and ethical issues in practice.


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A curricular framework that recognizes the importance of a broad

education including general studies, architectural studies, and

electives.

The expectation that educational institutions provide financial,

human, information, and physical resources that are appropriate to

the context of the institution, appropriate for the accredited program,

and support student learning and achievement.

The need for institutions objectively to assess progress against

defined objectives as well as the programs strengths and

and implement changes that lead to improvements.

The expectation that the academy will provide adequate public

information regarding accreditation, candidacy, and problems a

program may be facing.


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Students enrolled in the accredited degree program are

prepared: to be active, engaged citizens; to be responsive tothe needs of a changing world; to acquire the knowledgeneeded to address pressing environmental, social, andeconomic challenges through design, conservation andresponsible professional practice; to understand the ethical

implications of their decisions; to reconcile differencesbetween the architects obligation to his/her client and thepublic; and to nurture a climate of civic engagement, includinga commitment to professional and public service and

leadership.Self-reflection is necessary for your improvement and ethical

growth. Are you acting professionally and ethically? Do youseek to grow, expand your horizons, and face the tough

personal issues that define who you are? Those who do sobecome more valuable to themselves, to those around them,to their community, and to the global society in which we alllive. In the end it all comes down to this: Be the change youseek in the world.


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Given the seismic shift in the economics of the profession of

architecture, the ability of students, new graduates, and emerging andmature professionals to understand and act as responsible and ethical

individuals is even more critical. Where we stand on this largely

depends on where we sit.

For those in traditional practice, it means considering anew what itmeans to be ethical beyond the traditional definitions of ethical

practice. In addition, practitioners need to realize that part of their own

education and continuing growth comes through the mentoring of

students and interns.For those in higher education, it means espousing the belief that a

broadly educated student with a deep understanding of the

professional and ethical obligations of the profession who is capable of

making decisions and understanding the implications of thosedecisions is perhaps the best outcome of any architecture education.


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HOW WELL PREPARED CURRENT GRADUATES ARE

FOR PROFESSIONAL PRACTICE AND WHAT NEEDS TO BE DONE TO

HELP BETTER PREPARE STUDENTS FOR MEETING THE CHALLENGESOF TODAY?

The three stakeholders (professionals, academics and students) generally

held rather different views about the key challenges facing the industry.

Recent graduates and final year students focused on the challenge ofgetting their first job, as well as the importance of social skills and

developing specific personality traits such as humility and confidence.

Whereas the academic cohort focused on the global economic crisis

and the importance of graduates developing critical thinking andtransferable skills. For professionals, the focus was on attitude, skills

and abilities of new graduates, particularly in terms of critical thinking

and addressing issues such as sustainability.

Despite the different emphasizes, however, there were some general

commonalities about what these stakeholders perceived as the keychallenges facing their professions:


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1. Development of critical thought and lifelong learning

All stakeholders, in different ways, emphasised the importance of criticalthinking, problem-solving skills and life-long learning. All acknowledgedthat graduates need a strong conceptual skill-base to build on, which iswhat university should provide.

The development of thinking was the prime consideration for professionals;all were very clearthat they did not expect new graduates to arrive and doeverything, but they need to posses a conceptual skill-base and ability tounderstand the problem. It was generally agreed also that university wasthe platform to provide the space for exploring this skill It's the one time intheir lives that for maybe 4-5yrs that they can be free. They can be globalabout their thinking. The development of thinking was the primeconsideration for professionals; all were very clear that they did not expectnew graduates to arrive and do everything, but they need to posses a

- .

generally agreed also that university was the platform to provide the spacefor exploring this skill It's the one time in their lives that for maybe 4-5yrsthat they can be free. They can be global about their thinking.

2. Development of interpersonal social skills.

Students spoke passionately about the importance of inter-personal, socialand communication skills, describing how humility, leadership and

teamwork were critical qualities for success in the workplace. I think all ofthe things, you know communication and how to talk to somebody andhow to present your work and all of these things that are really, reallyimportant in the real world.


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3. The impact of the global economic crisis.

Although all stakeholders saw the global economic crisis as achallenge, they generally focused on different aspects and

consequences. For students, there was an acknowledgement that

jobs would be more difficult to get But now that the market is not as

buoyant and things are a little bit uneasy, people who, who were

potentially the best students in the corium of graduates are nowfinding it really difficult to find work (Students, F3). For academics,

most saw the solution, and their role tobe educating students to be

lifelong learners and to be adaptableI was thinking along the same

lines it implies that they need to think broader. There is a range ofvocations that we can probably prepare them for beyond a normal

and a traditional approach. A lot of them get to the end of the course

and I dont want to really be an interior designer or an architect but

we can give them an education that gives them skills that they can

adapt to complimentary type roles


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DEMOCRATIC INDIAN SOCIETY, THAT IS PLURAL DIVERSE AND SO DEEPLY

ROOTED INTO RELIGION, AND IS VERY MUCH CREATIVE, CAN BE ENGINEEREDINTO A SYSTEM, IS ARCHITECTURAL EDUCATION EMPOWERED TO DO SO?

In India the situation after independence and the governmentpolicies towards architecture are presently not conducive to the

development of architecture.What was prevalent before independence although initially

introduced by British government and although the same, wassubsequently abandoned by them in their own country, strangely,

.

revise such practices, so that the young professionals areenhanced and improved for future.

Education of an architect for all time to come is an importantendeavor. One cannot expect students to come out of college as

proficient products. Schools all over the world have grown aroundpersonalities rather than stipulated curriculum of studies. It isimportant to understand that in architecture only 5% is design, restis what comes as a product of understanding of students in thearchitectural schools.


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COUNCIL OF ARCHITECTURE

(Incorporated under the Architects Act, 1972)Minimum Standards of Architectural Education Regulations, 1983*

In exercise of the powers conferred by clauses (e), (g), (h) and (j) of sub-section (2) of section 45 read with section 21 of the Architects Act, 1972 (20 of

1972), the Council of Architecture, with the approval of the Central

Government, hereby makes the following regulations, namely :-

1) Short Title and Commencement

1. These regulations may be called the Council of Architecture (Minimum

Standards of Architectural Education) Regulations, 1983.

2. They shall come into force on the date of their publication in the Official

Gazette.*

2) Definitions

In these regulations, unless the context otherwise requires "Act" means the

Architects Act, 1972 (20 of 1972);

1. "Council" means of Council of Architecture constituted under Section 3;

2. "Executive Committee" means the Executive Committee constituted under

Section 3;3. "Faculty" means the full-time teaching staff members in the service of the

institution;

4. "Institutions" means the colleges/departments/schools of architecture in India

imparting instructions for recognized qualifications;

5. "Recognised qualifications" means any qualification in architecture for thetime being included in the Schedule or notified under section 15 of Act.


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3) Duration and Stages of the Course

The architecture course shall be of minimum duration of 5 academic years or 10

semesters of approximately 16 working weeks each inclusive of six months/one

semester of approximately 16 working weeks of practical training after the first stage in

a professional office.

The architecture course may be conducted in two stages.

The first 3 academic years / 6 semesters of approximately 16 working weeks each of

the course shall be a basic standard course and shall be the first stage:Provided that candidates admitted to the course shall complete the first stage within 5

years of admission to the course.

The second stage of the course shall be of 2 academic years / 4 semesters of

approximately 16 working weeks each.

The completion of first stage shall not qualify candidates for registration under theArchitects Act, 1972.

Admission to the Architecture Course

No candidate, with less than 50% marks in aggregate, shall be admitted to the architecture

course unless he/she has passed an examination at the end of the new 10+2 scheme of

Senior School Certificate Examination or equivalent with Mathematics and English assubjects of examinations at the 10+2 level.

Where 10+2 scheme is not introduced, candidates must have passed after 11 years

schooling the Higher Secondary/pre-university/ pre-engineering or equivalent

examinations in the Science group of any recognized University or Board with English,

Physics, Chemistry and Mathematics as compulsory subjects.


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o The Institutions may subject the candidates, seeking admission to the architecture

course, to aptitude tests specially designed to assess the candidates' aptitude;

Provided that no separate aptitude tests may be conducted where admissions aremade through competitive examinations.

o The institutions shall not give weightage of more than 50% marks for aptitude tests in

the matter of admissions.

*Published in the Gazette of India, Part III Section 4, 26th March, 1983 and 27th

August 1983.

5) Intake and Migration

The sanctioned intake of candidates at the first year level shall not exceed a maximum of

40 in a class. If more than 40 candidates are admitted, separate classes shall be

or anised.

The institutions may permit, at their discretion, migration of students from one institution toanother subject to the maximum number of students not exceeding the permitted

maximum intake in a class.

6) Courses and periods of Studies

The institutions imparting instructions in architecture required for granting recognized

qualifications may follow the courses and periods of studies as prescribed in Appendix-A.

The institution shall, as an integral part of architectural education curriculum and as a part

of teaching programme, arrange for study tours, visits to places of architectural interests.


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7) Professional examination, Standards of proficiency and

conditions of admissions, qualification of examiners The University or an independent examining body shall conduct the

examinations at the end of each stage.

The sessional work shall, as far as possible, be assessed by a jury

of internal and external examiners. The weightage of marks for subjects having both class work marks

as well as examination marks may not exceed the ratio of 50:50.

shall not be less than 50% in the aggregate.

Candidates who have passed in the internal assessment, shall only

be permitted to appear in an examination.

An examiner for any of the subjects of examination shall have a

minimum of 3 years teaching/professional experience in his/her fieldof study.


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8) Standards of staff, equipment, accommodation, training and other

facilities for technical education The institutions shall maintain a teacher/student ratio of 1:8.

The institutions shall have a minimum number of 12 faculty members for

a student strength of 100.

The institution with the maximum intake of 40 in a class may have the

faculty pattern as prescribed in Appendix-B.

The institutions shall encourage the faculty members to involve in

professional practice including research.

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The institutions shall encourage exchange of faculty members foracademic programs.

Not withstanding anything contained in these regulations, the institutions may

prescribe minimum standards of Architectural Education provided such

standards does not , in the opinion of the Council, fall below the minimumstandards prescribed from time to time by the Council to meet the requirements

of the profession and education thereof.


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CONCLUSION Though there are extensive guidelines given by the council of

architecture, there is a need to explore ways to smooth thetransition between university and work needs to be a priority for

universities and industry. Notably, this process is not aboutassistance in terms of developing curriculum vitas, but ratherabout assisting students (especially those without mandatory workexperience in their degree) to identify practical tangible work

.

Students shall develop an understanding of the traditionalpractices and implement them.

There shall be emphasis more on the development of designs andideas.

The computer aided software are a boon as well as a curse to theeducation of an architect; thus they shall be used as tools to aidour drawing work, rather than being used for deign generation.

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Architectural Education in Professional Practice 1 [Compatibility Mode]