More important, this paper is not put forward as an authoritative word on the subject. It is offered as a raw draft that is released into the public realm so that others may also graft their thoughts onto it.

1. Genesis
2. Prior Discussion
3. How is this Text Written?

Regulating Architectural Education (version 01) Archived discussion Control-AE-1

From agkm Fri Jan 16 14:13:41 +0500 2004 From: agkm Date: Fri, 16 Jan 2004 14:13:41 +0500 Subject: ... to contextualise Message-ID: <20040116134341+0500@www.architexturez.net>

I think the paper should also address some other issues that relate to the profession in India. The focus has been on education, but education has to contextualised to what is happening in the real world. We will have to find some way to include these developments while we consider the imperatives of education. Some important issues which come to mind are, a) the relation of the profession to other disciplines, particularly the engineering disciplines, b) GATS, c) newer ways of practicing, eg. design-build, d) fees structuring – fixed or competitive, e) four/five/six year course?, f) role of the design studio in pedagogy.

I have come across, but cannot now lay my hands on, a comprehensive study conducted by the University of York of the architectural education system in Europe. This was done about 10 years ago. I think it will be a useful template.

AG Krishna Menon

From AnandBhatt. Mon Jan 19 11:58:31 +0500 2004 From: Anand Bhatt. Date: Mon, 19 Jan 2004 11:58:31 +0500 Subject: ... to contextualise Message-ID: <000b01c3de55$4aec4350$1b84103d@ABAYTRQ1BY8GI4>

> I think the paper should also address some other issues that relate to > the profession in India. The focus has been on education, but > education has to contextualised to what is happening in the real > world.

Yes, of course, I think the structure of this paper kind of makes it look more complete than is... Can we, in the next version, make it in three parts?

1. What we think are the issues that relate to the profession: an open-ended document where anyone can write a small text saying "I wish architectural Education is..." (the Present document part 3)
2. Our Biases, and priorities, arranged perhaps in a table. Where we gather the various operational issues as are encountered, and the principles that must be widely understood and debated. (the Present document parts 2 and 4)
3. The Actual Regulation Protocol, (the Present document part 5, 6 and 7) I would also think about writing a small reporting package, so as to encode the protocol in some sort of a software. This will help in analyses.

Should there not be a part 8? Periodic Analyses of the Present State of Architectural Education in India?

From unknown Thu Jan 22 14:53:08 +0500 2004 Date: Thu, 22 Jan 2004 14:53:08 +0500 Subject: to contextualise Message-ID: <20040122142308+0500@www.architexturez.net> While it is important that education responds to the state of the profession, should the regulation process stipulate the structure of that response. I am inclined to the view that this response should be left to individual colleges - and the differences in that response will differentiate colleges. If one looks at the student competencies that are required, then indirectly a response to contextual issues is required - is that not sufficient?

From unknown Sat May 1 22:50:28 +0500 2004 Date: Sat, 01 May 2004 22:50:28 +0500 Subject: Architectural education Message-ID: <20040501222028+0500@www.architexturez.net> The process of delieneating a process for architectural education will require the creation of tangible forums - faculty , students, and architects. Through dialogue at these levels a program will emerge - We could engage in discusions on how we perceive the world order today, changing human relationships and its impact on architecture, the new possibilities of technology, the consolidated memory of history and the need for references, responsibilities of the profession - Corboda