EMBEDDING THE INTERNATIONAL DIMENSION INTO SUSTAINABLE ARCHITECTURE’S CURRICULUM AND PROGRAMS
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This document discusses embedding the international dimension into sustainable architecture curriculums and programs. It outlines several attempts by international and regional architectural organizations to promote the internationalization of sustainable design education. These include establishing guidelines and frameworks for curriculums through projects like EASE and EDUCATE by the European Commission. Regional bodies like RIBA, AIA, and ALECSO have also developed resources and hosted forums. However, internationalization efforts face barriers from cultural preferences and local requirements. The document argues that rearranging programs and re-aligning curriculums, along with engagement from accrediting bodies, can help overcome these challenges and better integrate sustainability globally into architectural education.
EMBEDDING THE INTERNATIONAL DIMENSION INTO SUSTAINABLE ARCHITECTURE’S CURRICULUM AND PROGRAMS
- 1. EMBEDDING THE INTERNATIONAL DIMENSION INTOEMBEDDING THE INTERNATIONAL DIMENSION INTO SUSTAINABLE ARCHITECTURE’S CURRICULUM ANDSUSTAINABLE ARCHITECTURE’S CURRICULUM AND PROGRAMSPROGRAMS Dr. Iman O. GawadDr. Iman O. Gawad Architecture Department, Faculty of Fine ArtsArchitecture Department, Faculty of Fine Arts Helwan University, Cairo, EgyptHelwan University, Cairo, Egypt
- 2. TABLE OF CONTENTSTABLE OF CONTENTS I. INTRODUCTION Problem – Aim II. INTERNATIONALISATION AND SUSTAINABILITY PEDAGOGY 1. Programs Re-arrangement 2. Curriculum Re-alignment III. ENGAGEMENT OF INTERNATIONAL ARCHITECTURAL ORGANIZATIONS Attempts Made by Regional and International Architectural Organizations IV. THE SUPPORT OF ACCREDITATION AND REGULATORY BODIES Regulatory Bodies Working in Benchmarking VI. DISCUSSIONS AND CONCLUSION
- 3. AimAim •Critically reflect upon the potential benefits and limitations of the internationalisation of architectural institutes teaching sustainable design. •Presenting a number of attempts made by architectural organizations in internationalizing sustainable architecture’s education systems. •Examining benchmarking and accreditation criteria established by national and international regulatory bodies. ProblemProblem Sustainable design is an education that is supposed to include an international focus on social, cultural, economic and environmental traits. Several pedagogical barriers delay the promotion of the internationalisation of sustainable design which include cultural choice, tradition, and local requirements. Accordingly, a re-orientation of programs must be entreated. I. INTRODUCTIONI. INTRODUCTION
- 4. II. INTERNATIONALISATION AND SUSTAINABILITY PEDAGOGYII. INTERNATIONALISATION AND SUSTAINABILITY PEDAGOGY A‘PROFICIENCY-BASED SUSTAINBLE ARCHITECTURE CURRICULUM MODEL’ should : 1. Analyze pedagogical obstacles to the integration of sustainability. 2. Develop an international curriculum framework 3. Introduce an intelligent portal on sustainable design 4. Propose standardized criteria for accreditation. A review of higher education curriculums conducted by the European commission PROGRAMS RE-PROGRAMS RE- ARRANGEMENTARRANGEMENT A successful academic program must include a number of studied elements such as: The delivery of contents The staff-to-student ratio Both theoretical and studio modules The methods for knowledge transfer The pedagogical tools The assessment criteria
- 5. II. INTERNATIONALISATION AND SUSTAINABILITY PEDAGOGYII. INTERNATIONALISATION AND SUSTAINABILITY PEDAGOGY CURRICULUM RE-ALIGNMENT In 1996, the first attempt to internationalise the sustainable architecture curriculums was introduced by the European Commission in the EASE project for Solar-Energy and Ecology . It identified 4 main directories that must be present in any sustainable architecture curriculum and lectures: Philosophy: Sustainable development approach Methods: Thermal simulation- Daylighting- Life cycle assessment- Urban design- Computer aided education. Techniques: Passive cooling- Sunspaces and atria- Solar walls- Solar air heating- Solar water heaters- Photovoltaic- Community solar systems. Products: Transparent materials- Energy storage- Environmental quality of products.
- 6. II. INTERNATIONALISATION AND SUSTAINABILITY PEDAGOGYII. INTERNATIONALISATION AND SUSTAINABILITY PEDAGOGY CURRICULUM RE-ALIGNMENT In 2009, The European Commission project EDUCATE updated the structuring by introducing a domain of issues and principles to be included in the sustainability curriculums Issues and Principles 1. Directories Categories Clusters Global Challenges A. The Environmental Challenge Climate Change Environmental Policies Climate, Comfort and Energy B. Climate and Comfort Climate and Weather Thermal Comfort Visual Comfort Indoor Air Quality Building Typology Outdoor Spaces C. Heating and Cooling Thermal Environment Psychrometry Thermal Behavior of Buildings Steady-State Heat Flow Dynamic Response of Buildings Moisture Control Passive Design Principles Passive Design Systems Active Design Systems D. Ventilation Natural Ventilation Mechanical Ventilation E. Lighting Physics of Lighting Natural Lighting Artificial Lighting F. Acoustics Acoustics in Design Materials in Acoustics The Reverberation Process Quality of Life G. Urban Quality Eco-Masterplanning Environment, Society and Economy Impacts and Resources H. Ecological Footprint Environmental Impacts I. Resources and Waste Management Production Cycles Water Management Waste Management Renewable Energy Sources Architecture and Urban Development L. Buildings and Cities Use of Energy
- 7. III. Engagement of International Architectural OrganizationsIII. Engagement of International Architectural Organizations If sustainable architecture education is to focus beyond national levels, an international responsibility will need to be anticipated… The International Union of Architects UIAUIA Founded in 1948, UIA is a NGO that formulates guidelines regarding the international architectural education and professional practice as a whole. In 2005, UIA and UNESCO framed a charter for architectural education in order to be used in developing curriculums for architectural studies (including sustainable design) worldwide. The reason why they have not been assimilated into the architectural curriculum is because UIA is only an advisory organization and has no direct obligation in the way in which architectural curriculum is structured internationally 1. International Architectural Organizations
- 8. III. Engagement of International Architectural OrganizationsIII. Engagement of International Architectural Organizations The Bologna Process EDUCATEEDUCATE Started in 2009 Is a series of ministerial agreements between European countries (reached 46 countries). The EDUCATE project introduces a cognitive domain of principles to be included in the sustainable architecture curriculums 2. Regional Architectural Organizations
- 9. Royal Institute Of British Architects RIBA Was founded in 1834 in the UK Has a large number of follower universities internationally RIBA core curriculum has been created to ensure that key architectural skills are covered in learning activities. Among its ‘core curriculum’ is the sustainable architecture Has also created a “sustainability hub” on its internet site, with resources and case studies III. Engagement of International Architectural OrganizationsIII. Engagement of International Architectural Organizations 2. Regional Architectural Organizations
- 10. The American Institute of Architects AIA Was founded in 1857 as a professional organization for architects in the united state Offers architectural education, and community redevelopment to support the architecture profession In 2014, the AIA with the help of its alliances commissioned the ‘sustainable leadership opportunity scan’ project. III. Engagement of International Architectural OrganizationsIII. Engagement of International Architectural Organizations 2. Regional Architectural Organizations
- 11. III. Engagement of International Architectural OrganizationsIII. Engagement of International Architectural Organizations United Nations Environment Program UNEP-SBCI In 2014, the ‘UN environment program’ released the ‘state of play of sustainable building in Latin America Serve as a baseline for the development of sustainability awareness raising and education Argentina, Brazil, Colombia, Chile, Mexico And Peru, Costa Rica, Guatemala And Panama. It categorizes the main agencies in the area of developing research on building sustainability issues and describes important agreements on which future initiatives for the rise of sustainable building design 2. Regional Architectural Organizations
- 12. Australasia Campuses Towards Sustainability ACTS Founded in 1990. Is an organization for the ‘Australasian’ tertiary education sector. Provides learning, communication materials and development tools for members. Dissemination of case studies and sector communications Workshops, training, scholarships and professional development opportunities. Regionally based events and coordinating the annual ACTS conference III. Engagement of International Architectural OrganizationsIII. Engagement of International Architectural Organizations 2. Regional Architectural Organizations
- 13. The Arab League Educational, Cultural and Scientific Organization ALECSO Was established in Cairo, Egypt in 1970 with the aim of coordinating cultural and educational activities in the Arab world. In 2013, ALECSO hosted the first “Arab Forum For Scientific Research And Sustainable Development” in Tunisia. The forum had a goal of enhancing the contribution of universities and research centres in cultivating sustainable and knowledge-based societies as well as the activation of partnerships among universities and research centres throughout the Arab world. III. Engagement of International Architectural OrganizationsIII. Engagement of International Architectural Organizations 2. Regional Architectural Organizations Unfortunately, only international universities based in the Arab world follow the internationalisation plan of their home countries
- 14. They act as a “TRANSLATION DEVICE TO MAKE QUALIFICATIONS MORE READABLE AND UNDERSTANDABLE ACROSS DIFFERENT COUNTRIES AND SYSTEMS” Their objective is providing a ‘GROUND-BREAKING PLATFORM’ for the development of innovative pedagogical methods in the training of architects and promotes exchanges and secure cooperation throughout academics. IV. The Support of Accreditation and Regulatory BodiesIV. The Support of Accreditation and Regulatory Bodies
- 15. IV. The Support of Accreditation and Regulatory BodiesIV. The Support of Accreditation and Regulatory Bodies The Bologna Process Started in 2009. Its EDUCATE project is concerned with the sustainability programs and quality of higher education qualifications in that area. The National Architectural Accrediting Board The only authority for accredited US architecture programs in the US. Its accredited program requirements include the ‘understanding the socio- cultural and environmental context of architecture’. The Royal Institute of British Architects Provides accreditation to architecture institutes in the UK and internationally under a course validation procedure consisting of three parts. Among the international regulatory bodies working in benchmarking and supplying accreditation criteria in sustainable design education:
- 16. V. CONCLUSION AND RECOMMENDATIONSV. CONCLUSION AND RECOMMENDATIONS The internationalisation of the sustainability curriculum must respect all architectural local traditions that connect human beings with their environment in a positive manner. Accreditation and Qualification CriteriaAccreditation and Qualification Criteria •There is a global desire for measurable indicators that nurture the concept of sustainability. These indicators are set to have a strict nature, but must allow some flexibility to be potentially embraced by regulatory bodies in different countries. •An apparent gap in the conditions for accreditation of curriculum is most evident in the idiosyncrasies of an environment-related architecture education. They are often characterized by loose requirements, especially in prescribing a balance between creative and technical abilities. Programs and Curriculum DevelopmentPrograms and Curriculum Development • National architectural schools are advised to select the international curriculum adapted to the local cultural and technical context, and above all to their students. • To have a mission set by an agenda for sustainable architectural education, a critical analysis of barriers and priorities as required by the professional.
- 17. THANK YOU FOR YOUR ATTENTION [email protected] Salingaros N. and Masden K. (2008). Intelligence-Based Design: A Sustainable Foundation for Worldwide Architectural Education. Kumar S., Anurag B., Rajan R. and Sudha S.. (2009). A Need for Curriculum Enhancement in Architectural Education to Promote Sustainable Built Environment and Mitigate Climate Change. Altomonte, S. (2009). Environmental Education for Sustainable architecture. Review of European studies. Lopez A., Alberich, M. and Altomonte S. (2012). Environmental Design in University Curricula and Architectural Training in Europe (EDUCATE). FURTHER READINGSFURTHER READINGS