SHS Web Conf.
Volume 41, 2018International Conference on Architectural Education in Asia (eduARCHsia 2017)
|Number of page(s)||7|
|Published online||10 January 2018|
Quality Assurance in Architectural Education in Asia – On the Perspective of ‘Design’ Based Architectural Education and its Holistic Assessment
Professor of Myongji University, Korea
* Corresponding author: email@example.com
This paper starts by describing the importance of ‘Architecture’ to our society to our everyday life. It dominates our living environment, inevitably forms visual memories of life experience. Undoubtedly, a building is a ‘container’ to hold one’s everyday living, the grouping of architecture an urban environment is a ‘container.’ It is to hold one’s entire life. If then, there is paramount importance in realizing how we should properly educate our future ‘architects.’ First, it is important that the essential of architecture education must be based on proper ‘Design Studio’ format. Much of reasons are self described by following quotes such as ‘like art, architecture cannot be taught, but it can and should be cultivated,’ ‘Essentials of architecture can be learned through actual doing,’ ‘architecture education is most perfect liberal arts education format invented.’ Secondly, it is important to realize the vast meaning of architecture and architect to our society. Luckily, there is the Charter for UNESCO/UIA for Architectural Education which serves as not only a fundamental background to this discussion but also as ‘prior principle’ in articulating proper education for architects. Thirdly, considering the Charter as a principle, then it is worth discussing actual methodology as a working system in delivering ‘accredited/validated education.’ The KAAB’s Conditions is compared with the Charter. For an indepth look into the most important set of Conditions of the KAAB the Student Performance Criteria, the paper describes the origin, historic background, and evolvement of the ‘Student Performance Criteria,’ which is borne by the NAAB in 1980’s. As it weighs much importance of the whole accrediting process, it must be carefully written to reflect society’s needs of an architect. Also, it must not be written too specific nor should include quantitative measure, to avoid all school programs eventually evolve to become uniform without a character. At the same time, it must possess enough specificity to guide panel reviewers in judging competency level of the student learning at the actual site. As a conclusion, there is paramount importance in architecture education. It is the UNESCO/UIA Charter that asks all civilized architectural education to be self-assessed and peerreviewed for continuing improvement. Considering current era, there is no doubt that there are many opportunities waiting ahead among us. Familiarizing and building sympathy to the voice of the ‘Charter for Architectural Education.’ will be the most proper place to start.
© The Authors, published by EDP Sciences, 2018
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (http://creativecommons.org/licenses/by/4.0/).
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