EMBEDDING THE INTERNATIONAL DIMENSION INTO SUSTAINABLE ARCHITECTURE’S CURRICULUM AND PROGRAMS

EMBEDDING THE INTERNATIONAL DIMENSION INTO EMBEDDING THE INTERNATIONAL DIMENSION INTO SUSTAINABLE ARCHITECTURE’S CURRICULUM AND SUSTAINABLE ARCHITECTURE’S CURRICULUM AND PROGRAMSPROGRAMS

Dr. Iman O. GawadDr. Iman O. GawadArchitecture Department, Faculty of Architecture Department, Faculty of Fine ArtsFine ArtsHelwan University, Cairo, EgyptHelwan University, Cairo, Egypt

TABLE OF CONTENTS

I. INTRODUCTIONProblem – Aim II. INTERNATIONALISATION AND SUSTAINABILITY

PEDAGOGY1. Programs Re-arrangement2. 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

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.

ProblemProblemSustainable 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. INTRODUCTION

II. 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 framework3. Introduce an intelligent portal on sustainable design4. Propose standardized criteria for accreditation.

A review of higher education curriculums conducted by the European commission

PROGRAMS RE-PROGRAMS RE-ARRANGEMENT ARRANGEMENT

A successful academic program must include a number of studied elements such as: The delivery of contentsThe staff-to-student ratio Both theoretical and studio modules The methods for knowledge transfer The pedagogical toolsThe assessment criteria


CURRICULUM RE-ALIGNMENTIn 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 approachMethods: 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.


CURRICULUM RE-ALIGNMENTIn 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 Principles1. Directories Categories ClustersGlobal Challenges A. The Environmental Challenge Climate Change

Environmental Policies

Climate, Comfort and Energy

B. Climate and Comfort Climate and WeatherThermal ComfortVisual ComfortIndoor Air QualityBuilding TypologyOutdoor Spaces

C. Heating and Cooling Thermal EnvironmentPsychrometryThermal Behavior of BuildingsSteady-State Heat FlowDynamic Response of BuildingsMoisture ControlPassive Design PrinciplesPassive Design SystemsActive Design Systems

D. Ventilation Natural VentilationMechanical Ventilation

E. Lighting Physics of LightingNatural LightingArtificial Lighting

F. Acoustics Acoustics in DesignMaterials in AcousticsThe Reverberation Process

Quality of Life G. Urban Quality Eco-MasterplanningEnvironment, Society and Economy

Impacts and Resources

H. Ecological Footprint Environmental ImpactsI. Resources and Waste Management Production Cycles

Water ManagementWaste ManagementRenewable Energy Sources

Architecture and Urban Development L. Buildings and Cities Use of Energy

III. 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


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

Royal Institute Of British Architects RIBAWas founded in 1834 in the UKHas a large number of follower universities internationallyRIBA 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



The American Institute of Architects AIA

Was founded in 1857 as a professional organization for architects in the united stateOffers architectural education, and community redevelopment to support the architecture professionIn 2014, the AIA with the help of its alliances commissioned the ‘sustainable leadership opportunity scan’ project.




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 educationArgentina, 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


Australasia Campuses Towards Sustainability ACTSFounded 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 communicationsWorkshops, training, scholarships and professional development opportunities.Regionally based events and coordinating the annual ACTS conference



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.



Unfortunately, only international universities based in the Arab world

follow the internationalisation plan of their home countries

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 Bodies

IV. The Support of Accreditation and Regulatory Bodies

The Bologna ProcessStarted in 2009. Its EDUCATE project is concerned with the sustainability programs and quality of higher education qualifications in that area.

The National Architectural Accrediting BoardThe 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:

V. 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.

THANK YOU FOR YOUR ATTENTION

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Altomonte, S. (2009). Environmental Education for Sustainable architecture. Review of European studies.

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