258 EAAE no 35 Teaching and Experimenting with Architectural Design: Advances in Technology and Changes in Pedagogy
Architecture, UIA – UNESCO, EU regulation, EAAE-ENHSA research
Architecture, as a field, integrates the arts, technologies and humanities. Concern-
ing this fact, UIA UNESCO Charter on Architectural Education recognizes three main
different types of academic institutions:
- universities,
- polytechnics, and
- art academies,
on which the formal higher architectural education is performed.
It is possible to recognize a few main contemporary approaches to the architectural
education:
- General / academic / classical
- Specialized / professional / vocational
- Studio based
- Process driven / design driven / technology driven
- Research based / research driven
- Pragmatic on academic foundation^2
Studio-based approach has been accepted from a large number of architectural
schools as the model for the curriculum development.
EU legislative regulates the architectural profession. Education is part of this regula-
tion. Directive 2005/36/EC defines eleven points of knowledge and skills (compe-
tences) which should be acquisitioned.
Contemporary processes of the reform in higher education are based on the generic
and professional competences which students should develop during their studies.
These competences represent direct or indirect results of reaching the learning out-
comes. Curriculum modularization provides opportunities for easier systematization
of the learning outcomes.
During the past three years, ENHSA Thematic Network has started research on the
competences in architecture, based on the TUNING methodology. An initial list of
competences has been formed on the:
- Tuning project experience
- Specificities of architecture as a creative discipline, and
- Existing institutional framework.
After the evaluating, the list was set and defined as the material for the question-
naires for the academics and professionals. First results of this inquiry were presented
in Chania in September 2006.