Text tries to brief about the current status,issues and challenges faced in the teaching-learning of architectural education in India and the options which can be leveraged to make the education more qualitative, focussed , productive and relevant to the emerging needs of the profession of architecture. Text also maps the stakeholders in volved in the teaching-learning of education.

1. ISSUES AND OPTIONS FOR
MAKING ARCHITECTURE
TEACHING- LEANING
MORE MEANINGFUL & PRODUCTIVE
JIT KUMAR GUPTA
FORMER DIRECTOR ; COLLEGE OF ARCHITECTURE
IET BHADDAL --
JIT.KUMAR1944@GMAIL.COM

2. •EFFICACY AND EFFICIENCY OF
ANY PROFESSION &
PROFESSIONALS
•CREATING BALANCE BETWEEN
•DEMAND AND SUPPLY SIDE

3. ACTORS/STAKEHOLDERS IN ARCHITECTURAL
EDUCATION
• FOR MAKING EDUCATION QUALITATIVE& PRODUCTIVE--TWO ELEMENTS INVOLVED IN ARCHITECTURAL EDUCATION
ARE-
• DEMAND AND SUPPLY
• BOTH NEEDS TO BE BALANCED –ANY MISMATCH- WILL LEAD TO DILUTION, MARGINALIZATION& MUTILATION OF
EDUCATION & PROFESSION
• STAKEHOLDERS INVOLVED IN THE DEMAND –SUPPLY INCLUDE;
• STUDENTS OPTING FOR ARCHITECTURE- DEMAND
• PARENTS OF STUDENTS SEEKING ADMISSION IN ARCHITECTURE- DEMAND
• INSTITUTIONS IMPARTING TEACHING-LEARNING IN ARCHITECTURE– SUPPLY
• MANAGEMENT -SETTING UP ARCHITECTURAL INSTITUTIONS– SUPPLY SIDE/DEMAND
• REGULATORY AUTHORITIES INVOLVED IN GRANTING PERMISSIONS TO COURSE –COA– SUPPLY
• - AFFILIATING UNIVERSITIES-- AWARDING DEGREES- DEFINING COURSE CURRICULA, CONDUCTING EXAMS, AWARDING
DEGREES OTHER THAN DEEMED UNIVERSITIES- SUPPLY
• STATE GOVERNMENTS- REGULATING TECHNICAL EDUCATION—SUPPLY
• PROFESSIONAL ARCHITECTS OPERATING EMPLOYMENT--- DEMAND
• PROFESSIONAL BODIES- IIA-- SUPPLY
• FINANCIALS INSTITUTIONS GRANTING LOANS ETC.,– SUPPLY.
• INDIVIDUALS, DEVELOPERS, BUILDERS, PROMOTERS, CORPORATE SECTOR, CLIENTS, ETC.,-- DEMAND

4. DEMAND SIDE ASKING FOR
• DEMAND SIDE;- STUDENTS, PARENTS; PROFESSION, BUILDERS- ASK-
• STUDENTS GRADUATING - ASKING FOR ADEQUATE COMPETENCY TO WORK AS ARCHITECT-
HAVING PROFESSIONAL COMPETENCY OF APPROPRIATE ORDER IN DESIGN/CONSTRUCTION
• HAVING ACCESS TO HIGHEST QUALITY OF EDUCATION- QUALITY TEACHING- LEARNING
• SUPPORTED BY ADEQUATE FACULTY- QUANTITY & QUALITY
• HIGH REPUTATION OF INSTITUTE SEEKING ADMISSION --TEACHING –LEARNING
• HAVING BEST OF INFRASTRUCTURES- BOTH HARD AND SOFT FOR QUALITY LEARNING
• INSTITUTIONS ENROLLED- HAVE APPROVALS OF COMPETENT AUTHORITIES
• COMPLIANCE WITH SPECIFIED NORMS & STANDARDS; HAVING APPROPRIATE INFRASTRUCTURES
• INVOLVING MINIMUM COST OF EDUCATION - COST EFFECTIVE
• HAVE ADEQUATE OPPORTUNITIES FOR PLACEMENT
• WITH ADEQUATE COMPENSATION IN EMPLOYMENT
• ASKING FOR RATIONALIZING COURSE DURATION

5. BALANCING DEMAND & SUPPLY SIDE
• SUPPLY SIDE ;- EDUCATIONAL INSTITUTIONS; PRIVATE UNIVERSITIES, MANAGEMENT
,GOVERNMENTS
• MAXIMUM STUDENT’S INTAKE - WITH SUPPORT OF MARKETING- MORE FOCUS ON HR CELLS
THAN FACULTY
• AVAILABILITY OF ADEQUATE STUDENTS-100% - ACTUAL
• INDUCTION OF QUALITY STUDENTS
• HAVING BEST RESULTS- WITH HIGHEST MARKS AWARDED
• COMPROMISING WITH- QUALITY AND NUMBER OF FACULTY
• MAXIMIZING- INCOME & MINIMISING/CUTTING EXPENDITURE ON EDUCATION-
• ACHIEVING HIGHEST INCOME
• MAKING MAXIMUM PROFITS
• ASKING FOR RATIONALIZING/LOWERING NORMS FOR FACULTY AND STAFF- FOR MINIMISING
COST
• MARKETING INSTITUTIONS- FOR SOURCING MORE STUDENTS

6. QUALITY OF TECHING – LEARNING DEPENDS UPON
• QUALITY OF TEACHING AND LEARNING OF ARCHITECTURE LARGELY DEPENDS UPON;
• HAVING A COMMITTED , SENSITIVE AND SUPPORTIVE -- MANAGEMENT
• HAVING A KNOWLEDGABLE. COMPETENT , SUPPORTIVE AND UPRIGHT-- DIRECTOR/PRINCIPAL/HEAD OF
DEPARTMENT
• HAVING A DEDICATED, COMMITTED, SATISFIED AND SUPPORTIVE-- FACULTY
• HAVING TO THE EXTENT POSSIBLE -- QUALITY STUDENTS
• HAVING ATMOSPHERE OF-- MUTUAL FAITH, TRUST & GOODWILL IN INSTITUTE
• CREATING BALANCE BETWEEN DEMAND AND SUPPLY………………….
• DIRECTOR/ PRINCIPAL/HEADS /TEACHERS SHOULD UNDERSTAND THAT –
• ALL STUDENTS ARE NOT SAME/ EQUAL IN CAPACITY& CAPABILITY, LEARNING, UNDERSTANDING, INTELLIGENCE,
APTITUDE, ATTITUDE
• - HAVE -- POSITIVITIES AND NEGATIVITIES;
• HAVE DIFFERENT -- STRENGTH & WEAKNESSES
• ACCORDINGLY EFFORTS MUST BE MADE -- TO EMPOWER STUDENTS BY----
• INVOLVING / MAKING THEM --PART OF TEACHING- LEARNING FAMILY
• WORKING WITH STUDENTS- TO CREATE AN EFFECTIVE BOND BETWEEN TEACHER AND TAUGHT
• -MAKE STUDENTS UNDERSTAND THAT –
• -- THERE IS NO- SUBSTITUTE TO HARD WORK; SINCERITY, HONESTY, COMMITMENT, TRUTH ETC.
• -MAKING THEM A BETTER HUMAN BEINGS- EMPOWER THE STUDENTS TO BE SELF-RELIANT AND HONEST

7. •OVERVIEW AND CONTEXT OF
ARCHITECTURE IN
SUSTAINABILITY AND HUMAN
LIVING

8. CONTEXT OF ARCHITECTURE
• ;OPERATIONAL DOMAIN OF ARCHITECTS REVOLVES AROUND BUILT ENVIRONMENT -
• ARCHITECTURE, - ART AND SCIENCE -
• DEDICATED TO-- CREATING BUILDINGS -- AS SYNTHESIS OF;
• – UTILITY, SAFETY, BEAUTY; COST, QUALITY, TIME, RESOURCES, MATERIALS, TECHNOLOGY INDOOR ENVIRONMENT;
SUSTAINABILITY, BIO-DIVERSITY, ENVIRONMENT & ECOLOGY
• BUILDINGS – INVARIABLY INVOLVES- DUALITIES AND CONTRADICTIONS- POSITIVITY& NEGATIVITIES
• BUILDINGS-- LARGE CONSUMERS OF ENERGY ; RESOURCES ; GENERATORS OF WASTE
• BUILDINGS--KNOWN TO MAKE END USERS HEALTHY/ UNHEALTHY,
• BUILDINGS– RESPONSIBLE FOR SICK BUILDING SYNDROM
• BUILDINGS--CREATING IMBALANCE IN ENVIRONMENT ; GLOBAL WARMING , --CLIMATE CHANGE
• -FOR ACHIEVING GLOBAL SUSTAINABILITY; MINIMISING CLIMATE CHANGE –
• BUILDINGS -- NEED TO BE DESIGNED /CONSTRUCTED WITH CARE, CAUTION& COMMITMENT
• ROLE OF ARCHITECTS / PROFESSIONALS /ARCHITECTURE – ALWAYS IMPORTANT
• - TO CREATE SUSTAINABLE & QUALITATIVE BUILT ENVIRONMENT
• ARCHITECTURE AND HUMAN LIVING- CLOSELY CONNECTED
• CONSIDERING SCALE AND EXTENT OF CONSTRUCTION—- PROFESSION OF ARCHITECTURE SLOWLY GETTING
FIRMLY ROOTED AND
• COMMANDING BETTER ACCEPTANCE- IN POST INDEPENDENCE PERIOD-

9. CONTEXT OF ARCHITECTURE
• FORMAL SYSTEM OF EDUCATION ORIGINATED IN POST-INDEPENDENCE PERIOD- MAKING OF THREE
NEW CAPITAL CITIES – CHANDIGARH, GANDHINAGAR, BHUBHANESHWAR
• LIBERALISATION/PRIVATISATION - OF TECHNICAL EDUCATION STARTED IN 90S ;
• -- WITH INCREASING NUMBER OF STUDENTS OPTING FOR ARCHITECTURE-
• NUMBER OF ARCHITECTURAL COLLEGES-- INCREASED MANIFOLD
• -- MUSHROOM GROWTH/INCREASE IN NUMBERS OF INSTITUTIONS-- LED TO ISSUES RELATED TO
ISSUES RELATED TO --– PROFESSION/; PROFESSIONALS- QUALITY OF EDUCATION; QUALITY OF
STUDENTS, QUALITY OF FACULTY; - WIDENING GAP BETWEEN EDUCATION AND PROFESSION;
• CHALLENGES POSED BY--GLOBALISATION AND LIBERALISATION ; --CHANGING ARCHITECTURAL
VOCABULARY;
• UNDER IMPACT OF-- NEW BUILDING MATERIALS & NEW CONSTRUCTION TECHNOLOGIES &
REGULATORY AUTHORITIES.
• PROFESSION NEEDED-- GOOD PROFESSIONALS FOR MANNING IT
• QUALITY STUDENTS/ QUALITY EDUCATION– CRITICAL FOR CREATING QUALITY PROFESSIONALS
• --ASKING FOR MAKING ARCHITECTURAL EDUCATION MORE FOCUSSED, QUALITATIVE, SUPPORTIVE,
PRODUCTIVE- PRODUCING QUALITY ARCHITECTS NEEDED FOR--
• -- CREATING NEW ORDER OF BUILT ENVIRONMENT - WHICH WAS COST-EFFECTIVE, -- TIME
EFFICIENT ;-- - ENERGY EFFICIENT ; SUSTAINABLE, MAKING PLANET/USERS HAPPY & HEALTHY

10. EMERGING ISSUES IN TEACHING- LEARNING
ARCHITECTURE-
• PATTERN OF ARCHITECTURAL EDUCATION- LARGELY STATIC, LOPSIDED , FOLLOWING BRITISH LEGACY
• EMERGING TRENDS –STUDENTS/MANAGEMENT WANT- TO QUICKLY FINISH COURSE- WITH MINIMUM EFFORTS
• SUITS BOTH MANAGEMENT / STUDENTS- WITHOUT UNDERSTANDING DAMAGE CAUSED TO PROFESSION.
• IN THIS FAST CHANGING ERA OF TECHNOLOGIES; MASSIVE CONSTRUCTION, ISSUES RELATED TO COST, QUALITY
AND SUSTAINABILITY CALLS / ASKING FOR --
• EMPOWERING ARCHITECTURAL INSTITUTIONS, THROUGH-- INNOVATIONS, SUPPORT, GUIDANCE AND DIRECTION
FOR
• -- IMPROVING QUALITY OF ARCHITECTURAL EDUCATION
• --PROVIDING STUDENTS WITH APPROPRIATE COMPETENCY AND SKILL
• --STUDENTS NEED LEARNING BASED ON -- UTILITY, EFFICIENCY, QUALITY, ECONOMY, COST-EFFECTIVENESS,
SUSTAINABILITY
• -- REQUIRING INSTITUTIONS -- GOING FROM PATH OF QUANTITATIVE GROWTH, --TO QUALITATIVE
CONSOLIDATION,
• -- FOR MAINTAINING QUALITY & -- PROMOTING RELEVANCE OF ARCHITECTURE AS A PROFESSION-- LOOKING
OBJECTIVELY, AT EXISTING PATTERN OF ARCHITECTURAL EDUCATION CALLS FOR
• UNDERTAKING INSTITUTIONAL REFORMS-- MAKING THEM NERVE CENTRE FOR QUALITY EDUCATION

11. •EMERGING ISSUES IN
ARCHITECTURE- TEACHING
LEARNING& PROFESSION

12. ISSUES IN ARCHITECTURE EDUCATION
• MUSHROOM UNPLANNED GROWTH -- LED TO PROLIFERATION OF INSTITUTIONS
• CREATING LARGE NUMBER OF STUDENT’S INTAKE;
• -OVERCROWDING OF INSTITUTIONS IN FEW AREAS – VACUUM IN OTHERS
• - 7 STATES/UTS STILL DON’T HAVE ANY INSTITUTIONS IMPARTING ARCHITECTURAL EDUCATION
• WITH DECLINING INTEREST– LESSER NUMBER OF STUDENTS OPTING FOR ADMISSION TO ARCHITECTURE
• -LARGE NUMBER OF SEATS LYING VACANT
• NUMBER OF INSTITUTIONS CLOSING DOWN – 47 LAST YEAR
• MAJOR ISSUES/ CAUSE OF CONCERN- FACING ARCHITECTURAL TEACHING –LEARNING INCLUDE --
• -- ATTITUDE/APPROACH --OF MANAGEMENT INVOLVED IN ARCHITECTURAL EDUCATION
• --QUALITY OF STUDENTS --ADMITTED
• - QUALITY & STRENGTH OF-- TEACHER
• - AVAILABILITY OF-- TRAINED AND COMMITTED FACULTY
• -PATTERN OF TEACHING- LEARNING - OUTPUT RATHER THAN INPUT BASED
• LOW PRIORITY TO ARCHITECTURE BY AFFILIATING UNIVERSITIES
• EXISTENCE OF LARGE NUMBER OF PROXY STUDENTS
• EXISTENCE OF LARGE PROXY FACULTY- HIGH COST OF EDUCATION
• LOW SALARY STRUCTURE FOR FACULTY

13. ISSUES IN TEACHING- LEARNING ARCHITECTURE
• LIMITATAIONS-- CREATED BY EXISTING LEGAL FRAMEWORK- INDIAN ARCHITECTS ACT,
1972- LIMITING ROLE OF ARCHITECTS/ARCHITECTURE – PROTECTING ONLY TITLE AND NOT
PRACTICE
• ROLE OF REGULATORY AUTHORITY- COUNCIL OF ARCHITECTURE- LARGELY POLICING
• MARGINALIZED ROLE OF PROFESSIONAL BODY- INDIAN INSTITUTE OF ARCHITECTS
• INCREASING GAP-- BETWEEN INDUSTRY- ACADEMIA
• CONSTRUCTION SECTOR -DOMINATED BY ENGINEERS
• ACADEMIC INSTITUTIONS- FACING CHALLENGE DUE TO- INCREASED FOCUS ON
DOCUMENTATION – FOR OBTAINING RATING / ACCREDITATION
• LIMITED INVOLVEMENT-- OF REPUTED ARCHITECTS IN TEACHING-LEARNING
• CHALLENGES POSED BY SYLLABUS- LARGE NUMBER OF SUBJECTS IN CURRICULUM
• -ROLE AND RELEVANCE OF PRACTICAL TRAINING
• ABSENCE OF STUDY OF- ANATOMY OF BUILDINGS
• CHALLENGES POSED BY --LONG DURATION OF COURSE
• CHALLENGES POSED BY- NEW EDUCATION POLICY

14. CHALLENGES IN TEACHING- LEARNING
ARCHITECTURE
 CHALLENGE OF LANGUAGE: , FOR RURAL/REMOTE STUDENTS- WHERE MEDIUM OF
EDUCATION REMAINS OTHER THAN ENGLISH,
 CHALLENGE DUE TO LOW EXPOSURE TO GROUND REALITY: CLASS ROOM BASED
TEACHING -- MINIMAL EXPOSURE TO GROUND REALITIES – CREATE PROBLEMS WHEN
STUDENT GRADUATE.
 CHALLENGE IN EMPLOYABILITY: POOR QUALITY OF EDUCATION-- MAJORITY OF STUDENTS
FACE CHALLENGE OF GAINFUL AND RESPECTFUL EMPLOYABILITY.
 CHALLENGE POSED BY NUMBERS- STUDENTS/FACULTY:
 - LARGE SANCTIONED INTAKE OF STUDENTS
 --ACUTE SHORTAGE OF FACULTY
 -LIMITED OPTIONS FOR CAREER MANAGEMENT FOR FACULTY- CAP
 -- LIMITED OPTIONS FOR PRACTICAL TRAINING
 --, LIMITED OPTIONS FOR MAKING QUALITATIVE IMPROVEMENT IN EDUCATION.
 CHALLENGE POSE BY ENGINEERING DOMINANCE:- WHEN FORMING PART OF ENGINEERING
INSTITUTIONS,
 LIMITED OPPORTUNITIES / OPTIONS -- AVAILABLE FOR CHARTERING INDEPENDENT PATH
FOR ARCHITECTURAL EDUCATION
 TECHNICAL UNIVERSITIES HOLD ARCHITECTURE IN LOW PRIORITY

15. •MUSHROOM GROWTH OF
ARCHITECTURAL
INSTITUTIONS

16. MUSHROOM GROWTH OF ARCHITECTURAL INSTITUTIONS
• GROWTH OF COLLEGES--1950,-2 2017- 515; 2020- 476 , 2023- 379-INTAKE CAPACITY IN 2020- 25107 SEATS
• MAHARASHTRA HOLDS - 1 IN 5 INSTITUTIONS; TAMIL NADU ; 1 IN 7 IN COUNTRY
• 5 STATES- MAHARASHTRA TAMIL NADU , KARNATAKA, KERALA, GUJRAT, -HOLD 2/3 INSTITUTIONS;
• UTTAR PRADESH HOLDS 20% POPULATION --ONLY 5.80 % INSTITUTION;.
• MUSHROOM /UNPLANNED GROWTH- INCREASE IN INSTITUTIONS/ SEAT - LED TO DILUTION OF ARCHITECTURAL EDUCATION
• PROFESSION MEETING FATE OF ENGINEERING--, IN QUALITY OF EDUCATION/QUALITY OF PROFESSIONALS.
• MAJORITY OF INSTITUTIONS-- CAME UP IN EXISTING ENGINEERING /MANAGEMENT DOMINATED INSTITUTIONS
• LOOKING ARCHITECTURE-- AS GOOD BUSINESS OPTION - LONGER COURSE DURATION OF 5 YEARS-HIGHER INCOME
• LOW LEVEL OF INVESTMENT-- IN SERVICES/INFRASTRUCTURE
• --QUALITY OF EDUCATION-- REMAINS LEAST PRIORITY FOR PRIVATE MANAGEMENTS.
• MOST MANAGEMENT-- HAVE LITTLE EXPOSURE/BACKGROUND TO EDUCATION.
• ARCHITECTURAL INSTITUTIONS-- LARGELY RUN AS APPENDAGE TO ENGINEERING COURSES
• .LOOKING AT LARGE NUMBER OF INSTITUTIONS-- HOW JUSTICE CAN BE DONE TO PROFESSION BY BOTH NEW /OLD INSTITUTIONS
• SETTING UP NEW INSTITUTIONS– MUST BE DICTATED BY PRINCIPLES OF QUALITY / NECESSITY
• REVIEWING. EXISTING INSTITUTIONS- RATIONALLY / OBJECTIVELY– -- MAKING THEM GROW AS INSTITUTIONS OF EXCELLENCE/QUALITY.

17. SPATIAL SPREAD OF ARCHITECTURAL
INSTITUTIONS-379
• ANDHRA PRADESH- 8 ASSAM- 2 BIHAR - 2
• CHHATISGARH- 2 CHANDIGARH-1 DELHI- 8
• GOA -1 GUJRAT-21(5.40%) HIMACHAL PRADESH-
2
• HARYANA-14 JHARKHAND-1 JAMMU AND
KASHMIR- 4
• KARNATAKA- 44( 11.61%) KERALA- 32 (8.44%) MAHARASHTRA-83
(21.90% ) MEGHALAYA- 1 MADHYA PRADESH- 14
MIZORAM-1
• ORRISA- 7 PUNJAB -14 PUDUCHERRY-
1
• RAJASTHAN -12 TAMIL NADU -58 (15.30%) TELANGANA- 13
• UTTARAKHAND- 3 UTTAR PRADESH- 22 (5.80%) WEST BENGAL-
8
• UNEQUAL SPREAD OF ARCHITECTURAL INSTITUTIONS IN COUTRY

18. •ISSUES RELATED TO LEGAL
FRAMEWORK- REGULATORY
AUTHORITIES- COUNCIL OF
ARCHITECTURE

19. ROLE OF COUNCIL OF ARCHITECTURE
• UNDER INDIAN ARCHITECTS ACT, 1972-- COA MANDATED TO;
• REGISTRATION OF ARCHITECTS;
• PRESCRIBING /MONITORING MINIMUM STANDARDS FOR IMPARTING ARCHITECTURAL EDUCATION;
• DEFINE /ENFORCE CODE OF CONDUCT FOR REGISTERED ARCHITECTS
• GENESIS OF MALADIES PLAGUING EDUCATION - HOW COA VIEWS /REGULATES EDUCATION.
• CHALLENGES POSED BY REGULATORY AUTHORITIES
• MUSHROOMING OF INSTITUTIONS,-- INCREASED INTAKE-160 – INFRASTRUCTURE REQUIREMENT ;
- SPECIFIED NORMS / REGULATIONS GOVERNING
• -- FACULTY, INFRASTRUCTURE, INSTITUTION AREA/LAND , LABS
 LACK OF SUPPORTIVE ATTITUDE– MORE POLICING – LESS HANDHOLDING
 LACK OF OBJECTIVITY IN DECISION MAKING-
 IRRATIONAL MECHANISM OF INSPECTION,
 - MORE SUBJECTIVITY LESS OBJECTIVITY,
 IRRATIONAL STRUCTURE OF REGULATORY AUTHORITY- NEED ADVISORY BOARD; MAJORITY OF
STATE REPSERNATAIVES WITH LITTLE CONTRIBUTION/UNDERSTANDING ARCHITECTURE
 EVER GROWING LITIGATION-
 ADVERSE IMPACT OF-- RECENT HON. SUPREME COURT DECISION ON ARCHITECTURAL
PRACTICE--NEED URGENT CHANGE IN OBJECTIVE, SCOPE , STRUCTURE, DECISION MAKING

20. ROLE & RELEVANCE OF COUNCIL OF ARCHITECTURE
• --PROMOTING QUANTITY RATHER THAN QUALITY--- PRIORITY FOR INFRASTRUCTURE – RATHER THAN ON QUALITY OF EDUCATION,
QUALITY OF FACULTY AND QUALITY OF STUDENTS LEARNING.
• INSPECTION VIEWED NEGATIVE PROCESS-- RATHER THAN POSITIVE MEANS TO IMPROVE --STANDARDS OF EDUCATION.
• COUNCIL NEED TO REVIEW INTENT, CONTENT / SCOPE OF ARCHITECTURAL EDUCATION -- TO IMPROVE QUALITY.
• WORK WITH INSTITUTIONS OF REPUTE- TO DEFINE A NEW AGENDA FOR ARCHITECTURAL EDUCATION –
• NEEED TO PROMOTE RESEARCH & DEVELOPMENT IN EDUCATION -- TO MAKE EDUCATION QUALITATIVE
• ROLE OF INSPECTORS NEEDS RE-DEFINITION - FOCUS ON . QUALITY OF EDUCATION RATHER THAN INFRASTRUCTURE
• COA MUST WORK CLOSELY WITH INDIAN INSTITUTE OF ARCHITECTS / EMINENT PROFESSIONALS
• ADEQUATE FREEDOM TO BE PROVIDED TO BRING INNOVATIONS –
• - TO EMPOWER INSTITUTIONS
• -- TO REINVENT AND REDISCOVER
ROLE OF COA WILL REMAIN CRITICAL-- IN LEVERAGING PROFESSION AND PROMOTING QUALITY OF EDUCATION.
• COA MUST WORK TO CREATE INSTITUTIONS OF EXCELLENCE IN ARCHITECTURE
• -- AS ROLE MODELS OF ARCHITECTURAL EDUCATION- TO GUIDE AND PROMOTE THE PROFESSION AND EDUCATION.
• ROLE OF COUNCIL MUST CHANGE FROM REGULATORY TO -- MENTOR, COUNSELLOR; FACILITATOR --- FOR MAKING
ARCHITECTURAL EDUCATION --MOST FOCUSSED, QUALITATIVE AND PRODUCTIVE.

21. •ISSUES RELATED TO
STUDENTS- INTAKE
QUALIFICATION FOR
ELIGIBILITY

22. ISSUES IN TEACHING- LEARNING ARCHITECTURE
• QUALITY INTAKE REMAINS CRITICAL FOR PRODUCING QUALITY OF PROFESSIONALS --AND ACCORDINGLY NEEDS TO BE
CRITCALLY REVIEWED / REVISED.---QUALIFICATIONS PRESCRIBED FOR B ARCH COURSE HAS BEEN AT VARIANCE.-
• - MINIMUM STANDARDS OF ARCHITECTURAL EDUCATION REGULATIONS, 1983, FIRST PRESCRIBED 10+2 ; WITH
MATHEMATICS; 50% MARKS IN AGGREGATE; HAVING QUALIFIED AN APTITUDE TEST; FOR PRE- UNIVERSITY IN 10+1 MODE,
PHYSICS, CHEMISTRY AND MATHEMATICS BESIDES QUALIFIED AN APTITUDE TEST IN ARCHITECTURE
• AMENDED QUALIFICATIONS INCLUDED; 10+2 EXAMINATION WITH AT LEAST 50% AGGREGATE IN PHYSICS,
CHEMISTRY & MATHEMATICS ; 50% MARKS IN AGGREGATE IN 10+2 EXAMINATION OR PASSED 10+3 DIPLOMA
EXAMINATION WITH MATHEMATICS AS COMPULSORY SUBJECT WITH AT LEAST 50% MARKS IN AGGREGATE..& AN
APTITUDE TEST – NATA
• FOR ADMISSION IN 2020-21 BATCH – CONDITION OF 50% MARKS WAS DELETED DUE TO COVID.
• LOOKING AT ENTIRE GAMUT- FOCUS SHOULD BE ON QUALITY & ATTRACTNG QUALITY AMONG STUDENTS;
• STUDENTS WITH CREATIVITY NEEDS TO BE INDUCTED INTO B ARCH COURSES ‘
• 10+2 STUDENTS AT SCHOOL LEVEL-- MUST BE MADE AWARE OF ARCHITECTURE AS A CAREER OPTION
• VOCATIONAL COURSES-- FINE ARTS, DESIGN, PAINING, SCULPTURE SHOULD BE INTRODUCED AT 10+2 LEVEL FOR
CREATING AWARENESS/ MAKE STUDENTS KNOW ABOUT PROFESSION OF ARCHITECTURE
• EFFICACY , EFEFCTIVENSS , INTENT, CONTE AND SCOPE OF APTITUDE TEST MUST BE RATIONALISED

23. •ISSUES RELATED TO ROLE
AND RELEVANCE OF --6
MONTHS PRACTICAL
TRAINING

24. ISSUES RELATED TO PRACTICAL 6 MONTH TRAINING
• - PRACTICAL TRAINING HANDLED IN A CASUAL MANNER- CONSIDERED AS A HOLIDAY FROM COLLEGE – RATHER THAN PERIOD OF LEARNING
• - PERIOD OF TRAINING INCREASED FROM 6 MONTHS --TO ONE YEAR
• BACK TO 6 MONTHS NOW-- SHIFTING TRAINING TO FINAL YEAR.
• REDUCING-- DURATION PRACTICALLY ; COURSE TO FOUR YEARS
• INDUCTION OF THESIS IN FINAL YEAR-- WITH NO THEORY PAPERS
• - GIVING LIBERTY FOR UNDERTAKING EMPLOYMENT-- MAKING ATTENDANCE OPTIONAL
• STUDENTS NEED TO COME ONLY OCCASIONALLY FOR CONSULTATION--DONE MORE DAMAGE THAN GOOD
• IMPARTING TRAINING IN A RATIONAL MANNER-- ALSO HAS EMERGED AS ISSUE – DICTATING QUALITY OF EDUCATION
• - TRAINING EARLIER IN 7TH SEMESTER, - CONSIDERED USEFUL – CONNECTED STUDENTS TO PRACTICAL ASPECT OF PRACTICE
• - MADE VALUE ADDITION TO STUDENT’S UNDERSTANDING OF PROFESSION -- IMPROVING DESIGN CAPABILITY
• NEED TO RELOOK EFFICACY/ EFFICIENCY OF TRAINING
• INVOLVING /ENGAGING GOOD ARCHITECTS IN PROFESSION --TO PROVIDE SPACE FOR TRAINING
• INSTITUTIONS NEED TO BE PROACTIVE IN MAKING
• -- TRAINING MORE FOCUSSED AND PRODUCTIVE-
• --BY ENGAGING WITH GOOD PROFESSIONALS-
• LOOKING AT OPTIONS FOR TRAINING OUTSIDE INDIA WITH INTERNATIONAL ARCHITECTS

25. •ISSUES RELATED TO FACULTY

26. ISSUES RELATED TO FACULTY- QUANTITY &
QUALITY
. DEMAND FOR FACULTY INCREASING RAPIDLY DUE TO; --RAPID GROWTH OF NUMBER OF ARCHITECTURAL INSTITUTIONS
- PRESCRIBING HIGHER ORDER OF TEACHER- STUDENT RATION OF-- 1:10, AS AGAINST 1:15 IN CASE OF ENGINEERING,
LIMITED AVAILABILITY OF NUMBER OF QUALIFIED ARCHITECTS- PAN INDIA -
EMERGING DICHOTOMY-- MAJORITY OF ARCHITECTS CONCENTRATED IN METROS WHEREAS
--LARGE NUMBER OF INSTITUTIONS LOCATED IN RURAL/ REMOTE AREAS, -- HAVING LITTLE CONNECTIVITY WITH MAJOR URBAN CENTRES
LIMITED AVAILABILITY OF ARCHITECTS-- IN SMALLER TOWNS
LIMITED NUMBER OF PRACTICING ARCHITECTS-- INTERESTED IN TEACHING- LEARNING
INSTITUTIONS FACING ACUTE SHORTAGE OF FACULTY--, BOTH IN QUANTITY AND QUALITY- LEADING TO LOW QUALITY TEACHING
MAJORITY OF FACULTY POSITIONS MANNED --- AT LOWEST LEVEL OF LECTURER/ASSISTANT PROFESSORS ,
--BY FRESH GRADUATES COMING OUT OF -- COLLEGES, WITHOUT ANY PROFESSIONAL AND TEACHING EXPERIENCE
- RELUCTANCE OF MANAGEMENT IN PROMOTING ELIGIBLE FACULTY- -- LOW PRIORITY FOR HAVING REGULAR TEACHERS
ACUTE SHORTAGE OF PROFESSIONAL MANPOWER AT HIGHER LEVEL/--EITHER VACANT OR MANNED BY PROXY/ PART TIME
MOST OF PROFESSIONALS PRACTISING SHOWN -- REGULAR FACULTY – WHILE VISITING INSTITUTION FOR FEW HOURS.
ACCORDINGLY QUALITY OF EDUCATION SUFFERED ENORMOUSLY.
MAJORITY OF UNDER-GRADUATES CHURNED OUT -- HALF BAKED
-- LACKING IN DESIGN SKILL / PROFESSIONAL INCOMPETENCY- MAJORITY RECRUITMENT IN PRIVATE INSTITUTIONS MADE AT COA INSPECTION

27. ISSUES RELATED TO FACULTY
- ABSENCE OF GOOD INSTITUTIONS IMPARTING EDUCATION AT THE POST-GRADUATE LEVEL IN REGULAR MODE.
MOST INSTITUTIONS IMPARTING PART TIME / WEEKEND EDUCATION,
LEADING TO CREATION OF PROFESSIONALS– HAVING LITTLE VALUE ADDITION DUE TO MASTER’S DEGREE
FOR IMPROVING QUALITY OF EDUCATION-- ESSENTIAL TO ENSURE ADEQUATE FACULTY–
-- FOR ENSURING GOOD /ADEQUATE FACULTY--COA SHOULD PUT ON HOLD OPENING OF NEW INSTITUTIONS –
 REVIEWING INTAKE PERMITTED 160/ 120/80 – TO LOWER DOWN STUDENT’S INTAKE TO 40
TEACHER-STUDENT RATIO NEED REVIEW / RATIONALIZATION
-- ALTERNATIVELY LOWERING FACULTY REQUIREMENTS TO REALISTIC LEVEL.
FOCUS OF ARCHITECTURAL EDUCATION SHOULD ALSO UNDERGO A RADICAL CHANGE- BY --
 SHIFTING -FROM PRODUCT TO PROCESS;
 SHIFTING- FROM BUILDINGS TO PEOPLE WHO USE SPACE – COMMUNITIES - CITY.
 DEPLOYING-- RIGHT TEACHING
 EMPOWERING TEACHERS - TRANSFORMATIVE VISION OF TEACHERS – PROVIDING EXPOSURE TO INNOVATIONS ,GOOD PRACTICES
 RECOGNISING TEACHERS-- TRAINING TEACHERS TO BE GOOD EDUCATORS
•

28. •OPTIONS - FOR MAKING
ARCHITECTURAL EDUCATION
MORE QUALITATIVE &
PRODUCTIVE

29. OPTIONS FOR MAKING TEACHING- LEARNING QUALITATIVE
• ESSENTIAL TO IDENTIFYING /QUANTIFY -WHAT PROFESSION NEEDS TO STAY RELEVANT TO MARKET
• EMPOWERING/ RECOGNISING - TEACHERS
• EMPOWERING/ RECOGNISING -- STUDENTS
• HOLDING INTRODUCTORY WORKSHOPS- DESIGN, BUILDING CONSTRUTION
• HAND-HOLDING BETWEEN TEACHERS AND STUDENTS
• CREATING AWARENESS ABOUT MATERIALS AND TECHNOLOGIES
• INVOLVING STUDENTS IN PROJECTS- CASE-STUDIES,
• UNDERSTANDING CORE- COMPETENCY/ PREFERENCE OF STUDENTS- PRACTICE, ACADEMICS,
RESEARCH, CONSTRUCTION,
• PROVIDING OPTIONS FOR EMPOWERING /TRAINING STUDENTS IN THEIR CORE COMPETENCIES-
RATHER THAN ASKING THEM TO PURSUE ARCHITECTURE
• BROADENING VISION INVOLVING- PHOTOGRAPHY, JOUNALISM; FINE ARTS; SCULPTURES, PRODUCT
DESIGN, MOVIES
• PREPARING FOR HIGHER LEARNING—TOWN PLANNING; INTERIOR DESIGN , HOUSING, URBAN DESIGH
• PREPARING FOR ADMINISTRATIVE COMPETITIONS,
• FOCUSSING ON SUSTAINABILITY, CLIMATE CHANGE ,LINKING PROFESSION WITH SDGS, POVERTY,
POLLUTION

30. OPTIONS FOR MAKING TEACHING- LEARNING QUALITATIVE
• LIMITING CLASS ROOM TEACHING
• FOCUSSING ON TRAINING OF FACULTIES, AND MIND
• FOCUSSING ON PROCESS RATHER THAN PRODUCTS
• RATIONALIZING COURSE CURRICULA PRESCRIBED FOR ARCHITECTURE
• CREATING SYLLABUS- FOCUS ON PROMOTING DESIGN AND COMPETENCY IN
CONSTRICTION OF BUILDINGS
• ELIMINATING/RATIONALIZING PERIPHERAL SUBJECTS
• AMENDING LEGAL FRAMEWORK DEFINED-- IN THE INDIAN ARCHITECT ACTS,
1972- TO INCLUDE PRACTICE OF ARCHITECTURE IN ADDITION TO TITLE IN
THE ACT
• CREATING OPPORTUNITIES FOR GAINFUL EMPLOYMENT IN PUBLIC SECTOR
• - MAKING ARCHITECTURE AS INTEGRAL PART OF THE ULBS AT THE LOCAL
LEVEL
– FOCUSING ON PROFESSION OF ARCHITECTURE- BASED ON PATTERN
FOLLOWED FOR TOWN PLANNING PROFESSION- NITI AYOG- REFORMS IN
ARCHITECTUE

32. MAKING ARCHITECTURAL EDUCATION MORE
QUALITATIVE- OPTIONS
• -- RATIONALIZING STUDENTS INTAKE
• -- WORKING OUT OPTIMUM STRENGTH OF INSTITUTION – PLACED AT 40
• - AVOIDING MULTIPLE AFFILIATIONS WITH STATUTORY BODIES – FOR INCREASING STUDENTS
STRENGTH
• --LIMITING/CAPPING MAXIMUM STUDENTS STRENGTH IN INSTITUTIONS TO --80
• INCREASING STRENGTH SPREAD OVER- NOT IN MORNING BUT IN EVENING CLASSES
• KEEPING CLASSES AT 40 EACH IN MORNING AND EVENING
• FLEXIBILITY PROVIDED FOR EVENING STRENGTH- 20/40
• HELP IN BRINGING MORE STUDENTS IN ARCHITECTURAL INSTITUTIONS
• OFFERING OPPORTUNITIES FOR STUDYING THOSE WHO ARE EMPLOYED IN PROCESSION UNDER
ARCHITECTS
• GIVING OPTION/OPPORTUNITY-- FOR CAREER IMPROVEMENT TO IN-SERVICE PEOPLE
• REDUCING -- COST OF EDUCATION- USE OF EXISTING INFRA- STRUCTURE
• SOLVING-- PROBLEM OF PROXY STUDENTS- PROXY TEACHERS
• HELP IN SOURCING MORE / BETTER FACULTY IN PRACTICE IN TEACHING IN EVENING- NATIONAL

33. •BRINGING OUT A WHITE
PAPER ON ARCHITECTURAL
EDUCATION

34. MAKING ARCHITECTURAL EDUCATION MORE
QUALITATIVE- OPTIONS
• BRINGING OUT A WHITE PAPER ON ARCHITECTURE EDUCATION
• COA MUST CONSTITUTE A COMMITTEE-- OF EXPERTS FROM ACADEMICS & PROFESSION
• FOR BRINGING OUT-- A WHITE PAPER ON ARCHITECTURAL EDUCATION IN INDIA-- DEFINING/HIGH LIGHTING
• - CURRENT STATUS OF ARCHIECTURAL EDUCATION IN COUNTRY
• -REVIEWING-- EXISTING INSTITUTIONS- CRITICALLY AND OBJECIVELY
• IDENTIFYING -- ISSUES / CHALLENGES-- FACED IN TERMS OF ; QUALITY OF EDUCATION, FACULTY; STUDENTS; TEACHING- LEARNING
• POINTING OUT/ HIGHLIGHTING --POSITIVITY AND NEGATIVITIES
• DEFINING-- STAUS OF PROFESSION VIS- A- VIS OTHER RELATED PROFESSIONS
• - IDENTIFYING-- POSSIBLE CAUSES OF DECLINING QUALITY & DECLINING ADMISSIONS
• - LOOKING AT-- ELIGIBILITY CRITERIA; EFFICACY OF APTITUDE TEST
• - LOOKING AT-- EXISTING STUDY CURRICULA
• - OPTIONS FOR-- ATTRACTING QUALITY STUDENTS
• -- OPTIONS FOR -- ATTRACTING QUALITY FACULTY;
• WAYS & MEANS – PUT IN PLACE FOR EMPOWERING STUDENTS
• CREATING OPTIONS-- FOR EMPOWERING FACULTY
• LEARNING FROM GLOBAL GOOD PRACTICES
• DEFINING AGENDA FOR FUTURE OPENING OF NEW INSTITUTIONS - DEFINING ROAD MAP FOR THE FUTURE GROWTH OF PROFESSIONAL
EDUCATION/ PROFESSION

35. •LOOKING
CRITICALLY/OBJECTIVELY AT
GLOBAL GOOD PRACTICES

36. GLOBAL GOOD PRATICES FOR QUALITATIVE TEACHING-
LEARNING
 EVOLUTION OF STUDIO CULTURE :MAKING STUDIO AS HUB OF ARCHITECTURAL TEACHING- LEARNING
 EXPERIMENTAL LEARNING; INVOLVING HANDS ON APPLICATION OF CONCEPTS/ IDEAS; LEARNING FROM EXPERIENCE AS
OPPOSED TO THEORIES -- PROMOTING APPLIED LEARNING OUTSIDE CLASSROOMS
 TEACHING BASED ON UNDERTAKING PROJECTS OF ALL SCALES :
 LEARNING BY; ORGANISING WORKSHOPS- CRAFTING OF FUNCTIONAL OBJECTS- MODEL MAKING/ ARCHITECTURAL
DESIGNING/ CONSTRUCTION SKILLS/ GRAPHICS,
 CREATING FORUMS : BY ORGANISING SERIES OF CONFERENCES INVOLVING NATIONAL / INTERNATIONAL ARCHITECTS.
 PROMOTING TEACHER- STUDENTS INTERFACE : THROUGH ADVICE & COACHING- ASSIGNING AN ACADEMIC ADVISOR AND A
PROFESSIONAL COACH
 DEVELOPING GLOBAL PERSPECTIVE/ ADOPTING GLOBAL APPROACH IN TEACHING :FOR DEVELOPING GLOBAL
PERSPECTIVE
 PROMOTING EDUCATION BASED ON PROVIDING KNOWLEDGE OF BOTH THEORETICAL AND PRACTICAL TOOLS :TO
ENSURE HIGHER LEARNING AND BETTER EMPLOYMENT.
 PROMOTING LEARNING WITH COMMITMENT: TO SOCIETY, ENVIRONMENT, ACCESSIBILITY AND SUSTAINABILITY.
 CREATING NATIONAL/ INTERNATIONAL JOB BANK -;FOR FACILITATING STUDENTS FOR JOBS LOCALLY AND GLOBALLY.
 MAKING EDUCATION BROAD BASED : BY WORKING TRANSVERSELY AT DIFFERENT LEVELS I.E. SUBJECTS TO BE TAUGHT IN
A CROSS CUTTING/ TRANSVERSAL MANNER FOR BETTER UNDERSTANDING / INTERACTION WITH OTHER PROFESSIONS.
 PROVIDING STATE OF ART INFRASTRUCTURE : BOTH SOFT AND HARD FOR PROMOTING EXCELLENCE IN LEARNING.
• CREATING CHAIRS: - FOR PROMOTING INNOVATIONS & FOR CARRYING OUT RESEARCH

37. GLOBAL GOOD PRATICES FOR QUALITATIVE TEACHING-
LEARNING
MAKING STUDENTS LEARN ADVANCE TECHNOLOGIES;--MAKING SCALED MODELS.; USING LASER CUTTING MACHINES ;
USING COMPUTER CONTROLLED MACHINES ( CNC); MAKING VOLUMETRIC MODELS; MAKING WALK-THROUGHS
 CREATING CORE COMPETENCY: BY RE-ORIENTING TEACHING AND LEARNING PROCESS
 PROMOTING PERSONAL COMPETENCY: CRITICAL THINKING, CREATIVITY, ABILITY TO PLAN ; ORGANISING TEAM
WORK, LEADERSHIP, SELF-DISCIPLINE, DEDICATION, ANALYSIS, SYNTHESIS, SKILLS ETC.
 ENSURING SPECIAL COMPETENCY: -- ABILITY TO CREATE ARCHITECTURAL DESIGNS WITH FUNCTIONS/
AESTHETICS---ABILITY TO PERCEIVE AND UNDERSTAND RELATION BETWEEN BUILDINGS, PEOPLE , ENVIRONMENT,
& SOCIETY-- KNOWLEDGE OF PHYSICAL PROBLEMS AND VARIOUS TECHNOLOGIES.
 ORGANISING STUDY TOURS/ VISITS TO HISTORICAL PLACES: OF ARCHITECTURAL IMPORTANCE AND IMPORTANT
MODERN COMPLEXES / BUILDINGS .
 PROMOTING INTERFACE WITH INSTITUTIONS OF ARCHITECTURAL EXCELLENCE-;LOCALLY, NATIONALLY AND
GLOBALLY
 MAKING RESEARCH AND DEVELOPMENT:-- INTEGRAL PART OF ARCHITECTURAL TEACHING AND LEARNING
 INVOLVING PROFESSIONAL ARCHITECTS OF EMINENCE; -- PART OF FACULTY- BOTH VISITING AND REGULAR.
• HIRING QUALITY HEAD OF DEPARTMENTS- POSITIVE, SUPPORTIVE, HUMANE, LEADING BY EXAMPLE & A
PROFESSIONAL TEACHER
• PROMOTING LEARNING THROUGH --COMPETITIONS
 RECOGNISING AND AWARDING MERIT --AMONGST STUDENTS AND FACULTY :
 PROMOTING HIGH DEGREE OF INTERFACE-- BETWEEN INDUSTRY AND ACADEMIA :FOR MAKING ARCHITECTURAL
EDUCATION RELEVANT TO CHANGING NEEDS OF PROFESSION, SOCIETY, TECHNOLOGY, ETC.
 PROMOTING EXCHANGE OF -- STUDENTS AND FACULTY: WITH INTERNATIONAL INSTITUTIONS OF EXCELLENCE
 FOCUSSING EDUCATION --AS LEARNING PROCESSES/METHODOLOGY : RATHER THAN ON FINAL PRODUCT
 MAKING STUDENTS-- ACTIVE PARTNERS IN TEACHING -LEARNING PROCESS;
 EDUCATION --TO BE OUTPUT BASED RATHER THAN INPUT

38. •CONCLUSIONS- FOR MAKING
EDUCATION MORE
QUALITATIVE

39. CONCLUSION FOR MAKING TEACHING- LEARNING
QUALITATIVE
• MAKING ARCHITECTURAL EDUCATION FOCUSSED, RELEVANT, RATIONAL, OBJECTIVE, EFFECTIVE AND EFFICIENT
CALLS FOR –
• -- MAKING ARCHITECTURE A PREFERRED /RESPECTABLE PROFESSION IN THE EYES OF STUDENTS
• -- -ATTRACTING QUALITY STUDENTS AND QUALITY FACULTY& CREATING QUALITY INSTITUTIONS/
• OBJECTIVELY REVIEWING AND RATIONALISING- ARCHITECTURAL EDUCATION
• RE-LOOKING AT STUDY CURRICULA ;
• -- REVIEWING/ REVISING/REDEFINING - MANNER IN WHICH ARCHITECTURAL EDUCATION IS IMPARTED
• -MAKING. TEACHING -- TWO WAY PROCESS –ACTIVELY INVOLVING STUDENTS & TEACHERS
• --– ENSURING STUDENT LEARNT- WHAT IS BEING COMMUNICATED BY TEACHER – ON/OFF CLASS
• -- IN ARCHITECTURAL DESIGN -- FOCUS MUST CHANGE-- FROM PRODUCT TO PROCESS
• MAKING STUDENTS LEARN, APPRECIATE ELEMENTS, PRINCIPLES, DETERMINANTS, OBJECTIVES , STRATEGIES-
MAKING A SUSTAINABLE DESIGN SOLUTION.
• MAKING TEACHING- LEARNING PROCESS-- A PARTNERSHIP BETWEEN FACULTY, STUDENTS BUILT
ENVIRONMENT, STAKEHOLDERS
• MEETING GLOBALIZATION CHALLENGES-- WITHOUT DILUTING VERNACULAR ARCHITECTURE;

40. OPTIONS FOR MAKING TEACHING- LEARNING QUALITATIVE
• STUDYING BUILDING ANATOMY RIGHT AT - INCEPTION OF COURSE
• LOOKING INSIDE AND OUTSIDE BUILT SPACES
• ADDRESSING NEEDS OF POOR/ INFORMAL SECTOR.
• ARCHITECTURAL EDUCATION -- MUST EXPAND SCOPE OF ARCHITECTURE-
• FROM BUILDINGS -- TO COMMUNITIES --TO CITIES,
• CREATING --HEALTHY AND SUSTAINABLE ENVIRONMENT- FOR COMMUNITIES/CITIES
• MAKING URBAN CENTRES --MORE LIVEABLE, PRODUCTIVE, COST- EFFECTIVE, RESOURCE EFFICIENT
• MINIMISING --CONSUMPTION OF RESOURCES /GENERATORS OF WASTE.
• FUTURE OF PROFESSION OF ARCHITECTURE LARGELY IS CONTINGENT UPON --
• HOW EFFECTIVELY ARCHITECTURAL EDUCATION IS RATIONALIZED AND
• -- MADE OBJECTIVE, EFFICIENT AND PROMOTER OF QUALITY PROFESSIONALS.