1) Architectural education in India has become too static and disconnected from current practices, unable to meet challenges of globalization and liberalization. 2) Objectives of architectural education need to be broadened beyond just designing buildings to include promoting quality of life through organizing space, air, water, land use, and more. 3) Architectural education requires significant changes, including involving practicing architects, attracting more talented students, improving faculty quality, and making education more practice-oriented.

1. REDEFINING ARCHITECTURAL EDUCATIONIN THE ERA OF
GLOBALISATION AND LIBERLISATION
* Ar. J.K. Gupta
INTRODUCTION
The role and importance of education in any field of human activity is well
recognized. Quality of any profession has been found to have high degree of
dependency on the quality of professionals serving the basic needs of the said
profession. However, quality of professionals is closely linked to the quality of
education imparted to train the professionals. Accordingly, intent, content and
pattern of education imparted assumes criticality in promoting the quality of any
profession and architectural education in no exception to this principle.
ARCHITECTUAL EDUCATION IN THE RETROSPECT
Architectural education has only recently been recognized as one of the critical
component of profession of architecture. Very little effort/research has been made in
the past to rationalize the system of architectural education in order to keep pace
with the dynamism of the profession. In the process, architectural education has
become highly static, far removed from current architectural practices unable to
meet the challenges posed by globalization and liberalization.
The first attempt in this direction was made in the year 1983 when minimum
standards of architectural education were defined. However, the pattern specified
under these regulations divided the architectural education into water fight
compartments. The regulations emphasized more on design and learning
construction and structure methodologies. It gave very little emphasize to other issue
related to profession. Infrastructure, built space and furniture was given more
weightage than to the quality of education. Infact majority of the inspectors who were
deputed to check the quality of education in the architectural institutions were

2. themselves not trained in the task and concentrated more on physical quantification
of infrastructure, space etc. With number of architectural institutions increasing
rapidly in the last decade, quality of architectural education has suffered enormously.
In the current scenario, the quality of students admitted to the architectural institutes
are of comparatively lower order with the result the profession is going to suffer
irreparable damages in the years to come. With inadequate and low grade faculty
recruited in majority of institutes, quality of architectural education has emerged as
the major causality. The Universities which has been authorized to maintain and
promote the quality of architectural education, do not have enough trained
manpower to undertake the task with the result that entire mechanism of
architectural education is being run by proxy and largely by non-architects and
Engineers.
Architectural institution has now emerged more as a business centres rather than
centres of quality education. In the given context, it becomes critical that entire
gamut of architectural education is objectively and critically looked into and
appropriate strategies worked out to redefine the scope, intent and content of
architectural education in order to ensure that we will have professionals of high
quality and the profession is able to meet the emerging local and global challenges.
It also becomes critical that architectural education must be able to understand the
impact of globalization which has diluted the professional, social and economic
barriers to a large extent. It has also lead to dilution of vernacular and local
architecture. Architectural practices are largely being guided by technological
advances and materials produced in developed countries having little relevance to
basic principles and designing of the built environment. In the process architectural
practices in the current scenario has lead to emergence of standardized solutions
which are unsuitable to the local climate, social set up and economy of the regions
and the states. This calls for redefining architectural education which should create
appropriate level of awareness among the professionals to understand the
implications of such designing and their impact on economy, environment and

3. ecology in this context. Accordingly, Architectural education needs drastic changes
with pattern of education requiring numerous changes. In the above context,
approaching quality architectural education can be defined in terms of:
ARCHITECTURAL EDUCATION IN PROSPECTIVE
Purpose of the entire educational mechanism is to equip persons with appropriate
level of knowledge to lead a better quality of life and to save humanity and all forms
of life which exist on the mother planet. Accordingly, in this context, the purpose of
architectural education is to equip Architects with adequate knowledge and expertise
in the area of organizing or designing SPACE to fulfill the general purpose of
promoting better quality of life and serve the humanity and all other forms of living.
Better quality of life in addition to shelter, needs fresh air, clean water, good land,
adequate sunshine and food. Thus the basic activity of the Architect is not only
restricted to designing of shelter but also includes other attributes which support the
shelter. Thus central objective of architectural education should revolve around not
only designing built spaces but also all other attributes which support sustain and
promote the quality of life on the planet including space, air, water, sunshine and
land planning.
OBJECTIVE
The present objectives of Architectural Education revolves around training of
professionals to perform the role and function of an Architect so as to be able to
plan and execute buildings in accordance with the dictates and the requirements of
the client who pays the fees of architects. Clients can be in the category of private
individuals, Corporation or the State. Looking at the entire context and the intent of
the profession, the objective appears to be extremely narrow . Objectives need to
be made more broad based in order to create appropriate conditions and quality of
living for all kinds of life which subsists on the planet earth.

4. SPACE PLANNING
Space, structure form and time are the major determinants of architecture. However,
space is the major focus of architectural practice and space planning is the theme
around which the entire profession of architecture revolves. However, the context of
the space has been considered in a very narrow manner leading to large distortions
emerging within and outside the built environment. Architecture is space planning for
all forms of life and all sections of society so that they can live in harmony with
each other i.e benefiting each other, complementing each other. In order to ensure
that space planning is both rational and meets the broad objectives of the
profession, following agenda for space planning is proposed.
(a) Focusing on optimum utilization of space, both indoor and outdoor,.
(b) Creating adequate space for mobility for all types of movements
including motorized and non-motorized, without interfering but
complementing each other.
(c) Ensuring adequate space for production of basic nutrients in order to
make them available in fresh and unpolluted state.
(d) Ensuring space for all types of human activity including trade,
professions and occupations which can be pursued to earn a living .
(Self-employment is important component of space planning).
(e) Creating appropriate quantity and quality of space for social,
recreational and cultural activity.
(f) Creating appropriate quantity and quality of space for shelter, for
working, living, care of body and spirits for all sections of human
society.
(g) Production of nutrients within easy reach of all (not packaged and
preserved)

5. (H) Recycling and harnessing of natural bounties-sun, wind, rain, etc to
minimize the use of convention resources of energy
(i) Creating adequate fresh air and sunshine for the built environment
which has emerged as the biggest casualty of modern space planning
impacting the quality of life and quality of environment.
SCOPE
Any one who aspires to be an architect has to cultivate a wide spectrum of
GENERAL knowledge. That is to say, that besides the usual subjects of design,
construction, materials, etc. The aspirant has to acquire basic knowledge of
Structural forms, Fine Arts (visual performing, and literary), Humanities –
Sociology, Economics and Ethics, Sciences etc. Indeed there is no end to the
knowledge one has to keep acquiring in a fast changing world if one wants to
become a MEANINGFUL ARCHITECT – AN AWARE ARCHITECT.
STUDENTS
Anyone who aspires to become an architect with the above objective should be
enabled to do so. Buildings, space, Teachers, Equipment and all other paraphernalia
of modern education should not be a hindrance to the aspirations of a student of
architecture. With modern technology, education can be reached to all people in all
parts of the world at minimal cost. Equipment is helpful but not critical to architectural
education. The places of human settlements, villages, towns, cities, metros are
all laboratories for architectural education. One can be trained to become a good
architect through modern technology of information and using existing spaces of
human settlements and the study of sun, wind, air, materials and mechanics.

6. TEACHERS
A teacher of architecture has to be basically a learner, practiser and researcher of
architecture with the above objectives. A teacher of architecture cannot be produced
in a college of architecture education like a B. Ed. Course. A teacher of architecture
has to continuously be renewing, updating himself through practice, research and
exposure to real life. He cannot be mass produced as a finished product from a
teaching factory. Thus shortage of teachers of architecture should not be an
obstacle in architectural education. The basic things which an architectural student
has to be equipped are carpentry, masonry, concrete, stone, mechanics and
properties of materials. For these plenty of teachers are available.
Indeed for anybody who wants to train himself as an architect many avenues should
be open to him to train himself- e.g. Carpentry from a carpenter, plumbing from a
plumber, computer programming from a computer workshop. The main thing that an
institute of architects needs to ensure is a TESTING SYSTEM whereby the skills of
an individuals learning are tested for adequacy/sufficiency to put him in the grade of
an architect. For training a person with basic skills, the student has to be engaged in
workshops where skills are applied for designing spaces to achieve well defined
objectives (not merely visual perspectives). This can be done through well organized
practicing offices or through schools which operate on the above principles. But
there has to be an objective and fool proof mechanism for testing the skills of the
students all the time. Thus a school can have a basic core faculty which looks after
the administration, finances and public dealings. But for training the students should
have access to many places for acquiring the skills and for acquiring designing
abilities – He could go to engineering courses, environment courses,
economics, sociology, art, computer course to equip himself. Once he has
acquired all the basic skills he could be provided facilities to engage in design
workshops under the guidance of practicing architectural firms – with
acknowledged achievements.

7. A person who has just about obtained a degree in Architecture (a Ph.D) is hardly a
fit person to each architecture. The number of faculty members is not important.
Quality of teachers is IMPORTANT. How then do we go about restructuring the
architectural education?. Of course we cannot close down the existing schools. But
we must redesign their philosophies. There is no end to architectural education.
Degree is not the end. So every qualified (so called) person should be motivated to
renew and update his skills in the manner given above. He should be given credit for
this.
There is a tendency to split architecture into separate water tight departments with
their own curriculum, teaching and limited specialties e.g. Town Planning, Urban
Design, country Planning, Traffic Planning, conservation, Building Technologies,
Hospital Planning Interior Design, Housing etc. this tendency has created too many
unrelated disciplines. It must be understand and appreciated that Architecture is
the mother profession and cannot be put into water tight compartments.
CONCLUSION
In view of the above, it is both necessary and critical to revolutionize architectural
education to create committed professionals in the service of life and society in the
REALM OF SPACE PLANNING. Architecture should be catalyst to upgrade quality
of life for all sections of the society. Accordingly, architectural education should be
used as mechanism to achieve the broad objectives defined above by :
i. Involving eminent practicing architects on continued basic in the
field of architectural education for providing required level of inputs
and guidance to rationalize the pattern of education.
ii. Redefining the entry level qualification to the B. Arch. Course in
order to attract talented, quality and interested students to the
profession and not left overs from engineering courses.

8. iii. Creating a Task Force comprising of eminent Architects in the field
of academics and profession to look into the entire gamut of
Architectural Education and suggest strategies to provide
appropriate level of changes in the pattern of education and in the
intent, content and scope of course curricula at B. Arch. level.
iv. Reconstitution of Board of studies and faculties of Architecture in
the Universities by inducting eminent Architects and educationists
on the Boards to give a futuristic vision to the education.
v. Checking undue proliferation of architectural institutions and
expansion of existing capacity of newly created institutions in order
to minimize commercialization and dilution of architectural
education,
vi. Architectural Education should be made independent from the
Control of Engineering and Management courses in order to
effectively regulate the architectural education.
vii. Inspection of Architectural institutions should be more focused on
quality of education rather than on infrastructure, extent of space
and amenities.
viii. Inspection of Architectural institution should be carried out jointly by
the nominees of Council of Architecture and Indian Institute of
Architects in order to bring objectivity in the entire process.
Inspection should be directed more towards improving
quality/standards of education rather as a threat to the institutions.
ix. Creating appropriate level and quality of faculty should be
considered on priority in order to improve the standards of
Architectural Education. Larger involvement of the professionals
and Institute of Architects would be critical to achieve the objective.
x. System of gradation of professionals and teachers needs to be
introduced through a system of credits and orientation programs
conducted periodically by Indian Institute of Architects and Council

9. of Architecture jointly with the support of Ministry of Human
Resource Development.
xi. Role , function and importance of using computers in architectural
education needs to be debated and clearly defined in order to
ensure that quality of architectural design and professional
creativity is not adversely impacted.
xii. Existing gap between architectural education and practice needs to
be minimized by redefining the scope of architectural education in
order to meet the emerging global and local challenges in the built
environment.
NOTE
This paper is based on the ideas enunciated by late Prof. Aditya Prakash, Former
Principal, College of Architecture Chandigarh in his paper “First thoughts on
working paper on Architectural Education” and is accordingly dedicated to him.
Author:
Ar. Jit Kumar Gupta
Former-Director
College of Architecture, I.E.T, Bhaddal
#344, Sector 40-A
Chandigarh- 160036
(m) 0941026414