The architecture and urban planning education are the motive power of the comprehensive development movement as well as the instrument for the development and progress of nations within an economic, intellectual, behavioral, political and social development.
Hence, it is crucial that the new graduate participate should have a complete faith and belief in his academic abilities which would enable him to cope with the challenges of the 21st century, and to lead his society to progress whether (locally or internationally) within the fierce constant international changes which are rapidly taking place in all aspects of life (globalization).
Therefore, the research paper aims at studying the mechanisms of Architecture and Urban planning International Work Market (AUIWM) and its impact on academic curricula of both the public and private Egyptian universities.
Hence, it analyses the current Academic Curricula of Architecture and Urban Planning (ACAUP) departments in public and private Egyptian universities, as well as in abroad (e.g. American Universities) taking into consideration its interaction and integration with AUIWM.
Therefore, analytical quantitative technique (methodology) focused here on the ACAUP, as a branch of Engineering Education, and oriented to study its interactions with AUIWM, as the main systemic approach, which was based on:
• Classification of the credit hours or the weekly study curricula according to its relation with the mechanics of the Architecture and Urban Work Market into nine groups. Each group influence on the graduate quality is determined by its specific relative weights.
• Analyses the quantitative number of credit or study hours per week for each group with similar group at other departments (Egyptian & American Univ.).
• Determination the relative weights of each specialized group in the same department. This weight should be considered as an indicator that helps in determining the identity of the graduate, his specialization and the relation between the relative weight and the mechanics of the AUIWM.
• Determination the required specializations according to the actual needs.
On the other hand, the research suggests a permanent committee (as a sub systemic) to study the course description in each group in order to update the oriented courses. This systemic aims to avoid the future weak points which affected the preparation of a graduate to deal with the actual practice work.
These comparative analysis proved that the current ACAUP in private Egyptian universities are repetitions of the old version of the public ones. Both of them did not reflect AUIWM needs (graduate only architecture designer or planner) and failed to play the role they are deemed to undertake, in spite of the several changes that happen every 5 years in the public ones. This means that the changes occurred was not sufficient.
Thus, the scenario developed here is based on the experiential learning concept. It refers to learning in which the learner is directly in contact with the realities being studied. It contrast with learning in which the learner only reads about, hears about, talks about, and writes about these realities, but never comes in contact with them as part of the learning process. The experiential learning within this scenario can be regarded as a new systemic for future architecture and urban planning pedagogy.
Therefore, the paper proposed to set a new systemic approach to structure and reform the architecture and urban planning education in Egypt in order to graduate a new generation (the required specializations) capable of confronting the challenges of the 21st century (e.g. globalization & ISO) according to the actual needs of the AUIWM.
It also suggested (another sub-systemic) a new distribution of the relative weights of the specialized groups of courses which determine the graduate identities which produce eight specialties: policies planner, manager planner physical planner, environmental planner, urban designer, architecture designer, architecture & planning reviewers, and building technology engineer.
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