Relevance of Competency Based Education for Architectural Education in India

Nikhil Kohale, Pradeep Kini, Ciraj Mohammed
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Abstract

Background A holistic architectural education is the culmination of learning knowledge, skills, attitudes, and values, which eventually reflects in the quality of graduates. Even though different schools of thought have made various kinds of qualitative contributions towards the evolution of architectural education in India, it has largely been dominated by the quantitative and technical aspects of its regulating framework. Architects engage with the demanding contradictions between responsibilities of an ethical nature, the dynamic challenges of practice, and the intricacies of architectural imagination. The aesthetical and imaginative foundations of the field make it incumbent upon the architects to possess a balance of ecumenical proficiencies for accountability and personalization. The purpose of the study is to identify relevant attributes of Competency Based Education (CBE) that can be adopted for architectural education in India. Methods This research follows a narrative review approach and a descriptive-analytic method to broadly understand the attributes of CBE and its potential relevance to architectural education in India. 313 articles were searched on various search strings based on their relevance to the inquiry. 66 documents written in English language were included and appraised through the Scale of the Assessment for Narrative Review Articles (SANRA) tool to avoid any risk of bias. The PRISMA 2020 checklist and flow diagram has been used to report the findings of this narrative review Result The study identifies eight critical parameters of CBE with respect to its definitions, origins, transitions, regulatory environment, characteristics, approaches and implications on teaching-learning, frameworks and models of assessment; and challenges, which makes a case for the relevance of CBE for architectural education in India, which hasn’t been explored yet. Conclusion The broader expectations of ‘being competent’ can be addressed through a conscious adoption of strategies of relevant attributes of CBE which can encourage building attitudes and temperament for life-long learning
能力本位教育与印度建筑教育的相关性
背景 全面的建筑教育是学习知识、技能、态度和价值观的结晶,最终反映在毕业生的质量上。尽管不同的思想流派对印度建筑教育的发展做出了各种质量方面的贡献,但其监管框架在很大程度上还是以数量和技术方面为主。建筑师需要应对道德责任、实践中的动态挑战和复杂的建筑想象力之间的矛盾。该领域的美学和想象力基础使建筑师有责任兼顾责任感和个性化。本研究旨在确定印度建筑教育可采用的能力本位教育(CBE)的相关属性。方法 本研究采用叙述回顾法和描述分析法,以广泛了解 CBE 的属性及其与印度建筑教育的潜在相关性。根据与调查相关的各种搜索字符串搜索了 313 篇文章。共纳入 66 篇英文文献,并通过叙事性综述文章评估量表 (SANRA) 工具进行评估,以避免任何偏倚风险。研究确定了 CBE 的八个关键参数,包括其定义、起源、过渡、监管环境、特点、方法和对教学的影响、评估框架和模式以及挑战。结论 可以通过有意识地采用 CBE 相关属性的战略来满足对 "胜任 "的更广泛期望,这可以鼓 励培养终身学习的态度和气质。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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