Академический Документы
Профессиональный Документы
Культура Документы
CONTENTS
Section I:
The Background ...3
Section II:
Analysis...5
Analysis of RIBA framework. 6
Analysis of the Case Studies 13
Section III:
The Proposed Curriculum and outline syllabi ...24
2
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
Section 1
The Background
The preamble
The Board of Architectural Education (BAE) of the Sri Lanka Institute of Architects
(SLIA) has proposed to revise and update its architecture program; Curriculum and Syllabi
for the Parts I, II and III professional examinations in architecture which has remained
unchanged for quite sometime. It therefore appointed Dr. Ranjith Dayaratne, a Fellow of
the Sri Lanka Institute of Architects to propose a fully developed new curriculum together
with a new vision for architectural education in Sri Lanka. It was suggested that Dr.
Dayaratne develops the framework in consultation with moderators appointed by the
Board of Architectural Education of the SLIA and present it to architects in practice and
academia for feedback and finalization. This preliminary report has been presented to
the moderators, Prof. Nimal De Silva and Prof. Lal Balasuriya for necessary advice. On
comments received, it was modified and then presented to the architects in practice
and academia for further consultation. Many outstanding issues remain to be resolved
and this report is circulated to membership for necessary written comments.
3
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
Terms of Reference
STAGE 1
1. To study the curriculum set by the RIBA and CAA for the parts I, II and III
examinations and the present curriculum followed by the SLIA/BAE for the parts I, II
and III examinations, which are the current approved curricula.
2. Study the present syllabi followed by the SLIA BAE for the parts I, II and III
examinations.
3. Study curricula followed by other schools of architecture relevant to this TOR.
4. Based on the above, propose a curriculum to be adapted by the BAE to conduct
its Part I, II and III examinations for the next 10 years.
5. Seek approval for the proposed curriculum from the BAE.
STAGE 2
6. After obtaining approval, develop the curriculum into teaching syllabi for the
identified subject areas, (see diagram attached) for Parts I, II and III separately.
7. Conduct a workshop with persons from the practice and academia to get a feed
back on the proposed syllabi.
8. Refine the proposal with the outcome of the workshop and propose a final
document, in three parts, to the BAE for approval.
4
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
Section 2
ANALYSIS
In this section, the analysis of the RIBA criteria and the case studies are presented.
5
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
Analysis - 1
1. Awareness,
2. Knowledge
3. Understanding
4. Ability
Ability: Skill in relating specific information to the accomplishment of tasks. Students can
correctly select information that is appropriate to a situation and apply it to the solution
of a specific problem.
RIBA I certification is the first level of competence and achievement of these traits.
6
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
RIBA part I.
Students who have acquired learning up to the level of RIBA I are expected to
demonstrate these traits in the following streams as follows.
1. Design
2. Technology and environment
3. Culture and Context
4. Communication
5. Management practice and law
7
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
8
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
RIBA II
Students who have acquired learning up to the level of RIBA II are expected to
demonstrate these traits in the following streams as follows.
6. Design
7. Technology and environment
8. Culture and Context
9. Communication
10. Management practice and law
9
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
10
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
RIBA III
Students who have acquired learning up to the level of RIBA III are expected to
demonstrate these traits in the following streams as follows.
1. Context of practice
2. Management of architecture
3. Management of construction
4. Practice management and business administration
11
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
12
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
Analysis II
THE CASE STUDIES
The following case studies present analysis of the academic programs of some of
the key academic institutions around the world that follow the RIBA model, and have
been recognized by the RIBA. The intention is to understand how these institutions have
generated specific academic programs and curricula that address the RIBA criteria but
at the same time cater to their own institutional and country specific needs.
Bartlett school of
UK architecture in U.K
Newcastle University, UK
RMIT University of Australia.
Australia Melbourne University,
Australia.
National University of
Singapore, Singapore.
Asia
Ahmadabad School of
Architecture in India.
The first three case studies of each country are presented in this report as follows.
13
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
CASE STUDY 1:
BARTLETT SCHOOL OF ARCHITECTURE, U.K.
Bartlett offers a number of courses in Architecture leading to RIBAI, RIBA II and RIBA III: the
full professional qualifications of the RIBA. The details are as follows.
Academic Structure:
The academic structure of the B.Sc and M.Sc programs are based on six Core Course
sequences as follows.
1. Design
2. History and Theory
3. Computing
4. Technology
5. Management
6. Practice and law
14
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
System of operation:
In any one session, a student can register for no more than 4 cu excluding repeat
units.
All courses are mandatory
No electives offered.
Each design project core in year 2-3 have a number of studio units. No one can
stay in one unit for two years.
To graduate, 11 Cus are required.
15
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
Pre-requisites
Program
This program is aimed at ensuring that the candidates who are aspiring to enter the
profession as full professionals are fully equipped with knowledge, skill and ability to
practice architecture as a profession.
Component Description No
Lectures by external lecturers and deal with current legal 4
professional and contractual issues.
Seminars Focus attention to contemporary issues of
relevance.
Study groups Students are organized in to groups of self study.
Case study: critical report on a project the student has been involved.
Oral Exam
An interview lasting approximately forty-five minutes with two Examiners.
16
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
History and
Period Design Communication Technology
Theory
Design Architecture Design Introduction Architecture
Sem 1
studio 2 communication to history technology 1
[72]
Year 1 [24] [24] [12] [12]
[120] Design Architecture Architecture
Sem 2
studio 2 communications 2 technology 2
[48]
[24] [12] [12]
Design Architecture Australian Architecture
Sem 1
studio 3&4 communication 3 architecture technology 3
[72]
Year 2 [24] [12] [12] [12]
[108] Design 20th century
Sem 2
studio 3&4 history
[36]
[24] [12]
Sem 1 Design Architecture Student Student
[60] studio 5&6 portfolio elective elective
Year 3 [24] [12] [12] [12]
[108] Sem 2 Design 20th century Architecture
[48] studio 5&6 history technology 4
[24] [12] [12]
17
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
RAIA part III is offered at the Australian Institute of Architects. No programs are
offered by the RMIT.
18
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
19
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
CASE STUDY 3:
NATIONAL UNIVERSITY OF SINGAPORE, SINGAPORE.
NUS offers a number of courses in Architecture leading to part I, part II and part III
examinations of the Singapore Institute of architects: these are recognized by RIBA.
The academic structure is comprised of 5 streams and provides for specialized tracks to
be chosen at level 4, year 4.
History
Design Theory Urban Technology and
Year Design
Lectures and studies environment
Criticism
Sem. Spatial / Structural
Design 1
Level 1 visual com. systems
1 Sem.
Design 2
Climatic Construction
2 response 1
History &
Sem. Sustainable
Design 3 Theory of sea
1 architecture
Level architecture
2 Sem.
Theory of
Environmental Construction
Design 4 urban
2 systems II
design
History and
Sem. theory of
Design 5
Level 1 western
3 architecture
Sem. Landscape Architectural
Design 6
2 track offers structures
Sem. 6 specialist Architectural
Design 7
Level 1 modules studies
4 Sem.
Design 8
from this specialization Construction
2 semester offers 4 III
Design and adds modules in Design and Technology
Specialist Track extra year research/ management track offers 2
Tracks follow the with 5 drop design 7 technology design modules in
above modules &8 place of design 7 & 8 in level 4
20
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
System of operation:
In addition to the above 5 modular streams, there are four more modules which
are compulsory as follows.
Year Management
3 and HR
- Advanced - Advanced - Research
architectural architectural Environment methodology
technology - - technology & al science
Year Theory and - Integrated - Planting
4 elements of design design
urban design sustainability -
Environment
al planning
21
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
Written examination
Oral
Log book Case study Part 1: Law and Part II: professional
examination
architect. practice
Includes the Demonstrate Knowledge of the Professional conduct Evaluating the
details of the ability to Statutes in ethics and rules core
the investigate a Singapore. Standard conditions competencies:
duration project. Codes and of contract Case study
and Critically regulations of Building contract: Log book
description evaluate the building control pre-contract and Critical thinking
of the project authorities administrative and Learning from
practical practice and Planning and post contract issues. supervisor.
experience derive other acts Office administration Law and
conclusions. and management architect
Professional
practice
22
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
Observations:
Common trends
Architectural education in universities have adopted the two tier system of the
RIBA to correspond with a 3 or 4 year undergraduate level program to be
followed by a 2 year post graduate level program and by a professional degree
program / or examination. Except for Bartlett and many universities in U.K. other
academic institutions do not offer the final professional level programs.
International trends have shifted the teaching practice to be comprised of
programs, modules / courses, studio units as the mechanism for packaging
knowledge in architectural design and allied fields. (academic program is
constituted of modules or courses which may constitute smaller studio units)
International trends have recognized a number of core areas of studies as being
central to architectural education. Namely: architectural design, technology,
digital media or computers, history and theory, professional practice and ethics
Assessment systems have shifted to credits assigned for modules, courses, or
studio units as applicable at the part I and part II levels and at part III level it is
simply a pass or a fail .
International trends tend to offer elective courses/ modules in addition to the core
courses to be selected by the students in order to facilitate pursuing individual
interests related to the field of architecture.
Specific orientations:
There are also signs of offering specialization towards the end of the part II, to
allied fields such as urban design, technology and management, academic
studies.
At part III level, teaching is shifting towards, seminar and workshop oriented
teaching and group studies that promote self and collective learning.
Some schools promote teamwork whereby learning to respect each other and
synchronize specialist skills in design teams are emphasized. (also by the RIBA).
There are tendencies to offer programs that orient students to international
practice; taking the regional dimensions into account. In the context of
globalization, this is a practice necessary for the next decade of globalisation.
The technological inputs are also being increased, particularly the digital media.
These communication systems increasingly define the modern practice.
Conclusions
It is concluded that the current SLIA curriculum and syllabi of part I and part II
require drastic changes.
major shifts must occur in order to:
1. Emphasize on innovation of sustainable technologies.
2. Addressing the social and societal issues that confront architecture.
3. promote architecture as an engine of development and progress.
SLIA part III requires some modifications and improvements to the existing set-up.
The major structure could remain.
It is notable that SLIA part III lacks any inputs in business development and
promotion. This must be added in order to help healthy growth of the field. This is
also required by RIBA.
SLIA must emphasize on laying a solid foundation for the architects produced in Sri
Lanka to serve its communities both urban and rural. Simultaneously however, it
should endeaveour to offer the students orientation to international practice This is
particularly relevant given the emerging trends of developments in the Gulf
region and the Asian sub continent.
23
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
Section 3
THE PROPOSAL
24
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
The objective of the SLIA part I level of education is to produce visually and spatially
intelligent, environmentally aware, design skilled architecture specialists.
The objective of the SLIA part II level of education is to produce visually and spatially
intelligent, highly design skilled, environmentally responsible, technologically competent
architecture experts.
The objectives of the SLIA part III level of education is to produce technologically
innovative, ethically composed, highly design skilled architecture professionals.
It should be noted that the above vision of the BAE set for guiding the
architectural education in Sri Lanka, and the objectives set to offer certification of SLIA
parts I, II and III, could be achieved by means of different architecture programs and
courses to be offered by different schools of architecture. For example, the
undergraduate and post-graduate programs of the University of Moratuwa may have
different objectives and its overall vision of architecture may be different to that of the
City School of Architecture. Similarly, the objectives of any other program of architecture
offered by any other public or private organization that may come in to being in future
may also have different visions and objectives. However, in order to acquire the
certification of SLIA parts I, II and III, they will be required to establish that they will fulfill the
criteria to be set by the SLIA corresponding the objectives set herein. It is therefore
recommended that the BAE-SLIA further develops SLIA - criteria for validation of
architecture programs in Sri Lanka in the future.
25
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
Students
The SLIA monitored programs in architecture enrolls only those students who show
promise of creativity, and possess the basic academic standards to pursue a
career in professional architectural practice assessed by aptitude tests.
They are generally exposed to the complexities of architecture, visual graphics,
and design sensitivity while being offered experiences in office practice. There is a
need to inculcate spatial intelligence and intellectual vigour in their thinking
They require exposure to practice of both local and international contexts
prompting academic inquiry and critical thinking.
Students interest in architecture, design and environment must be kindled at an
early stage and must be offered a role in pursuing their own learning.
Teachers
The teachers of architecture come largely from practice and have a profound
practice experience and orientation.
However, most teachers from practice are generally unable to offer long-term
commitment to teaching.
Therefore, it is necessary to devise way and means of tapping the resourcefulness
available among the leading practitioners and practices to be made available
for education.
It is necessary to cultivate educators from practice to continuously develop and
be exposed to new developments in the academic world in order to be
engaged in teaching.
Practitioners must also benefit from teaching in order to be attracted to teaching.
Community
Sri Lankan community has complex layers of design consciousness from rural to
urban.
Sri Lankas history and unique cultural practices and spatial orientations need to
be understood by the students at an early stage.
The community expects the SLIA to produce architects who are sensitive social
cultural and environmental nuances of their habitat and understand the socio
cultural specificities of their existence.
Derivations
The units must be of smaller duration and be comprised of academic as well as practice
oriented activities. The units of the elective modules may be made available through
other institutions and academic agencies or architectural practices. They may also be
student initiated and student-driven.
26
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
PREAMBLE
The Sri Lanka institute of Architects conducts examinations for SLIA parts I, II
and III and thereby awards the above qualifications for those who have
followed an accredited academic program in architecture. These
examinations would be based on the following syllabus, and the
academic institutions offering such programs are requested to prepare
their students for the above examinations through course modules
following those stipulated as follows. In the event they wish to deviate from
those stipulated below, they may do so, provided they could satisfy the
accreditation criteria set up by the SLIA, and also prepare the students to
pass the SLIA examinations prepared based on this syllabus.
Curriculums for SLIA part I shall be organized along 6 core streams with course
modules and academic units related to the following.
Year Materials & Theory & Design Culture & Design Profession
Technology Society Environment Fundamentals
M -1 T1 D-1 CE -1 AD1
(two units) (Two units)
1 D2
AS-1 T2 AD2 CP1
D3
S1 H1 D4 CE-2 INT
D5 CP2
2 (Multiple
units)
AS-2 H2 D-6 CE-3 P1
(Multiple
units)
27
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
Operationalisation of programs
In any semester, the students should undertake studies in at least five modules,
except in the first year first semester and final year final semester when the major
design project is undertaken, when only design must be taken.
Design studio units must be vertically integrated and offered in every semester.
Selected modules of theory subjects may be comprised of units that are offered
consecutively, but no units must be offered concurrently, except in T3
Elective modules can be offered only within the environment and society streams.
All other modules shall be compulsory.
T 3 may offer choices of units concurrently to orient students to either housing,
urban design, landscape or interior design.
The Final Design Project should precede a pre-module made up of two units,
involving an opportunity for self-discovery by the students of their strengths and
weaknesses and discovery of personal orientation. The second should comprise of
development of a project program and research leading to the Final Design
Project.
OUTLINE SYLLABUS:
DESIGN STREAM
D1: Design 1
Emphasis Project Size
This module should be prepared in such a way to spark
creativity in design and prompt the students to explore
creative spaces and forms. Creativity Small
The module to be comprised of two studio units offered Abstract
consecutively. The first unit should prompt students to explore space
creative, emotionally charged spaces and forms, while the Form
second unit should prompt creative design of spaces as related Activity
to situations of specific activity and materiality. materiality
D2: Design II
Emphasis Project Size
This module should introduce the idea of context and the
influence of contextual forces in the conceptualization of Physical and small
architectural form. The project should be set in an urban site Climatic
with surrounding buildings and or restrictive elements in a contexts
notable climatically critically setting.
D4: Design IV
28
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
Emphasis Size
This module should introduce the ideas of Identity, anonymity,
home, Personalization and community as related to
architectural design. Home and small
The module to be comprised of two studio units offered Community medium
consecutively. The first unit should prompt students to explore
the issues of designing a personalized house while the second
unit should prompt creative design of collective community
spaces and a settlement to be occupied by different families.
D5: Design V
Emphasis Size
This module should introduce the idea of materiality,
technology, sustainability and the use and possibilities of
sustainable technologies as a form giver. Materiality medium
The project should also explore the energy production and and
consumption issues of the buildings. Technology
D6: Design VI
Emphasis Size
This module should introduce the influence of social,
psychological and behavioural needs of people on
architectural form. Variety of project situations may be explored Social, medium
from children, elderly, mentally retarded, juvenile delinquents psychological
etc. or therapeutic environments such as rehabilitation, and and
other situations where special behavioral needs may be behavioural
articulated. The students shall also be involved in preparation of needs
a project program as teams. Team work
Both conceptions and presentations of Design IV, V, VI, Pre CDP and CDP
may be produced using digital technologies.
29
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
This module should introduce, sustainable materials particularly produced using recycling
and eco-friendly processing and technologies related to earth, wood, glass and steel
together with solar and wind technologies. The module must engage the students in
innovative design of simple structures.
S1 Building Services I
This module should introduce the basic building services required for a simple building to
function in Sri Lanka;
Sources, tests, and treatments of water supply such as filtering, systems of sewerage
disposal and management including types of fixtures and fittings, Rainfall, humidity
temperature and natural ventilation, visual impact of lighting, glare and window design
together with techniques of dealing with sun and shading etc.
S2 Building Services II
This module should introduce the advanced building services required for complex
buildings; air conditioning, Fire fighting systems, building information systems. Water
supply, sewerage disposal, Fire fighting, lifts, escalators, travelators, cleaning systems
30
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
H1 History of Architecture I
The module should build up an interest in the history of architecture traverse the entire
history in brief, quick overview and introduce in more detail the ancient history of both
East and West.It will comprise three units as follows.
Unit 1
This module should introduce contemporary architecture of the world; happenings in
Europe, the Middle East and the Gulf and Asia; and bring to focus the relevance of the
present as a continuation of the past and introduce history.
It should traverse quickly through the time line backwards flashing on major historical
changes periods and events in both East and West. The module should engage the
students to self-discover the known history of civilizations and the architectural history. It
should Introduce the time line, from which the students may choose periods they are
interested in to dwell in detail.
Unit 2:
Introduce the evolution of architecture in ancient civilizations; namely the Egyptian,
Mesopotamian, Greek, Roman, Christian, Byzantine, Romanesque and Gothic eras.
Unit 3:
To be comprised of Indian, Chinese, Japanese histories together with Mayan,
Mohenjedaro Harappan, histories and their implications on Asian architecture.
The course may focus on the Silk route as a means of making the linkage.
The module should elucidate the concepts of architectural forms generated in these
cultures together with the multiplicity of social, political, religious and cultural factors that
affected their evolution. Focus on architectural characters of these styles and probe in to
the ideas underlying noteworthy buildings.
H2 History of Architecture II
This module should introduce the history of Architecture of the modern world. To be
comprised of two units: East and West.
The module should elucidate the concepts of architectural forms generated through the
multiplicity of social, political and cultural factors that affected the architecture of the
non-western world. Focus on the characters of the emergent architectural styles and
ideas underlying noteworthy buildings and the historically significant architects.
31
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
Unit 1:
Should introduce the history of Sri Lankan architecture, Ancient history of Anuradhapura,
Polonnaruwa, Gampola and Kandy periods, Colonization and post independence
cultural revival and the ways in which they have shaped the architecture of Sri Lanka.
Unit 2:
Should introduce the works of Edwards Reeds and Beggs, PWD, public` sector, Geoffery
Bawa, Valentine G, Justin S. Minnett De Silva, and other contemporary architects whose
work and their searches for authenticity and revival of architectural identity in Sri Lanka.
T1 Theories of Architecture I
This module should introduce the ideas of form, space, place and spatial experience
how they manifest and are articulated through design. The module should cover the
early theoreticians such as Vitruvius, Vasari and Alberti and introduce contemporary
theoreticians such as Norberg Schultz, Juhano Pallasma, John Habraken, Christopher
Alexander, and Zaha Hadid.
T2 Theories of Architecture II
This module should introduce well-known architectural philosophies, ideas and
manifestoes; their origins, relations with other art forms and developments through
architecture. Vastu shasthra, Manju Sri Vasthu, Manasara and other oriental philosophies.
Ideas of classicism, vernacularism, Organic architecture, historicism, art Noveau,
formalism, rationalism, modernism, post modernism and deconstruction, and the
variations of these philosophies together with the significant buildings and architects
should be discussed.
32
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
CE1 Environment I
This module should offer an introduction to Habitat of Sri Lanka: natural environments,
eco-systems, climate and its implications in architecture. Also introduce Nature and how
forms evolve in Nature taking Sri Lankan cases. Techniques of understanding Natural
environments including basic techniques of surveying and measuring land; observing
and recording natural and man made environments. The module should involve the
production of a measured drawing of an existing building and a 1000 word descriptive
essay about its architecture and the immediate environment.
CE2 Environment II
This module should discusses Discuss the built-form in Sri Lanka has evolved over time from
the point of view of environment and culture. Cave temples, urban centres, relationships
between, Nature temple and the village. micro-environment of the building and its
surrounding, energy movement and green design principles adapted from traditional
practices.
33
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
INT1 Interior I
This module must introduce interior design, space, spatiality, quality of space, material,
texture colour, meaning, and function. It should involve the design of a small interior
space that requires a specific design theme, related to quality of space.
This module should extend the ideas and understanding generated in ST 1, by means of
examining well-known structural systems, and how they have been employed in
construction of projects. The module must ensure that the students become familiar and
understand the structural concepts such as bending movement, lateral stress etc. The
module should engage the students to analyze the structural principles involved in
notable and unique buildings including bridges, industrial structures of both the modern
and ancient world.
34
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
PROFESSION STREAM
E1 Elective I
A number of modules related to environmental or social issues should be offered. They
may involve either design or research.
E2 Elective II
A number of modules should be offered related to technological or professional issues;
May involve either design or research.
35
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
SLIA part 1 examination to be held by the Sri Lanka Institute of Architects in the
following
Design Materials History CDP Culture & Architec Profession
Fundamentals Environment ture &
Structure
Services Theory
1. DESIGN FUNDAMENTALS
2. HISTORY OF ARCHITECTURE
3. THEORY OF ARCHITECTURE
4. CULTURE & ENVIRONMENT
5. MATERIALS AND TECHNOLOGY
6. BUILDING SERVICES
7. AHITECTURE & STRUCTURE
8. PROFESSION
9. DESIGN
36
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
SLIA PART II
CURRICULUM AND SYLLABI FOR SLIA PART II
Curriculums for SLIA part II shall be organized along 5 core streams with course
modules and academic units related to the following.
DESIGN STREAM
D09: Design IX
Emphasis Project Size
This module should introduce urban heritage management and
conservation and responding to historical contexts. The project Heritage and Medium
should involve a critical historically sensitive site in which dealing conservation
with history, heritage, materials and new interventions come
together as critical design issues.
37
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
D10: Design X
Emphasis Size
This module should engage the students to employ a declared
architectural philosophy as an approach to design. Students
should be required to choose an accepted deign philosophy or Personal Small to
articulate one and present the approach to design articulated philosiophy medium
through a design project that is either functionally complex,
contextually demanding or socially articulate.
ENVIRONMENT STREAM
E04 Environment IV
This module should deal with climate change and its implications in the built-environment. Causes
and effects, micro and macro scale implications. The module should offer a comprehensive
perspective of the role of buildings and therefore deign have upon the environment and climate
change, in the context of Sri Lanka and the region
E05 Environment V
This module should introduce innovative environmentally sensitive building practices, participatory
design, innovative environmental systems, materials and technologies of service provision. Water
recycling, water harvesting, sewer recycling, rainwater harvesting, alternative energy and other
systems relevant to architecture and building of Sri Lanka and the region
38
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
This module should introduce the contemporary architectural scene of the western
world, and bring awareness of the current debates and issues of architecture. The
module should traverse the works of leading architects and notable architecture and
engage the students in the discussion of a selected issue related to architecture and
society.
This module should introduce the idea of smart materials and non conventional
materials that may have potential in the construction industry. The module should be
exploratory and engage the students to explore, discover and bring into making
architectural form, both traditional and conventional materials as well as innovative and
non-conventional materials. The module should involve a theoretical discussion of such
materials and involve the experimentation of buildable forms.
39
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
PROFESSION STREAM
P04 Profession IV
This module should introduce, the basics of law, structure of law in Sri Lanka, building
laws, municipality and statutory laws, the acts that govern the built-environment and
how land, buildings and properties are sources of conflicts and how law intervenes in the
management of development and progress. The module should introduce the idea of
Contract, and thereby deal with building contracts, and introduce the basic tenets of
contract administration.
P05 Profession V
This module has two parts
This module should introduce the idea of project management, cost quality and time
and how project management is a team task. The module should deal with all aspects of
project management from inception to completion including conflict resolution and
arbitration.
This module should also introduce the ideas of client services, professional services of the
architects. Professionalism in service provision and the issues of dealing with statutory
laws, and advising clients.
PROFESSION STREAM
DR 02 Design Research II
This module should engage the students to execute the research proposed in DR 01 and
produce a written dissertation ot exceeding 15,000 words and a small research paper
ready fro publication not exceeding 5000 words.
EL 03 Elective 03
A number of modules should be offered in either of the streams except Design, whereby
the students could choose an aspect of ones choice for specialized study. The electives
may be offered within the academic institution itself or my be taken from modules
offered by other institutions such as universities, private agencies such as ICMA, or work
at NGOS.
40
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
SLIA part II examination to be held by the Sri Lanka Institute of Architects in the
following
Materials History CDP Environment Digital Profession
and Theory and Design
Technology Society
SLIA Examinations will only have a pass or fail assessment, and shall follow either
of the following procedures.
The procedures:
Option 1: In the case of schools that does not follow the SLIA Curriculum but wish
to prepare students for SLIA conducted examinations.
The instructors of the modules shall submit to the SLIA, at the end of the conduct
of each module, the grade sheets of all students registered in the module,
together with the tangible assessed work. This part shall not exceed 50% of the
total grade for the module.
The SLIA shall conduct the final examination on each of the modules which will
account for the 50% of the total grade for each module.
Option II: In the case of schools that follow the SLIA curriculum but have not been
fully accredited.
The instructors of the modules shall conduct the assessment of semester work as
well as the final examinations of the modules. The instructor will submit to the SLIA
a module file comprised of the detail syllabus, all assignments and assessed work
of the two lowest passes for the module.
The SLIA shall conduct an examination in each stream at the end of the third
year, for SLIA part I and at the end of 5th year for SLIA part II passing of which will
award each student who passes all the examination papers, the SLIA part I or II
as relevant.
41
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
Curriculums for SLIA part III shall be organized along the following core streams
with course modules and academic units related to the following. No other
agency other than the SLIA shall conduct courses and programs for the SLIA part
III
42
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
PROFESSION STREAM
PR01: Profession I
This module should introduce and Codes, ethics and legal issues of practice. The
module shall deal with areas as follows.
The SLIA Law No.1 of 1976 - Its aims and main points in summary,
The SLIA (Amendment) Act No. 14 of 1996 - Its aims and main points in
summary
Architects Registration Board & Registration of Architects under different
categories
The current SLIA Regulations of October 2005. The SLIA Boards. Membership
Categories
The Code of Professional Conduct - Its aims and main points in summary
Legislation affecting the Professional Services Liabilities of an organization as
an employer of labour and an occupier of premises.
The rights of employees E.P.F. Entitlements, E.T.F. Entitlements, Leave
Entitlements, Gratuity Entitlements, Conditions of Termination of
Employment, Compensation Entitlements
PR02: Profession II
This module should introduce the Laws, Rules regulations and Statutory authorities and
their implications for the profession. The module shall deal with areas as follows.
STATEDEPARTMENTS.STATUTORYCORPORATIONSANDAUTHORITIES
Their establishment, Objectives and purpose
Organizational Structure and modes of functioning Decision making and
Lines of Authority
The importance and constraints of the State Sector in relation to the building
industry and its Areas for development
Planning & Regulations, Building Regulations, Fire Regulations, Environmental
Regulations, Conservation of Historic Buildings & Archaeological Sites
Regulations, Law in Contracts.
Department of Building (formerly PWD)Urban Development Authority (UDA)
National Building Research Organisation (NBRO)Board of Investment (BOI)
Environmental Authority Department of National Physical Planning (Former
43
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
This module should introduce the concepts and practices adopted in project
management. The module shall deal with areas as follows.
PRACTICE STREAM
This module should introduce the historical social and institutional context of practice.
The module shall deal with areas as follows.
44
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
This module should introduce the systems of practice. The module shall deal with areas
as follows.
ADMINISTRATIVE PROCEDURES
FINANCIAL MANAGEMENT
MARKETING OF THE PRACTICE
OBTAINING WORK THROUGH STATE
This module shall include the preparation of a web based practice profile for
an imaginary or an established practice
In addition to the built-in assessment of the modules, the SLIA will conduct written
examinations in profession and Project Management streams and hold an oral
examination related to all three streams.
Concluding comments
General
The course modules listed herein have been given tentative course ID Nos.
The final ID Nos. have to be decided and could have ARCH as a prefix.
The credit system has to be carefully evolved on the basis of weights to be
assigned to different course modules; The principles for this has been
conceived but has not been included in this report.
The final grading system needs to be evolved; the grading system with
corresponding marks, as well as if it should lead to calculation of the GPA
or simply pass, fail, credit, distinction etc. or both. These are left to the
discretion of academic institutions preparing students for the
examinations.
Specific
All repetitive related modules are vertically integrated. For eg. Design 1-10
and technology 1, 2 and 3.
All design modules are vertically integrated. Each design module is based
on an emphasis that is expected to expose the students to a particular
facet or a force that is likely to influence form significantly.
Comprehensive Design Projects of SLIA part I and part II are horizontally
integrated with the modules offered in the same semester and vertically
integrated to other design modules and relevant academic modules.
45
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
Future Scenarios
These schools may or may not opt to follow the above curriculum and may also
be affiliated to other academic institutions here or abroad from which they may
derive their orientations. These options must be available to such institutions, but if
SLIA parts I, II and III are sought, the SLIA may examine their syllabuses, and use
either of the examination systems proposed above to ensure that they achieve
the standards of SLIA.
Therefore, this curriculum and outline syllabi must also be tied with a procedure
for accreditation / recognition of such programs as maintaining acceptable
standards for offering the opportunity to prepare students for SLIA conducted
examinations.
The author wishes to thank Ms. Manal Khalaf at Bartlett School of Architecture and Dr.
Peter Kellett at the Newcastle University, UK; Prof. Kim Dovey at the University of
Melbourne, and Mr. Sumedha Dayaratne at the RMIT University, Australia; Prof. Miki Desai
of Ahmadabad school of architecture India and Prof. Johannes Widodo at the National
University of Singapore, Singapore for their support by providing some of the material
utilized in this report.
The comments and advice offered by the BAE and its moderators at the two meetings
and by the attendees of the SLIA workshop held on the 25th August 2009 are also greatly
appreciated.
46
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009