Manipal School of Architecture and Planning, Manipal Academy of Higher Education, Karnataka, Manipal, 576104, India.
College of Medicine & Health Sciences, National University of Science & Technology, National University of Science & Technology, Oman, P.O. 391, P.C. 321, Oman.
F1000Res. 2024 Nov 11;13:835. doi: 10.12688/f1000research.148617.2. eCollection 2024.
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.
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. 323 articles were searched on various search strings based on their relevance to the inquiry. 76 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.
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.
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.
整体式建筑教育是学习知识、技能、态度和价值观的综合体现，最终反映在毕业生的素质上。尽管不同的思潮对印度建筑教育的发展做出了各种定性贡献，但它在很大程度上仍然受到其监管框架的数量和技术方面的主导。建筑师面临着道德责任、实践动态挑战和建筑想象复杂性之间的苛刻矛盾。该领域的美学和想象力基础使得建筑师有责任拥有普遍的专业能力，以实现责任和个性化之间的平衡。本研究旨在确定基于能力的教育（CBE）的相关属性，这些属性可以被应用于印度的建筑教育。
本研究采用叙述性综述方法和描述性分析方法，广泛了解 CBE 的属性及其与印度建筑教育的潜在相关性。根据其与探究的相关性，在各种搜索字符串上搜索了 323 篇文章。共纳入了 76 篇以英文撰写的文献，并通过评估叙事性综述文章的评估尺度（SANRA）工具对其进行评估，以避免任何偏见风险。本叙述性综述使用了 PRISMA 2020 清单和流程图来报告研究结果。
本研究确定了 CBE 的八个关键参数，涉及到它的定义、起源、转变、监管环境、特点、教学方法和评估框架与模型；以及挑战，这为 CBE 在印度建筑教育中的相关性提供了依据，而这一点尚未得到探索。
通过有意识地采用 CBE 的相关属性策略，可以满足“具备能力”的更广泛期望，从而鼓励建立终身学习的态度和气质。
