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Ensuring Standard for Architecture Education in Bangladesh: A Critical Overview

♦ M. Arefeen Ibrahim1; Ashik Ikbal 2; Mania T. Taher 3; Hasan Ahmed Chowdury4

Abstract— Professional five year Bachelor of Architecture program initiated in Bangladesh with the inception of Architecture Department at BUET in 1962. At present the number of Architecture schools offering B.Arch degree has risen to seventeen and nine has produced graduates so far. Six of these nine architecture schools are picked on random selection for the research. The study focuses to identify the challenges of architecture education here in maintaining and improving its quality, responsiveness and competitiveness in a global standard, while it will also illustrate a picture of hope and prospects that is rising on the horizon. Investigating the problems and identifying the prospects while comparing the different crucial factors simultaneously with reference to widely accepted local and international standards would be the first step in suggesting guidelines and strategies to ensure standard for Architecture education in future. The paper finally draws a critical, comparative overview of the existing system to help seek the process which needs to be undertaken in order to ensure a bright future for architecture education scenario of Bangladesh. Keywords: Architecture Education, Accreditations, Profession, Challenge, Prospects, Standards.

1. Introduction Professional architecture education in Bangladesh first started with the introduction of Architecture Department at BUET (the then Ahsanullah Engineering College) in 1962. Since then, it took about thirty years for the second school of Architecture to be opened at Khulna University in 1991. Both of these were public schools of architecture, while the first private school was established in 1992 at Ahsanullah University of Science and Technology. The boom of the construction industry at the beginning of the new millennium resulted in a boost in the architectural education scenario here in Bangladesh. At present, there are seventeen architecture schools here and fourteen out of these seventeen were opened in last ten years, where a good number of students are enrolling and graduating each year. A large number of architecture graduates are entering the professional field every year at home and abroad.

♦1, 2 Assistant Professor, 3, 4 Lecturer, Department of Architecture American International University-Bangladesh (AIUB) Dhaka, Bangladesh Email: 1arefeen@aiub.edu;2ashik_ikbal@aiub.edu; 3maniataher@aiub.edu; 4hasanahmed@aiub.edu However, this sudden growth in the architectural education is giving rise to certain challenges and raising questions regarding its sustainability and quality control for future days.

Architectural education should have two basic purposes: • To produce competent, creative, critically minded and ethical professional designers/builders; and • To produce good world citizens who are intellectually mature, ecologically sensitive and socially responsible. International Union of Architects (“Union Internationale Des Architectes in French or UIA) has a direct interest in and responsibility for the quality of architectural education in the world. It therefore has a broad framework, a clear position and a set of guidelines for best practice on architectural education. “ UIA and Architectural Education: Reflections And Recommendations” - text prepared by the UIA Architectural Education Commission adopted by the XXII the UIA General Assembly (Berlin, July 2002) clearly outlines the contexts and objective of architectural education in general. Architecture is one of the key professions involved in shaping the built environment and urban space. Architectural education that prepares architects for a professional life should therefore, be seen, at least in the following contexts and the specific objectives pertaining to them: • Social, cultural, political contexts • Professional, technological, industrial contexts • The World: local, global, ecological contexts • Academic contexts including science and knowledge in general Architects can be considered as intellectual service providers whose education enables them to synthesize controversial issues, and contradictory forces. [1] Architects and architecture students must have a responsible professional spirit and a comprehension of environmental ethics. They should work for the benefit of society as a whole, and try to carry out strategies that contribute to the overall quality of human settlement [2]. Architects have some significant responsibility for the health, safety, welfare and cultural interests of the public and for the sustainability of built environment. This responsibility should be clearly stated in the Government and IAB legislations, defining the architect's professional responsibility, and should be acknowledged in public education efforts, by using the media, national press, radio and television to achieve a more serious understanding by the public [3]. Conversely, it is important that society is made aware of the various areas of knowledge, skills and competence that the architectural profession could deliver, and for

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which, architectural education is expected to prepare them. Considering the immense responsibility laid on the shoulder of an architect as a professional, the education system and its content should also be ensured of utmost quality. This needs to be regularly evaluated and monitored by a concerned body and usually this accrediting authority is formed in association and initiative of the architects’ professional body for a respective region. A regulating body is missing till now, and a rapid sudden growth in the number of architecture schools has resulted in an unprecedented increase in the number of graduating professionals in Bangladesh each year. Compared to approximately fifty fresh architects joining the professional field each year twenty years back, the number has risen to a staggering three fifty plus currently each year and the number keeps on getting larger. Questions too are being raised at this point about the quality and competence of the fresh graduates and this at the end points finger to the issue of maintaining proper standard and ensuring quality in architectural education. Realizing the need felt by the concerned bodies, Institute of Architects Bangladesh has recently taken initiative in this regard and a set of standards (Accreditation Standard of the Institute of Architects Bangladesh, ASIAB) is also prepared, which hopefully is to be implemented on field very shortly. It might be relevant to remember the interesting fact that, though the five-year undergraduate professional education on architecture in the United States of America started at Massachusetts Institute of Technology (MIT) back in 1865, it took seventy five years more for an accrediting authority (National Architectural Accrediting Board, NAAB) to be formed in 1940 and a system of evaluating the architectural programs to be implemented [4]. The paper draws a critical, comparative overview of the existing system in relation to local and global standards to help seek the process which needs to be undertaken in order to ensure a bright future for architecture education scenario of Bangladesh.

2. Objective: The increased complexity and expansion of architecture education in Bangladesh obliges the research team to take into account the multi-facetted challenges of this field. Primarily the paper focuses on the problems and prospects of Architecture education in Bangladesh. This paper attempts to spot the status of architecture education after fifty years journey in the country. The study plays a role of an adjudicator keeping ASIAB (Accreditation Standards of the Institute of Architects Bangladesh 2010) requirements in mind and the prevailing B.Arch education environment in different architectural academia. The researchers also investigate University and its specific role on architectural education. Finally the study seeks to find the current status between educational standard and its practice into different institutions. Finally the study systematically portrays a compiled and comprehensive catalog which

eventually could be a supplementary reference for assessing architecture educational status in future.

3. Methodology and Scope of the Research Theoretical foundation of this paper comes from various sources (published text on education system of Bangladesh, Departmental yearbook & prospectus, web pages, scholarly articles, interview and personal experience) [22] in the field of education and practice. The regulatory authority of undergraduate and graduate studies in Bangladesh is University Grants Commission (UGC). UGC recognizes the necessity of accreditation council to ensure maintenance of a minimum standard with quality assurance (UGC Annual Report 2006). IAB accordingly has formed a committee which has structured the guidelines for accreditation of Architecture program in 2010. To clarify a position for best academic practice on architectural education; the study has been outlined under the frame work set by ASIAB and UIA Architectural Education Commission’s recommendations (2002). Currently the number of Architecture schools offering B.Arch degree has risen to seventeen and nine has graduates so far. Six of this architecture schools are picked on random selection for the research, where BUET has been selected being the oldest architectural school. Due to time constraints and limitation of resources the research could not incorporate all the departments to scrutinize their present status. Poor maintenance and irregular updating of departmental websites too sometimes created discrepancies and confusions in data to be analyzed. In future the outcome of the study can significantly help further research on related field. Expectantly the outcome could be directional for further progress of architectural education and through that, architectural practice, knowledge and culture.

4. Critical Analysis: Undergraduate Architectural education in Bangladesh can best be considered, discussed and evaluated within a precise conceptual framework set by ASIAB 2010 and UIA Architectural Education Commission 2002. This comparative analysis is done considering the basic categories and dimensions of architecture education in the current context of Bangladesh. This analytical approach is useful in achieving better understanding and better communication amongst those involved in education. Different theoretical and pedagogic concepts under which to examine education may exist, but the following set of four categories could be usefully employed in setting out a coherent ASIAB position on architectural educational problems and prospects which are discussed in the following discussion [5]: Contexts and Objectives of Architectural Education

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Content and Curricular Structure of Architectural Education

Methods and Media of Architectural Education Management and Structure of Architectural

Education 4.1 Contexts and Objectives of Architectural Education By understanding of the Bangladeshi historical and contemporary contexts in the institutions could facilitate more specific evaluation of the current educational issues. Objectives also refer to the specific aims and objectives of courses, course components or specific design projects.

4.1.1. Social, Cultural, Political contexts

Architects should make national and international decision making bodies aware of the special nature of architecture as compared with other services. Architecture cannot be regarded as a simple commodity. While it shapes the physical environment, it also creates the future cultural heritage of a particular society [6]. Architects have some significant responsibility for the health, safety, welfare and cultural interests of the public and for the sustainability of the built environment. This responsibility should be clearly stated in the state/ government legislations, defining the architect's professional responsibility, and should be acknowledged in public education efforts, by using the media, national press, radio and television (Fig 1), to achieve a more serious understanding by the public [7]. Current context has given birth to the following scenario.

Figure 1: Token Hunger Strike against Metro Rail through Shangshad Avenue, Dhaka, 17 December 2011 (Source: http://www.thedailystar.net/newDesign/news-details.php?nid=209010)

4.1.1.1 Social Awareness Raising Involvement: Architects work for peace, environmental protection, sustainability, social justice, and the development of healthy communities all over the world. In Bangladesh there are non-profit social organizations run by architects, like- AFH Dhaka (Architecture for Humanity), who are working on creating social-responsive, low-cost and environment-friendly

architecture, targeting mainly the rural and urban low-income local communities. BAPA (Bangladesh Poribesh Andolon) works for a nationwide, united, and strong civic movement to protect Bangladesh’s environment. A good number of architects are also involved in UW2SDA (Urban Water, Wastelands Society & Design Alliance). Architects are also actively participating into disaster preparedness workshops at BDPC (Bangladesh Disaster Preparedness Centre).

4.1.2. Professional contexts:

Society has evolved; the creation of the urban and built environment has become more complex. Architects have to deal with an increasingly wide range of urban, aesthetic, technical, and legal considerations. As professionals, architects have a primary duty of care to the communities they serve. This duty prevails over their personal interest and the interests of their clients [8]. In our country trade in architectural professional services is rapidly increasing in terms of decentralization, resource, research, building codes etc. and architects are regularly serving communities.

4.1.2.1 Decentralization of Architecture Practice: The principles and standards of the ASIAB are aimed at the thorough education and practical training of architects so that they are able to fulfill their fundamental professional requirements. These standards recognize different national educational traditions and, therefore, allow for factors of equivalency. Previously fewer architects were involved in professional activities in construction industry. Practice was limited only in Dhaka, where architects had more option to work, and also in bigger scale architectural projects. Due to the construction boom and economy flow, more construction projects are taking place around the country. Therefore, architect as a profession is in demand throughout the country, which resulted in decentralization of architecture practice in recent years beyond the capital city. 4.1.3 Technology and Industrial Context: Architecture, always being responsive to the cultural context aims at designing buildings that are robust, responsive to climatic conditions and in the broadest definition, sustainable. Architectural education should also equip the student with tools to assume simultaneously how the process of intellectual creation and economic realization correspond to the commercial environment of the design project. The efficiency of the architect's intervention can only be acquired when the architect is considered to be a "specialist" in this area. It is only through organized education, training and experience that the architect will be able to make the appropriate contribution to the society. 4.1.3.1 Availability of Resources: Along with the advent of modern technologies and

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increasing access to them from around the world, architectural education from a developing country like ours has been advantaged to a great deal. At present, architecture students and educators in Bangladesh have more access to the update in professional information, technologies of construction methods and architecture. With the help of internet websites of architectural projects and architect firms, for anyone it is easier to know about the Architectural whereabouts around the world. Software like- Google Earth has made any site information easier to avail, 3D software, like- Sketch up, 3-D Max, Rhino etc. has enabled to acquire a better perception of project in three-dimensional format and also simulation based software like ENVI-met, Leader, Solene EcoTech etc. are taking place into the field of education and practice to assess bioclimatic, solar and luminous impact on built form [9]. 4.1.3.2 Building Code and Implementation: In previous RAJUK building rules, architect’s service was not considered as mandatory in the process and overall construction system and supervision of a project. In present rules architects of different experience is given capacity to design projects of different magnitude. An architect of minimum eight years experience with a full membership in IAB (Institute of Architects Bangladesh) is considered responsible for all type of design works of any size building [10]. On proposal of large-scale projects in urban context, member of IAB will play an active role in the project committee. 4.1.4 Academic Context: Offering good academic programs is a necessary condition but not a sufficient condition to assure quality education. The degree requirements and academic programs must be well designed to qualify both national and international standards [11]. To clarify a position for on architectural education a frame work has been set by ASIAB. Architecture schools under different universities in Bangladesh reflect an interdisciplinary field; comprises several major academic components: humanities, social and physical sciences, technology and the creative arts. 4.1.4.1 Collaborative Efforts of Architecture Schools: It is very positive that, the local architecture schools have an attitude of co-operation to each other, and they have this vision of the improvement of architecture and its education around the country in a collaborative effort (Fig 2). Many architecture schools are organizing joint design studio projects, workshop and conference with another local or abroad architecture schools or institutions.

Figure 2: Dept. of Architecture, AIUB conducted a joint studio project with the Architecture Dept. of BRAC University. (Source: http://www.aiub.edu/HtmlViewer2.aspx?EventsID=265) 4.1.4.2 Research Cell for Community Service: Public universities get funding for research that can help community activities or local architecture and its construction – BUET, KU and CHUET Architecture department has already established research cells dedicated to community services, where the educators are running these researches and also involving students into these activities which is very positive. 4.1.4.3 Rise in number of post-graduate architects: As study of Architecture is in a great demand these days, a number of educational institutions are offering Bachelor in Architecture (B. Arch) courses. Currently there are in total, 18 private and public educational institutions that are offering architecture study in bachelor level, and process to open B. Arch courses is going on in some other institutions also. These architecture departments are now in need of more teaching faculties who are preferred to be post-graduated professionals. Therefore the demand has risen for graduate architects as teaching instructors into these institutions. After completing bachelor degree, many architects are going abroad for higher studies in Architecture, then come back to country and start teaching architecture at an educational institution as a career. 4.2 Content and Curricular Structure of Architectural Education: Architectural education can be considered with respect to the content of education, to the structure of the curriculum and the individual courses, to the areas of knowledge, and to a number of other areas covered by the curriculum or by schools in general. The contents of architectural education are [12] : • Aim to be as comprehensive in its coverage as

possible, hence, be generalist • Try to specialize in areas where particular foci and

accuracy are essential

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• Aim to integrate areas of knowledge, know-how and skills from allied professions, such as engineering, arts, economics, etc.

• Allow higher levels of knowledge or specialization through postgraduate programs, multi-professional courses, research or short courses

4.2.1 Total Credit Required for Graduation:

According to the standards set by ASIAB, the minimum credit hour to be completed to achieve a B. Arch degree is 160 CH.13 In the B. Arch courses established here in Bangladesh, we can find that almost all the universities have fulfilled that minimum standard. In Fig 3, the following graph shows that universities like BRAC and KU have certain requirement of credit hour to offer a degree, which is way above the ASIAB standard. Figure 3: Minimum credit hour requirement to earn a B.Arch degree [Source: Yearbook, prospectus and web pages of the respective universities] 4.2.2 Categorical Distribution of Credit The graph here shows that, all the case studies have equilibrium of B. Arch credit hour distribution. The five categories of the division of B. Arch credit hours according to ASIAB is - Design studio, theory compulsory, optional and non-departmental, supplementary Design Studio, Practice and others [13].The chart on the design studios shows that many of the schools have increased emphasis on theory and courses. In Fig 4(a) and 4(b), the charts present a comparative analysis on the differences in between the schools credit distribution pattern compared to that recommended by ASIAB other than design studios, whereas the ratio of theory and studio courses as outlined by ASIAB is 1:1 of total credit hours.

Professional Practice and similar courses too are below the benchmark set by ASIAB. The difference in inclusion of theory and optional (both departmental and non departmental) in respective course curriculum too is very widely margined Figure 4(a): Categorical Distribution of Credit hours for B.Arch Program (2011)

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Figure 4(b): Categorical Distribution of Credit hours for B.Arch Program (2011) [Source: Yearbook, prospectus and web pages of the respective universities] 4.2.3 Grading System Accreditation Council would be entrusted with the responsibility of assessing and grading an institution in an overall sense as well as certifying all the components so that the weighted average of the grades can form the overall grade score of the institution. In this process, those who need the assessment of specific programs would get to know them along with an overall grading of the institution [14].

Figure 5: Uniform Grading Scheme by UGC

Figure 6: Grading scale of different universities in comparison to UGC grading scale. [Source: Yearbook, prospectus and web pages of the

respective universities, UGC manuals] Grading system between the departments at different universities lacks consistency. Though University Grants Commission (UGC) has introduced a Uniform Grading Scheme [15], for the preparation of results, to

be followed by all the Public and Private universities in Bangladesh from the session 2006-2007, many of the private universities have been violating the standard. They are practicing different grading scale which is creating problems for the students in academia, like, credit transfer, higher studies abroad and teachers who are joining new institutions. Figure 7: B. Arch semester distribution in different institutions [Source: Yearbook, prospectus and web pages of the respective universities] There is an inconsistency in the Architecture education system of Bangladesh that should be brought into notice. The public universities have two semesters each year, whereas all the private universities have trimester each year. In fact, in the case studies shown here in Fig 7, NSU has two studios each year for the 1st, 4th and 5th level whereas three studios each year for 2nd and 3rd level. Stamford University has three studios each year throughout the study. As a result of this inconsistency, students at the same level studying in different universities are getting largely varying time period for working in similar design projects. This eventually affects the result and creates gaps in skill development too. 4.2.5 Absence of Pre-Architectural Grooming: Students usually come to study Bachelor in Architecture (B.Arch) after passing High School Certificate (H.S.C) exam. Architecture is a subject which belongs to visual arts, and our school certificate exam syllabus includes insufficient background for visual arts [16]. Therefore, some students after starting to study Architecture feel a basic lack of knowledge and interest to the subject. A few percentages of the students go for private tutoring for admission in architecture before coming to study, but that is also insufficient and quick knowledge. If there is provision for foundation course in different branch of visual arts for students interested to study Architecture, it would be a great advantage for them to catch up later with the study. 4.3 Methods and Media of Architectural Education: Each educational and professional objective may variously require special courses, course components, design projects, exercises, research, and specific

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teaching methods and medium. Each course is also a vehicle to achieve three types of goals: • Immediate learning outcomes to be built upon in

other courses and in subsequent years in the institution

• Long-term education / training of architects • Wider "purposes" of education of architects as

responsible citizens The following factors can be considered very essential in terms of methods and media of architecture education. 4.3.1 Studios The architectural curriculum, as dissimilar from the majority of other departments, is planned with a special, privileged, "core" subject, i.e. design. The Design Studio itself can be organized in a number of ways that could add to the richness of educational experience. Throughout the architecture schools in Bangladesh, there are recognized organizational modes. For example, the studio system can be articulated as "Units", “Group Project ", "Work Bases", "Blocks", "Subject Groups", "Vertical Studios", etc. 30sft per student workspace for studio classes is recommended by ASIAB [17], which in many cases is lacking in current schools. According to ASIAB standard teacher student ration for a design studio should be 1:15 [18].

The graph shows that while most of the schools under study are maintaining the teacher-student ratio in studio

teaching, the ratio is being overlooked and violated by one. 4.3.2 Physical Resources ASIAB requirements for Physical Resources: • Minimum number of theory classroom : 4 • Minimum area of theory class room: 15sft per

Student • Each full time faculty must have: 56sft. of Dedicated

working space • Library must have minimum : 1000 collection of

titles. • At least one regular subscription to a journal related

to the program must be present. • Jury and Exhibition space is mandatory where a

public attendance is possible. • For a computer Lab minimum number of workstation

should not be less than the maximum number of students.

• There should be a designated space for the Lab assistant

• The computer Lab must have provision for input and output devices

ASIAB also recommends that all architecture departments must have archival system for studio works and it is encouraged to have carpentry or metal workshop. Excepting few universities; most of the universities fall behind the ASIAB requirements for physical resource as discussed above.

Figure 8: Design Studio teachers in different departments in comparison to ASIAB standard. (Part time teachers and Graduate Assistants are not included). [Source: Yearbook, prospectus and web pages of the respective universities]

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345 345

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4.3.3 Open Space for Outdoor Works In most of the private universities for Architecture study, there is insufficient open space. Most of these universities are located in Dhaka’s dense urban context, and put up into a multi-storied building devoid of open space. Architecture as a subject to study requires outdoor activities for different studio projects of large scales. For example, BUET architecture Department in 2006-Fall semester students from level-3 term-2 collaboratively built a tensile structure of 40’ X 20’ dimension on the green court in front of the department building, in guidance of the studio instructors. This was the first experimental tensile structure ever built in Bangladesh. UGC has rules for universities to establish their own campus, but many of the university’s campus are still under the process of planning. 4.4 Management and Structure of Architectural Education Who teaches, who is admitted as a student, who runs schools and who has the power to guide, evaluate or validate these is crucial. These may vary in different social, political or legal contexts. Whilst a global uniformity in these areas may be counter-productive, the UIA could facilitate greater understanding of standards, hence, greater possibility of exchanges between courses, course modules, staff and students in different countries [20]. 4.4.1 Increase of Students’ Yearly Intake In profession, demand of architects is in rise due to construction boom. As a result, Architect has become a prospective profession for young generations in Bangladesh. The creativity nature of this profession is also attracting a number of students into this profession. Therefore, the annual number of intakes in all these public and private education institutions shows a gradual increase in numbers over the years. For instance, BUET started with six students in 1961 and has increased its capacity to 50 per year at present. In AUST, the number of intakes has increased from 20 in 1996 to around 50 per intake (two intakes per year) in 2010. The total number of architecture students varies between 200 and 350 in different universities. The number is significantly increasing in the private universities Figure 9: Students’ yearly intake in different architecture departments (2011) [Source: Yearbook,

prospectus and web pages of the respective universities, UGC manuals] 4.4.2 Teaching Staff: The qualification of teachers is an essential clause of the one should consider it from many points of view: the professional, the pedagogical, the overall cultural view, quality of the education to an architectural school, and the managerial experience of practice, etc [21].

Figure 10: Existing number of Permanent teaching staffs in different architecture departments, Part time and Graduate Assistants are not included. (2011) [Source: Yearbook, prospectus and web pages of the respective universities, UGC manuals] It is therefore desirable for the majority of teachers to be either practicing architecture or to have substantial practice experience. The graph in Fig 10 also shows the variation of teaching resource among the universities. Old public universities like- BUET, has human resources that is well above standard. Many other universities, especially private and new founded ones have lack of equilibrium among the branches of human resources required for architecture education. 4.4.3 Financial assistance based on merit As a 5-year honors course, architecture is considered to be one of the most expensive field of study. The study also requires utmost dedication from the students therefore it gets difficult for architecture students to be involved into part-time jobs besides studying. The architectural studio projects for this course also require more financial involvement than assignments in other subjects. Public architecture schools, like- BUET, KU etc. have some financial assistance/ scholarships for students which are provided based on merit. Among private universities, financial assistance specifically for

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architecture students is very limited except for a few, but should be considered as an encouragement for students to perform better in the academic studies.

5. Conclusion: The study so far has identified some significant discrepancies and prospects of our existing architecture education system. Further development of the architectural profession cannot be envisaged without further development of education. However, architectural education must try to balance [22] :

(a) The need to be responsive and be able to change when necessary (b) The importance of having a principled position in matters of knowledge, society, culture, ecology and especially ethics. Establishing and implementing a benchmark is very crucial and inevitable in maintaining standard for undergraduate architectural education in Bangladesh. The first step in this process has already been taken with the preparation of accreditation standards Accreditation Standard of the Institute of Architects Bangladesh (ASIAB). Now with sincere cooperation of all parties involved (including IAB, UGC, Architecture Schools etc.) the next step in following the standards is to be taken without further delay. The paper has made an effort in indentifying the key issues to be taken into notice by the authorities where discrepancies are focused upon and room for improvement is existing. On a quick look at the rear-view mirror, the differences in total course load, ratio of studio-theory courses, teacher-student ratio, semester durations, grading scale, physical resources are a few of the main concerns that need to be taken proper care of for architects to bask into the present prospects and the ones that await in future. Identifying the problems is the very first step towards solving any of them. An effort is made through this research in identifying the significant problems as well as the bright prospects that might be fully utilized after necessary measures are taken to ensure development of architectural education in Bangladesh. The critical, comparative overview of the existing system should be helpful for future researchers in finding the working mechanism that needs to be undertaken in order to ensure a high standard and bright future for architecture education scenario of Bangladesh.

References [1] Teymur, N., "Learning Housing Designing", in Bulos, M. and Teymur, N. (eds): Housing: Design Research Education, Aldershot, Avebury,1993, pp.3-27. [2] UIA Architectural Education Commission 2002: UIA and Architectural Education Reflections and Recommendations, XXI the UIA General Assembly, Berlin, July, p. 13

[3] Markus, T (1990) "A Social Charter for Architecture?", Architecture Today, No.10. [4] Patience L, Lueth (2005) “The culture of architectural design studio: a qualitative pilot study on the interaction of the instructor and the student in their culture and the identification of the instructor’s teaching style” , A Beginner’s Mind – Conference Proceedings, 21st National Conference on the Beginning Design Student, The University of Texas at San Antonio, San Antonio, Texas, USA, p. 211. [5] UIA Architectural Education Commission 2002: UIA and Architectural Education Reflections and Recommendations, XXI the UIA General Assembly, Berlin, July, p. 10 [6] UIA Architectural Education Commission 2002: UIA and Architectural Education Reflections and Recommendations, XXI the UIA General Assembly, Berlin, July, p. 12 [7] The "Fundamental Requirements of an Architect" as stated in the EU Architects" Directive, in The Charter and The Accord [see the section "Professional contexts" below] are particularly explicit about the social obligations of the architectural profession, hence its education. For a brief interpretation, see, Markus, T., "A Social Charter for Architecture?", Architecture Today, No.10, 1990. [8] UIA Accord on Recommended International Standards of Professionalism in Architectural Practice, 2002, Preamble Adopted by XXII the UIA General Assembly, Berlin, July, p.12 [9] A daylight simulation tool for urban and architectural spaces –Application to transmitted direct and diffuse light through glazing, Building and Environment. Miguet, F. & Groleau, D. 2002. Vol. 37, Issues 8-9, August-September, p. 833

[10] Building Construction Act RAJUK 2008, Bangladesh Gadget, Extended, May 29, p.3029 [11] Monem , Mobasser and Muhammad Baniamin, Hasan (2010) “Higher Education in Bangladesh: Status, Issues and Prospects” Pakistan Journal of Social Sciences (PJSS) Vol. 30, No. 2. December p. 303 [12] UIA Architectural Education Commission 2002: UIA and Architectural Education Reflections and Recommendations, XXI the UIA General Assembly, Berlin, July, p. 16 [13] Accreditation Standards of the Institute of Architects Bangladesh 2010. p.11 [14] Bangladesh University Grants Commission (2005). Annual Report-2006 [15] http://www.ugc.gov.bd/grading_system/

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[16] UIA Architectural Education Commission 2002: UIA and Architectural Education Reflections and Recommendations, XXI the UIA General Assembly, Berlin, July, p. 14 [17] UIA Architectural Education Commission 2002: UIA and Architectural Education Reflections and Recommendations, XXI the UIA General Assembly, Berlin, July, p. 22 [18] Accreditation Standards of the Institute of Architects Bangladesh 2010. p.13 [19] Accreditation Standards of the Institute of Architects Bangladesh 2010. p.6 [20] Accreditation Standards of the Institute of Architects Bangladesh 2010. p.13 [21] UIA Architectural Education Commission 2002: UIA and Architectural Education Reflections and Recommendations, XXII the UIA General Assembly, Berlin, July, p. 23 [22] UIA Architectural Education Commission 2002: UIA and Architectural Education Reflections and Recommendations, XXI the UIA General Assembly, Berlin, July, p.24 [23] Yearbook, prospectus and web pages of the Department of Architecture BUET, Khulna University (KU), North South University (NSU), BRAC University, Stamford University and American International University-Bangladesh (AIUB).

Appendix

AFH Dhaka: Is concerned with the built environment. They seek architectural solutions to humanitarian crisis and provide professional design services to community groups, non-governmental organizations, funding agents, social entrepreneurs and other not-for-profit organizations. AIUB: American International University - Bangladesh (AIUB) is a government approved private university founded in 1994 by Dr. Anwarul Abedin. The university is an independent organization with its own Board of Trustees. AIUB envisions promoting professionals and excellent leadership catering to the technological progress and development needs of the country. AIUB currently operates under four distinct Faculties. ASIAB: Stands for “ Accreditation Standard of the Institute of Architects Bangladesh, 2010”. Education related standing committee appointed by the executive committee of IAB has the authority to revise and modify the ASIAB 2010 as deemed necessary in the future. BAPA: Bangladesh Poribesh Andolon (BAPA) was launched in 2000 to create a nationwide, united, and strong civic movement to protect Bangladesh’s environment. B.Arch: The Bachelor of Architecture (B.Arch.) is an undergraduate academic degree designed to satisfy the

academic component of professional accreditation bodies, to be followed by a period of practical training prior to professional registration. It is awarded for a course of study that lasts up to five years. BDPC: Bangladesh Disaster Preparedness Centre (BDPC) is a professional organization in the field of disaster management. BDPC, founded in 1992 and registered as Bangladeshi non-government organization, pays special attention to disaster risk reduction through community empowerment, community-based adaptation research, Advocacy, Lobbying and Networking at community, local and national level. BRAC: BRAC University was established by BRAC in 2001. BRAC University has been established to provide a high quality of education to meet the demands of the modern age. BRAC University is 'not for profit' institution accredited by the University Grants Commission (UGC) and approved by the Ministry of Education, Government of Bangladesh. BUET: Bangladesh University of Engineering and Technology. In 1962, it was renamed as East Pakistan University of Engineering and Technology (EPUET). A partnership with the Agricultural and Mechanical College of Texas (renamed Texas A&M University in 1963) was forged, and professors from A&M came to teach and to formulate the curriculum. During this period, EPUET offered courses in Mechanical, Electrical, Civil, and Chemical engineering, and Architecture. After the liberation war of 1971 Bangladesh became independent, and EPUET was renamed to Bangladesh University of Engineering and Technology (BUET). It is one of the most prestigious institutions for higher studies in the country. About 5500 students are pursuing undergraduate and postgraduate studies in engineering, architecture, planning and science in this institution. BUET is the oldest institution for the study of Engineering and Architecture in Bangladesh. Design Studio: In educational studios, students learn to develop skills related to design, ranging from architecture to product design. In specific, educational studios are studio settings where large numbers of students learn to draft and design with instructional help at university level. Educational studios are colloquially referred to as "studio" by students, who are known for staying up late hours for drafting and model making. ENVI-met, Leader, Solene EcoTech: Computer Simulation software; assists to have environmentally sound design alternatives. IAB: Institute of Architects Bangladesh (IAB) is the apex body for architecture and the architectural profession in Bangladesh. The IAB is a professional institution of Architects in Bangladesh to safeguard, promote and develop the profession of architecture in Bangladesh. KU: Khulna University, The academic programs of Khulna University started on 31 August 1991 with only 80 students in four disciplines. Currently, Khulna University has 22 disciplines under five schools and one institute. It is the only university in Bangladesh where student politics is not allowed. There is also no session jam which has created a stable facility of study. The academic program of the university commenced in August 1991 with four disciplines: Computer Science and Engineering (CSE), Architecture, Business Administration (BA), and Urban and Rural Planning (URP).

MIT: Massachusetts Institute of Technology is a private research university located in Cambridge,

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Massachusetts, United States. MIT has five schools and one college, containing a total of 32 academic departments, with a strong emphasis on scientific and technological education and research. Founded in 1861 in response to the increasing industrialization of the United States, the institute adopted the European polytechnic university model.

NAAB: The National Architectural Accrediting Board (NAAB) is the sole agency authorized to accredit US professional degree programs in architecture. NAAB requires an accredited program to produce graduates who: are competent in a range of intellectual, spatial, technical, and interpersonal skills; understand the historical, socio-cultural, and environmental context of architecture; are able to solve architectural design problems, including the integration of technical systems and health and safety requirements; and comprehend architects' roles and responsibilities in society.

NSU: North South University is the first government-approved private university of Bangladesh. The university, where the language of instruction is English, offers a number of undergraduate and masters degrees in the fields of Business Administration, Computer Science, Electrical and Telecommunications Engineering, Electrical and Electronic Engineering, Life Sciences, Pharmacy, Environmental Management, Economics, English, Architecture, etc. It also offers courses for general and continuing education. About 10,000 students are currently enrolled at North South University. RAJUK: Rajdhani Unnayan Kartripakkha, literally the Capital Development Authority of the Government of Bangladesh, is a Bangladeshi public agency responsible for coordinating urban development in Dhaka. RAJUK is composed of various public officials, city planners, urban administrators, engineers and architects. It is the National Authoritative Board on building planning, estates and resources, plot allotment and construction approvals from both public and private entities.

Sketch up, 3-D Max, Rhino: 3D modeling Softwares for architecture, product, interior design etc. STAMFORD: Stamford University Bangladesh, is a private university in Bangladesh. It was established in 1994 by the Private University Act. Previously it was known as a Stamford college group, later it was upgraded as private university of Bangladesh in 2002 and appeared as Stamford University Bangladesh. The university belongs to Stamford University & College Group. It is also having the highest number of students among all the private universities in Bangladesh. UGC: The University Grants Commission (UGC) of Bangladesh is the statutory apex body in the field of higher education in Bangladesh. The primary objectives of the UGC are to supervise, maintain, promote and coordinate university education. It is also responsible for maintaining standard and quality in all the public and private universities in Bangladesh. (UGC) of Bangladesh was established in1973. UIA: The International Union of Architects was founded in Lausanne (Switzerland) on 28th June 1948, to unite the architects of the world without regard to nationality, race, religion, or architectural doctrine, and to federate their national organizations. From the 27 delegations present at the founding assembly, the UIA has grown to encompass the key professional organizations of architects in 130 countries and territories, and now represents, through these organizations, more than 1,300,000 architects worldwide. Over time, the UIA has become an accomplished non-governmental organization,

an incomparable professional network of architects that reaches all continents. UW2SDA: Urban Water, Wastelands Society & Design Alliance, an international organization dedicated to research of urban wetland.

Biographies

Graduating in 2001 from Bangladesh University of Engineering and Technology (BUET), M. Arefeen Ibrahim was awarded with Gold medal for best undergraduate academic performance in Architecture. Later he finished his M.S from University of Missouri-Columbia, USA in 2004 and

started teaching career at Department of Architecture, North South University. In December 2006, he joined American International University – Bangladesh as an Assistant Professor and is currently holding responsibility as the Coordinator of Architecture program. Mr. Ibrahim’s interest ranges from Architectural History, Theory and Criticism, Architectural Documentation, Heritage Conservation, to Digital Architecture, Graphical Representation, Urban Issues etc. He has a number of publications in international as well as local journals and conference proceedings. He is a member of BGBC (Bangladesh Green Building Council), life member of BAPA (Bangladesh Poribesh Andolon) and full member of IAB (Institute of Architects Bangladesh).

Ashik Ikbal has done his B.Arch from Khulna University in ‘98 and M.Arch from Catholic University in ‘02, Leuven, Belgium. Started teaching in 2000 at Department of Architecture, Ahsanullah University of Science and Technology. He joined American International University –

Bangladesh as an Assistant Professor in September 2008. He has a number of publications in international as well as local conferences. He is a member of BGBC (Bangladesh Green Building Council) and candidate member of IAB (Institute of Architects Bangladesh). He delves into areas like Architectural Theory and Practice, Virtual Heritage, Landscape Urbanism, Urban Sociology, Climate Responsive Design. Ikbal’s teaching areas are Architectural Heritage, Design studio, Architectural Theory and Disjunction, Photography & Reproduction, Landscape Design etc. His teaching objective is to mitigate prejudices in academia and to unify the theoretical realizations with performance.

Mania Tahsina Taher is a Lecturer of Department of Architecture, American International University-Bangladesh (AIUB). She received her B.Arch from Bangladesh University of Engineering and Technology (BUET) and MAUD from Columbia University, New York, USA. She teaches courses in the history

and theory of architecture, urbanism, and urban history as well as urban design. Her interest focuses on the evolution, uses, and meanings of urban space in 'developed and developing cities'. Mania is a candidate member of IAB (Institute of Architects Bangladesh).

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Hasan Ahmed Chowdury is a Lecturer.of Department of Architecture, American International University-Bangladesh (AIUB). He has done his B.Arch from Bangladesh University of Engineering and

Technology ( BUET) and M.Arch from Bauhaus-Dessau Institute of Architecture, Dessau, Germany. Presently he is doing the Doctoral Research with the Humboltd University of Berlin, Germany. His teaching subject of interest is Environmental Design Issues and Global Climatic Impact, and also specially the Biomimicry and design as an evolutionary process for the future metropolis, His current doctoral research area is to analyze the biological Cancer as growth phenomena with the concept of Biologicalization of cities Dhaka as a case study. Mr. Chowdury is a candidate member of IAB (Institute of Architects Bangladesh).