05 Guidelines and recommendations.

Production of guidelines and recommendations for specific curriculum structures  for the  schools of architecture in the collaborating Countries.

Architectural education is not only based upon the teaching methods and pedagogical strategies that direct the education of the learners. What is equally important is also the whole structure of the educational process as it is expressed by the curricula of the school. Shall curricula of the Countries of the South must be different from those of the north. The answer is definitely ‘no’. However, a curriculum is responsive only if it can reflect properly and support adequately the particularities of the modules it hosts and the specific objectives they have. In other words, the main values under which a curriculum is structured must remain evident in the contents of modules and the teaching approaches as well as reversely going from the modules to the curriculum must be valid.

The curriculum structure is a fundamental tool to maximise the contribution of the Schools of Architecture to smart, sustainable and inclusive growth. It can directly enhance the quality and relevance of human capital development in Schools of Architecture and to assure effective governance and monitoring mechanisms to support excellence and to strengthen the knowledge triangle between education, research and business.

This is why archi-med.es project concluded its multilevel analysis of expected outcomes with proposals related to fundamental aspects of curriculum structures in the Schools of Architecture of the MEDES Countries.