project was an experiment. An experiment of a limited number of partners aiming, through its activities and initiatives, to encourage the establishment of a new culture between the schools of architecture, profession and society in MEDES Countries. The activities proposed in this application constructed a pilot step upon which, after its completion and evaluation, the extension of the partnership and the enhancement of the involvement of bodies and agents in another set of more open activities to be planned will be built. The Partners of this project were determined to drive this innovative and ambitious target.

The targeted culture wa structured upon the following particular components:

  • A collaboration culture: There is an isolation tradition among schools of architecture and other professional and social bodies. Schools are rather introverted institutions and they avoid sharing their inner goals, ambitions, perspectives and problems. All schools declare the need for openness, collaboration and ideas exchange with the broader context but it appears difficult to do it in a coordinated and a bottom-up initiative establishing multidisciplinary and cross-organisational cooperations with institutions and other public and private actors. project organised and established a constructive and targeted dialogue between different types of partners as catalysts for understanding the merits of the collaboration culture.
  • A strategic development culture: The enhancement of the quality of architecture in society is a global responsibility, which is very often  attributed only to the education of the architects. SA and professional bodies must set strategic directions for their future targeting at the modernisation of their human resources management and development, the promotion of their systematic involvement in local and regional development plans for architectural quality, the support of multidisciplinary and cross-organisational cooperation with public and private actors, the strengthening of their attractiveness and status by enhancing the quality of involved staff and by introducing innovative curricula and services. project offered a strong impulse to partners towards this strategic development culture.
  • A creativity culture: Creativity is a fundamental dimension of human activity. It thrives where there is a need to imagine something new that didn’t exist before and to look for new solutions and forms. The economic, environmental and social crises challenge us to find new ways of thinking and acting. SA targeting to educate learners how to deliver projects must become the places of a creativity culture. Creativity is at the heart of culture, design and innovation, and must be built by the learners upon innovative combinations and reconsideration of what is already there with respect for the individual and the collective memory and culture. project had an essential contribution to the creation of such a culture.
  • A quality culture: The quest for quality cannot be only a demand or an obligation imposed by the legal framework and the official control mechanism. It must be a driving force of any cultural production or creative action. As quality is based upon values, there is not only one unique definition of the quality nor an internationally constant one, permanently accepted as emerging by the market(ing) of some institutions and bodies. The quest of quality must be systemic, that is to say to take into account the cultural parameters and the local dynamics together with the international trends and conditions. project contributed essentially to the creation of a quality culture

Partner institutions had an inspirational input to the work done through the project and supported their teaching, administrative and managerial processes with interesting ideas and information coming from the dynamics of the cooperation.

Five themes:

  1. Profiles of graduate architects as they are expected by academics and professionals. Mapping of the relationship between schools and professional bodies.
  2. Profiles of graduate architects as they are expected by other public and private actors.
  3. The European Qualification Framework for Architectural Education adapted to cope with the needs of MEDES Countries
  4. Teaching strategies and pedagogical approaches for architectural education in MEDES Countries.
  5. Guidelines and recommendations for curriculum structures for schools of architecture in MEDES Countries.