A Model Study on
Establishing the Curriculum of Architecture Department in Senior Technology
& Vocational Education in Taiwan
ABSTRACT
Introduction
There are double education systems- Regular Education (RE) and Technology & Vocational Education (TVE) to foster the high-level profession of architecture in Taiwan. The architecture education system may develop well in RE universities but doubted in TVE universities since its education reform in TVE universities has not began until 1996. So far as we see, either the curriculum or lecture couldn't distinguish the differences between the TVE university and the RE university. Thus, the TVE graduate couldn’t compete against the RE graduate. The purpose of this study is to integrate the TVE architecture curriculum in order to serve the needs of practice field. The thesis divides into two parts. Firstly, fixing the position of TVE and its foundation of curriculum. Secondly, establishing model for constructing architecture curriculum of TVE.
The Goal of
Architecture Department in TVE System
According literature review and documents analysis, such as TVE policy of Government, papers about TVE reform, comparative architecture with neighboring nations… we draft Architecture Department of TVE should emphasize the R&D of building technique, and imitate the Japanese model of Architecture Department to cooperate intently with practice field. It’s the principal task of RE-University to foster architect, and fostering the profession related architecture is mission of TVE-University. The graduate of two systems thereafter could assist each other in architecture.
Model for
Constructing Architecture Curriculum of TVE
It’s necessary to consider the characteristic of TVE before quoting theories for foundation of constructing curriculum. By basing Competency-based educational development model, and its principles and training, then adapting the Cluster concept to frame curriculum. The procedures of model show as following:
1. Ascertaining what’s the field or vocation for architecture graduate of TVE systems.
2. Asking and investigating the need for human-resource of the field or vocation.
3. Gathering the data of curricula, disciplines, and courses from other universities.
4. Drafting the questionnaire and carrying that out.
5. Analyzing and comparing the result of questionnaire in each field or vocation.
6. Setting the table of curricula by adapting the Cluster-concept.
7. Programming the disciplines by Competency-based principles and training.
8. Proceeding the instruction, evaluation, and feedback.
According model above, we identified the Architect [A] and Stuff of association [S], building corporation [B], Building factory [F], Interior design [I], public official [O], technician [T], consultant business [C], personal studio [P], realty-property agency [R]…and so on as the field or vocation for architecture graduate of TVE systems. After carrying questionnaire out, we got the matrix of vocations vs. disciplines (table-1, extracted).
|
Vocations Courses |
[A] |
[S] |
[B] |
[F] |
[I] |
[O] |
[T] |
[C] |
[P] |
[R] |
|
Architectural Design |
☻ |
☻ |
☺ |
|
☻ |
○ |
|
☺ |
☻ |
☺ |
|
Building Structure System |
☺ |
☺ |
☻ |
☺ |
☺ |
☺ |
☻ |
☻ |
○ |
○ |
|
History of Architecture |
☻ |
|
○ |
|
☻ |
|
|
☻ |
☺ |
○ |
|
Computer Simulation |
○ |
☻ |
|
|
☻ |
|
○ |
○ |
☻ |
|
|
Building Facility |
☺ |
☺ |
☻ |
☻ |
☻ |
☺ |
☻ |
☻ |
○ |
○ |
|
Real Estate Management |
☻ |
|
☻ |
○ |
|
☻ |
○ |
☻ |
☺ |
☻ |
|
… |
|
|
|
|
|
|
|
|
|
|
Table-1. Annotation: ☻=competency ability, ☺=requisite ability, ○=necessary ability.
Finally, as the result of comparing table above, we adapted the cluster concept to establish the architecture curricula construction (table-2).
|
Freshman |
Sophomore |
Junior (1) |
Junior (2) |
Senior (1) |
Senior (2) |
|
|
|
School general required courses |
Department general required courses |
Design tendency required courses |
Plan & design group (elective courses of each field) |
[A], [S], [B], [O], [I], [P] (elective courses of each vocation) |
|||
|
Technology & management group (the same as above) |
[B], [F], [O], [C], [T], [R] (the same as above) |
||||||
|
Construction tendency required courses |
|||||||
|
Environment & Facility group (the same as above) |
[F], [T], [P] (the same as above) |
||||||
Table-2. Annotation: referring to table-1, if the similitude of courses demand were over 70%, gather them together a group. Further subdividing courses into one vocation last year.
We are able to serve the needs of architecture and help students prepare their job training before entering job market. Further, the TVE School could establish its unique curriculum.
The study results may bridge the needs of architecture practice and school. It collects the newest, the most practical and foreseeing data by questionnaire and periodical investigation to design School-Based architecture curriculum.