Second Report Prooosal

PROPOSAL FOR A NEW ACADEMIC
CURRICULUM TO CONDUCT SRI LANKA

INSTITUTE OF ARCHITECTS EXAMINATIONS:
PARTS I, II and III
Dr. Ranjith Dayaratne

August 2009
SLIA curriculum review second report: second revision - Ranjith Dayaratne, August 2009
CONTENTS
Section I:
The Background ...3
Section II:
Analysis...5
Analysis of RIBA framework. 6
Analysis of the Case Studies 13
Section III:
The Proposed Curriculum and outline syllabi ...24
2
Section 1
The Background
The preamble
The Board of Architectural Education (BAE) of the Sri Lanka Institute of Architects
(SLIA) has proposed to revise and update its architecture program; Curriculum and Syllabi
for the Parts I, II and III professional examinations in architecture which has remained
unchanged for quite sometime. It therefore appointed Dr. Ranjith Dayaratne, a Fellow of
the Sri Lanka Institute of Architects to propose a fully developed new curriculum together
with a new vision for architectural education in Sri Lanka. It was suggested that Dr.
Dayaratne develops the framework in consultation with moderators appointed by the
Board of Architectural Education of the SLIA and present it to architects in practice and
academia for feedback and finalization. This preliminary report has been presented to
the moderators, Prof. Nimal De Silva and Prof. Lal Balasuriya for necessary advice. On
comments received, it was modified and then presented to the architects in practice
and academia for further consultation. Many outstanding issues remain to be resolved
and this report is circulated to membership for necessary written comments.
3
Terms of Reference
The terms of reference for this assignment was as follows:
STAGE 1
1. To study the curriculum set by the RIBA and CAA for the parts I, II and III
examinations and the present curriculum followed by the SLIA/BAE for the parts I, II
and III examinations, which are the current approved curricula.
2. Study the present syllabi followed by the SLIA BAE for the parts I, II and III
examinations.
3. Study curricula followed by other schools of architecture relevant to this TOR.
4. Based on the above, propose a curriculum to be adapted by the BAE to conduct
its Part I, II and III examinations for the next 10 years.
5. Seek approval for the proposed curriculum from the BAE.
STAGE 2
6. After obtaining approval, develop the curriculum into teaching syllabi for the
identified subject areas, (see diagram attached) for Parts I, II and III separately.
7. Conduct a workshop with persons from the practice and academia to get a feed
back on the proposed syllabi.
8. Refine the proposal with the outcome of the workshop and propose a final
document, in three parts, to the BAE for approval.
4
Section 2
ANALYSIS
In this section, the analysis of the RIBA criteria and the case studies are presented.
5
Analysis - 1
ANALYSIS OF THE RIBA FRAMEWORK FOR ARCHITECTURAL EDUCATION
As is already known, RIBA/CAA has established the standards of architectural education

in the commonwealth to achieve full professional status through a three tier system of
qualifications; RIBA I, RIBA II and RIBA III, or their equivalents. The SLIA I, SLIA II and SLIA III
qualifications are parallel to these and SLIA III has been recognized as being equivalent
to the RIBA III.
According to RIBA, architectural education is expected to develop the following levels of

achievement of learning in a number of areas of the discipline.
1. Awareness,
2. Knowledge
3. Understanding
4. Ability
These terms mean the following.
Awareness: Acquaintance with general concepts, topics, rules, methods or procedures

without necessarily being able to paraphrase or summarize information.
Knowledge: Familiarity with specific information including facts, definitions, rules,

methods, processes or settings without necessarily being able to see its fullest implications.
Understanding: Identification, assimilation and comprehension of information. Students

can correctly paraphrase or summarize information and can relate it to other material,
including its practical application.
Ability: Skill in relating specific information to the accomplishment of tasks. Students can
correctly select information that is appropriate to a situation and apply it to the solution
of a specific problem.
RIBA I certification is the first level of competence and achievement of these traits.
6
RIBA part I.
Students who have acquired learning up to the level of RIBA I are expected to
demonstrate these traits in the following streams as follows.
1. Design
2. Technology and environment
3. Culture and Context
4. Communication
5. Management practice and law
Stream Level of Description of Traits and characteristics Form of

achievement evidence
expected
ability Produce coherent architectural design: coherent

1 Design qualitative three dimensional spatial architectural
configurations that are well - planned design in the
and meet user and local needs. portfolio.
Work as a part of a team.
knowledge The ways that analysis, research,
integrated in context, budget, preparation and Design
design. development of a brief to inform a portfolio.
design proposal.
The regulatory frameworks, health and
safety considerations that guide design Design
and building construction. portfolio.
Architectural histories and theories and
artistic and cultural contexts, and their Design
use in informing design. portfolio.
2 Technology and knowledge Principles of building technologies and coherent

Environment integrated in construction methods in relation to, architectural
design. design.
Human well being,
Welfare of future generations, Academic
The natural world,
portfolio
Sustainable environment,
Use of materials,
Process of assembly,
Structural principles,
Impact on legislation, codes of practice, Academic
and health and safety during portfolio.
construction and occupation of the
project.
3 Cultural Context Awareness of The influence on the contemporary built- Academic

environments of individual buildings, the portfolio.
design of cities, past and present
societies and wider global issues.
Histories and theories of architecture and Academic
urban design, the history of ideas and the portfolio.
related disciplines of art, cultural studies
and landscape studies.
Ability to Form considered judgments about the Design
spatial, aesthetic, technical and social portfolio
qualities of a design within the scope
and scale of a wider environment.
Reflect upon and relate their ideas to, a Academic
design and to the work of others. portfolio.
7
4 Communication Ability to Use visual verbal and written Academic

communication methods and portfolio.
appropriate media to clearly and Design
effectively convey and critically appraise portfolio
design ideas and proposals.
Use the conventions of architectural Design
representations from two dimensional portfolio
and three dimensional graphics to
computer generated and physical
models.
Listen and critically respond to the views Academic
of others. portfolio.
5 Management An Principles of business management and Academic

Practice and Awareness of how a small business operates. portfolio.
Law How buildings are designed and built in Academic
the context of architectural and portfolio.
professional practice and the framework
of the construction industry within which it
operates.
Manage and appraise their own working Academic
practices, whether working portfolio.
independently or in collaboration with
others.
8
RIBA II
Students who have acquired learning up to the level of RIBA II are expected to
6. Design
7. Technology and environment
8. Culture and Context
9. Communication
10. Management practice and law
Stream Level of Description of Traits and characteristics Form of

achievement evidence
expected
Knowledge Social, political economic and coherent and

1 Design integrated in professional context that guides building well resolved
design. construction architectural
design in the
portfolio.
Understanding Brief and how to interpret to ensure that
of design response is appropriate to site
and context as well as sustainability and
Budget.
The regulatory requirements including the
needs of the disabled, health and safety
legislation, building regulations and
development control that guide the
building.
An appropriate philosophical approach
which reveals an understanding of theory Design
in a cultural context. portfolio.
Ability to Generate and systematically test,
analyse and appraise design options, Design
and draw portfolio.
conclusions which display
methodological and theoretical rigour.
Work as part of a team.
2 Technology Ability to The principles and theories associated coherent

and integrate & with visual, thermal and acoustic architectural
Environment knowledge of environments. design.
Climatic design and the relationship Academic

between climate, built form, portfolio.
construction, life style, energy
consumption and human well-being
3 Cultural Awareness of The influence on the contemporary built- Academic

Context environments of individual buildings, the portfolio.
design of cities, past and present
societies and wider global issues.
Histories and theories of architecture and Academic
urban design, the history of ideas and the portfolio.
related disciplines of art, cultural studies
and landscape studies.
Ability to Form considered judgments about the Design
spatial, aesthetic, technical and social portfolio
qualities of a design within the scope
9
and scale of a wider environment.

Ability to Reflect upon and relate their ideas to, a Academic
design and to the work of others. portfolio.
4 Communica Ability to Use visual verbal and written Academic

tion communication methods and portfolio.
appropriate media to clearly and Design
effectively convey and critically appraise portfolio
design ideas and proposals.
Use the conventions of architectural Design
representations from two dimensional portfolio
and three dimensional graphics to
computer generated and physical
models.
Listen and critically respond to the views Academic
of others. portfolio.
5 Manageme An Awareness Principles of business management and Academic

nt Practice of how a small business operates. portfolio.
and Law How buildings are designed and built in Academic
the context of architectural and portfolio.
professional practice and the framework
of the construction industry within which it
operates.
Manage and appraise their own working Academic
practices, whether working portfolio.
independently or in collaboration with
others.
10
RIBA III
Students who have acquired learning up to the level of RIBA III are expected to
1. Context of practice
2. Management of architecture
3. Management of construction
4. Practice management and business administration
Stream Level of Description of Traits and Form of

achievement characteristics evidence
expected
Knowledge of The importance of construction

1 Context of industry in the national and
practice international economy; and the role of
the profession in relation to the
industry
Architects role in the organizations of
allied professionals
Current advisory and consultative

bodies that influence policy towards
the construction industry.
Social and economic context of
Understanding investment
of
Principles of laws relevant to
Ability to practice and procurement
Demonstrate health and safety

matters are integral to design
Act according to codes of
professional conduct
2 Management Awareness of Technical standards and sources of

of Architecture information
Knowledge of Legislation on health and safety
standards and their application to
design and construction.
Understanding Appropriate fees, negotiation and fee
of bidding techniques
Integrated project process and
partnering.
Statutory bodies, development
legislation and their effect on cost and
quality of design.
Methods and standards of
management of quality
Ability to Prepare in consultation with a client, a
brief, budget,
Assess the variety and appropriateness
of project procurement methods for a
given project
Ability to Assess the services required to deliver
a project and coordinate and
integrate other consultants work.
Program and manage the flow of
information among the team.
11
Communicate with each part of the

client body and construction team.
Operate quality assurance methods
and maintenance of design
standards.
Analyze the appropriateness of
completeness for written and graphic
documentation.
3 Management Knowledge of Site organization, mobilization and

of Construction establishment of appropriate lines of
communication.
Methods of dispute resolution,
arbitration and litigation.
Understanding Project planning documentation and
of execution.
Tender types, practices and
procedure appropriate contract
strategy and preparation of pre-
contract documentation.
Value engineering, supply chain
management and lean construction.
Nominated sub contractors suppliers
and manufacturers.
Risk management, liabilities and
indemnities.
Post completion assessment. Financial
control and cost planning.
Ability to Analyze contract types
Assess and organize quality control
Prepare architects instructions and
certificates.
Create maintenance manuals and
post complete information.
4 Practice Awareness of Need ands techniques of protecting

Management intellectual property and copyright
and business Various techniques of marketing
administration professional services
National and international trends of
distributing architectural work
Knowledge of Requirement for taxation health and
safety, employment contracts liabilities
etc.
Understanding Resources necessary to provide
of services
Different forms of practice, sole
proprietor, limited liability etc.
Internal structures and organizations of
multi-disciplinary practice
Skills required for management of a
practice; motivation group dynamics.
Financial management
12
Analysis II
THE CASE STUDIES
The following case studies present analysis of the academic programs of some of
the key academic institutions around the world that follow the RIBA model, and have
been recognized by the RIBA. The intention is to understand how these institutions have
generated specific academic programs and curricula that address the RIBA criteria but
at the same time cater to their own institutional and country specific needs.
6 case studies were initially analysed.
Bartlett school of
UK architecture in U.K
Newcastle University, UK
RMIT University of Australia.
Australia Melbourne University,
Australia.
National University of
Singapore, Singapore.
Asia
Ahmadabad School of
Architecture in India.
The first three case studies of each country are presented in this report as follows.
13
CASE STUDY 1:
BARTLETT SCHOOL OF ARCHITECTURE, U.K.
Bartlett offers a number of courses in Architecture leading to RIBAI, RIBA II and RIBA III: the
full professional qualifications of the RIBA. The details are as follows.
B.Sc Architecture: Professionally accredited.

(Bartlett also offers a B.Sc Architectural studies, which is not recognized by the RIBA)
Program organizational Structure:
Title of the Bachelor of Science in Bachelor of Science Certificate in

program: Architecture in Urban studies. professional
practice and
management
Graduate level: Undergraduate Graduate level Graduate level
Period of study: 3 years 2 years 1 year
Time management Yearly system 1 session Yearly system 1 Yearly. No
System per year: session per year 3 semesters
terms.
Teaching System Modular / unit system, Course system, (A Student driven.
(A modular may consist course may consist of Lectures seminars
of a number of courses a number of units). and group study.
and units).
Assessment Cu (Each unit is worth 1 Pass/ fail Pass/fail
system cu or a fraction of a
cu).
Total # of cu 11 cu Pass in all 3 courses Pass/fail at written
required from 12 (year 4) and oral
Pass in all 2 courses examinations.
(year 5)
Pathways to: Masters Professional Associate
certificate membership of
RIBA
RIBA recognition RIBA I RIBA II RIBA III
Academic Structure:
The academic structure of the B.Sc and M.Sc programs are based on six Core Course
sequences as follows.
1. Design
2. History and Theory
3. Computing
4. Technology
5. Management
6. Practice and law
14
Program Structure of the B.Sc. Architecture: (equivalent to RIBA I)
Years Design Core History and Computing Technology

Theory Core Core Core
Architectural projects Historical and Production of Technical skills
[ cu] cultural the Built and concepts.
Architectural projects development of environment. [ cu]
[ cu] cities and their [ cu] Structural
Year 1 Architectural projects architecture. materials and
[ cu] [ cu] forming.
Architectural projects [ cu]
[ cu]
[4cu] [2 cu] [ cu] [ cu] 1 Cu]
Architectural projects Architectural Computers for the Design
[1 cu] history and theory. built-environment. Technology.
Architectural projects [ cu] [ cu]
Year 2 [1 cu] [ cu]
Architectural projects
[ cu]
[4cu] [2 cu] [ cu] [ cu] [ cu]
Architectural Architectural Preparing for Design
projects. [1 cu] History. practice. Technology.
Architectural [ cu] [ cu] [ cu]
Year 3 projects. [1 cu]
Architectural
projects. [ cu]
[4 cu] [2 cu] [ cu] [ cu] [ cu]
System of operation:
In any one session, a student can register for no more than 4 cu excluding repeat
units.
All courses are mandatory
No electives offered.
Each design project core in year 2-3 have a number of studio units. No one can
stay in one unit for two years.
To graduate, 11 Cus are required.
Program structure of the B.Sc Urban studies/ M.Arch Architecture:

(equivalent to RIBA II)
Advanced Architectural Advanced architectural Design Realization

Design 1 (CDP) studies
Comprises a number of Taught program of Taught program of seminars,

units. seminars, lectures and lectures and tutorials
Students are drawn from tutorials 40 speakers present issues
Year 1 both years for a unit Informed by facing realization of Bldg.
exploring a design architecture, art Energy use, structures,
philosophy. culture studies, politics legislation procurement.
May continue the same and environmental Tutor attached to cover
unit for the subsequent discussions construction technology in
year. 4000 word articles to CDP.
be submitted
Advanced Architectural Advanced architectural Additional study
Design 2 (CDP) thesis Only for those with
distinctions in one or more
element
Year 2 Additional study design,
history and theory,
technology, professional
practice.
15
Certificate in professional practice and management

(equivalent to RIBA III)
Pre-requisites
RIBA I and RIBA II

A minimum two years (twenty-four months) approved practical training and experience
(12 months post Part 2 experience is required to be gained in a UK practice, working on
projects in the UK and supervised by a UK registered architect)
Program
This program is aimed at ensuring that the candidates who are aspiring to enter the
profession as full professionals are fully equipped with knowledge, skill and ability to
practice architecture as a profession.
Delivery of the program is as follows.
Component Description No
Lectures by external lecturers and deal with current legal 4
professional and contractual issues.
Seminars Focus attention to contemporary issues of
relevance.
Study groups Students are organized in to groups of self study.
The final examination is based on the following material.
Career evaluation: This is a 4-5000 word personal analysis of career development:

education, professional development, office management and work experience.
Case study: critical report on a project the student has been involved.
Log Book/PEDR and experience

The Log Book or PEDR with a minimum of twenty-four months approved practical training
experience, including A4 drawings and photographs of work in progress, Log Book and
experience.
Written unseen examination paper and Office-based paper

One unseen, formal written examination paper based on a scenario. In addition an
office-based paper on fee bidding and resource management, undertaken during the
week following the written paper.
Oral Exam
An interview lasting approximately forty-five minutes with two Examiners.
16
CASE STUDY 2: RMIT UNIVERSITY, AUSTRALIA

RMIT offers full time courses in Architecture leading to full professional qualifications of the
Royal Australian Institute of Architects. The details are as follows.
Program organizational structure
Title of the program: Bachelor of Master of RMIT does not

Architectural Design (B Architectural Design offer
ArchDes) (M ArchDes) professional
Graduate level: Undergraduate postgraduate level
Period of study: 3 years 2 years examinations.
Time management Yearly system with 2 Yearly system with 2
system Semesters per year Semesters per year Royal Institute
No of semesters: 6 semesters 4 semesters of Architects
Teaching system Academic courses: 11 across three years offer practice
6 courses per year examination for
Assessment system Credits - GPA Credits - GPA RAIA III which is
Total # of credits equivalent to
required: RIBA III
Pathways: Masters Professional
qualifications
RIBA recognition RIBA I/ RAIA RIBA II/ RAIA RIBA III/ RAIA
Bachelor of architectural design Equivalent to RAIA I and RIBA I
History and
Period Design Communication Technology
Theory
Design Architecture Design Introduction Architecture
Sem 1
studio 2 communication to history technology 1
[72]
Year 1 [24] [24] [12] [12]
[120] Design Architecture Architecture
Sem 2
studio 2 communications 2 technology 2
[48]
[24] [12] [12]
Design Architecture Australian Architecture
Sem 1
studio 3&4 communication 3 architecture technology 3
[72]
Year 2 [24] [12] [12] [12]
[108] Design 20th century
Sem 2
studio 3&4 history
[36]
[24] [12]
Sem 1 Design Architecture Student Student
[60] studio 5&6 portfolio elective elective
Year 3 [24] [12] [12] [12]
[108] Sem 2 Design 20th century Architecture
[48] studio 5&6 history technology 4
[24] [12] [12]
17
Major characteristics of B.Sc.:
6 Design studios run through the three years; vertically integrated.

4 Architectural technology courses vertically integrated.
3 history courses including Australian history of architecture
Design communication in the first semester
Architecture portfolio in the final year.
2 electives in the final year
Design studios have 24 credits each, while all other courses have 12 credits each.
Masters in Architecture equivalent to the RAIA II and RIBA II
period Design History and Professional

Society Practice 1
Architecture History: Asian Architectural
Semester 1
design studio 7 Architecture and professional
[48]
[24] Urbanism [12] practice 1 [12]
Architecture Professional
Year 4
design studio 8 Practice 2 [12]
[96]
Semester 2 [24]
[48] Architecture
design elective
[12]
Architecture Architectural
Semester 1 design studio 9 professional
[48] [24] practice 3 [12]
Architecture
design elective
Year 5 [12]
[96] Architecture
Semester 2 design Major
[48] project [36]
Architecture
design elective
[12]
Major characteristics of M.Sc.:
3 design studios 7, 8 & 9 vertically integrated.

3 professional practice courses vertically integrated.
3 design electives involving history and theory, communication and technology.
1 history course that deals with the context of Australia in Asia.
1 major project which has 36 credits.
Design studios have 24 credits.
Major project has 36 credits.
All others have 12 credits.
RAIA part III is offered at the Australian Institute of Architects. No programs are
offered by the RMIT.
18
Architecture Practice Examination

RAIA III (equivalent to RIBA III)
This is conducted by the Architects accreditation council of Australia.
Pre-requisites: AIA I, AIA II and 24 months practice experience
There are three parts to the examination.
1. Log book and statement of experience

2. Written examination (national examination paper)
3. Oral examination
There is a lack of information on the programs offered by universities or other agencies

preparing students to RAIA III.
19
CASE STUDY 3:
NATIONAL UNIVERSITY OF SINGAPORE, SINGAPORE.
NUS offers a number of courses in Architecture leading to part I, part II and part III
examinations of the Singapore Institute of architects: these are recognized by RIBA.
B.A Architecture: Professionally accredited.

(NUS also offers a B.Sc Architectural studies, which is not recognized by the RIBA)
Program organizational and Structure:
Title of the B.A Architecture M.Arch Architecture NUS does not

program: offer a program
Graduate level: Undergraduate Post graduate leading to part III
4 years 2 years equivalent to
Period of study:
RIBA III.
Time management levels with semesters levels with semesters
Singapore
System Institute of
Teaching System units Architects offers
Assessment system Modular credits: mu Modular credits: mu a Professional
Total # of mu 164 mu Varies in different Practice
required specializations Examination
Pathways to: Masters/ practice practice (PPE)
RIBA recognition RIBA I RIBA II RIBA III
Academic Structure of the B.A Architecture (RIBA 1):
The academic structure is comprised of 5 streams and provides for specialized tracks to
be chosen at level 4, year 4.
History
Design Theory Urban Technology and
Year Design
Lectures and studies environment
Criticism
Sem. Spatial / Structural
Design 1
Level 1 visual com. systems
1 Sem.
Design 2
Climatic Construction
2 response 1
History &
Sem. Sustainable
Design 3 Theory of sea
1 architecture
Level architecture
2 Sem.
Theory of
Environmental Construction
Design 4 urban
2 systems II
design
History and
Sem. theory of
Design 5
Level 1 western
3 architecture
Sem. Landscape Architectural
Design 6
2 track offers structures
Sem. 6 specialist Architectural
Design 7
Level 1 modules studies
4 Sem.
Design 8
from this specialization Construction
2 semester offers 4 III
Design and adds modules in Design and Technology
Specialist Track extra year research/ management track offers 2
Tracks follow the with 5 drop design 7 technology design modules in
above modules &8 place of design 7 & 8 in level 4
20
System of operation:
In addition to the above 5 modular streams, there are four more modules which
are compulsory as follows.
A general education module : 8 mcs

Singapore study module: 4 mcs
Breadth elective module: 8 mcs
Unrestricted elective: 20 mcs
The total no of credits required in each specialized track differs.
Other compulsory modules are as follows.
GEM BE/UE SS & other Technology Landscape Academic

stream stream stream
History and Ideas and
Year theory of approaches
1 modern to design
architecture
Year Digital design
2 media
Year Management
3 and HR
- Advanced - Advanced - Research
architectural architectural Environment methodology
technology - - technology & al science
Year Theory and - Integrated - Planting
4 elements of design design
urban design sustainability -
Environment
al planning
Academic Structure of the M.Sc. Architecture RIBA II:

Three specializations are offered as follows
Design stream core Urban design Technology/

[40] core [44] Management core [40]
Architectural Design Urban design Final design project [20]
thesis [24] studio 1 [8]
Technical dissertation
Dissertation [8]
[8]
Architectural Practice 1 [4]
Architectural practice 2 [4]
Planning process Special topics in
[4] technology [4]
Urban design
studio 2 [4]
Urban design and
analysis [4]
Sustainable urban
design and
development
21
Academic structure of the Professional Practice Examination (PPE) RIBA III:

PPE is conducted by the Singapore Institute of Architects.
Must have a five year practice experience.

Must be registered with the Architecture Registration Board as a PPE
candidate for a period of 24 months.
A supervisor is to be chosen, who is a practicing and registered architect.
A Log book must be submitted.
A professional case study must be submitted.
A candidate must then sit the PPE examination / or Professional practice
interview examination.
Components of the PPE are as follows:
Written examination
Oral
Log book Case study Part 1: Law and Part II: professional
examination
architect. practice
Includes the Demonstrate Knowledge of the Professional conduct Evaluating the
details of the ability to Statutes in ethics and rules core
the investigate a Singapore. Standard conditions competencies:
duration project. Codes and of contract Case study
and Critically regulations of Building contract: Log book
description evaluate the building control pre-contract and Critical thinking
of the project authorities administrative and Learning from
practical practice and Planning and post contract issues. supervisor.
experience derive other acts Office administration Law and
conclusions. and management architect
Professional
practice
The supervisor is required to submit quarterly reports of the candidates

performance and progress.
22
Observations:
Common trends
Architectural education in universities have adopted the two tier system of the
RIBA to correspond with a 3 or 4 year undergraduate level program to be
followed by a 2 year post graduate level program and by a professional degree
program / or examination. Except for Bartlett and many universities in U.K. other
academic institutions do not offer the final professional level programs.
International trends have shifted the teaching practice to be comprised of
programs, modules / courses, studio units as the mechanism for packaging
knowledge in architectural design and allied fields. (academic program is
constituted of modules or courses which may constitute smaller studio units)
International trends have recognized a number of core areas of studies as being
central to architectural education. Namely: architectural design, technology,
digital media or computers, history and theory, professional practice and ethics
Assessment systems have shifted to credits assigned for modules, courses, or
studio units as applicable at the part I and part II levels and at part III level it is
simply a pass or a fail .
International trends tend to offer elective courses/ modules in addition to the core
courses to be selected by the students in order to facilitate pursuing individual
interests related to the field of architecture.
Specific orientations:
There are also signs of offering specialization towards the end of the part II, to
allied fields such as urban design, technology and management, academic
studies.
At part III level, teaching is shifting towards, seminar and workshop oriented
teaching and group studies that promote self and collective learning.
Some schools promote teamwork whereby learning to respect each other and
synchronize specialist skills in design teams are emphasized. (also by the RIBA).
There are tendencies to offer programs that orient students to international
practice; taking the regional dimensions into account. In the context of
globalization, this is a practice necessary for the next decade of globalisation.
The technological inputs are also being increased, particularly the digital media.
These communication systems increasingly define the modern practice.
Conclusions
It is concluded that the current SLIA curriculum and syllabi of part I and part II
require drastic changes.
major shifts must occur in order to:
1. Emphasize on innovation of sustainable technologies.
2. Addressing the social and societal issues that confront architecture.
3. promote architecture as an engine of development and progress.
SLIA part III requires some modifications and improvements to the existing set-up.
The major structure could remain.
It is notable that SLIA part III lacks any inputs in business development and
promotion. This must be added in order to help healthy growth of the field. This is
also required by RIBA.
SLIA must emphasize on laying a solid foundation for the architects produced in Sri
Lanka to serve its communities both urban and rural. Simultaneously however, it
should endeaveour to offer the students orientation to international practice This is
particularly relevant given the emerging trends of developments in the Gulf
region and the Asian sub continent.
23
Section 3
THE PROPOSAL
24
PROPOSAL FOR A NEW CURRICULUM TO CONDUCT SLIA PARTS I, II and III:
THE GUIDING PRINCIPLES
1. Vision of the Board of Architectural Education:

Educational Arm of the SLIA.
SLIA Part I, Part II and Part III
Vision of the Board of Architectural Education is to promote architectural education in Sri

Lanka to produce visually and spatially intelligent, environmentally responsible, ethically
composed and technologically innovative architectural professionals who will be able to
lead and transform the construction industry and the Sri Lankan society to be highly
design conscious and fulfill their design aspirations and also to reach, compete and excel
at the international arena of architecture.
2. Objectives of the SLIA part I
The objectives of the SLIA part I
The objective of the SLIA part I level of education is to produce visually and spatially
intelligent, environmentally aware, design skilled architecture specialists.
3. Objectives of the SLIA part II
The objective of the SLIA part II level of education is to produce visually and spatially
intelligent, highly design skilled, environmentally responsible, technologically competent
architecture experts.
4. Objectives of the SLIA part III
The objectives of the SLIA part III level of education is to produce technologically
innovative, ethically composed, highly design skilled architecture professionals.
It should be noted that the above vision of the BAE set for guiding the
architectural education in Sri Lanka, and the objectives set to offer certification of SLIA
parts I, II and III, could be achieved by means of different architecture programs and
courses to be offered by different schools of architecture. For example, the
undergraduate and post-graduate programs of the University of Moratuwa may have
different objectives and its overall vision of architecture may be different to that of the
City School of Architecture. Similarly, the objectives of any other program of architecture
offered by any other public or private organization that may come in to being in future
may also have different visions and objectives. However, in order to acquire the
certification of SLIA parts I, II and III, they will be required to establish that they will fulfill the
criteria to be set by the SLIA corresponding the objectives set herein. It is therefore
recommended that the BAE-SLIA further develops SLIA - criteria for validation of
architecture programs in Sri Lanka in the future.
25
The system of architectural education to be promoted by the SLIA:

Considerations:
Students
The SLIA monitored programs in architecture enrolls only those students who show
promise of creativity, and possess the basic academic standards to pursue a
career in professional architectural practice assessed by aptitude tests.
They are generally exposed to the complexities of architecture, visual graphics,
and design sensitivity while being offered experiences in office practice. There is a
need to inculcate spatial intelligence and intellectual vigour in their thinking
They require exposure to practice of both local and international contexts
prompting academic inquiry and critical thinking.
Students interest in architecture, design and environment must be kindled at an
early stage and must be offered a role in pursuing their own learning.
Teachers
The teachers of architecture come largely from practice and have a profound
practice experience and orientation.
However, most teachers from practice are generally unable to offer long-term
commitment to teaching.
Therefore, it is necessary to devise way and means of tapping the resourcefulness
available among the leading practitioners and practices to be made available
for education.
It is necessary to cultivate educators from practice to continuously develop and
be exposed to new developments in the academic world in order to be
engaged in teaching.
Practitioners must also benefit from teaching in order to be attracted to teaching.
Community
Sri Lankan community has complex layers of design consciousness from rural to
urban.
Sri Lankas history and unique cultural practices and spatial orientations need to
be understood by the students at an early stage.
The community expects the SLIA to produce architects who are sensitive social
cultural and environmental nuances of their habitat and understand the socio
cultural specificities of their existence.
Derivations
It is proposed that the system of architectural education must be comprised of a wide

variety of academic units offered within compulsory core modules aimed at satisfying
the needs of the RIBA validation criteria, the engagement of practitioners on short term
involvement, and flexibility to offer a large composite of modules and the latter offering
the opportunities of students and their aspirations.
The units must be of smaller duration and be comprised of academic as well as practice
oriented activities. The units of the elective modules may be made available through
other institutions and academic agencies or architectural practices. They may also be
student initiated and student-driven.
26
PREAMBLE
The Sri Lanka institute of Architects conducts examinations for SLIA parts I, II
and III and thereby awards the above qualifications for those who have
followed an accredited academic program in architecture. These
examinations would be based on the following syllabus, and the
academic institutions offering such programs are requested to prepare
their students for the above examinations through course modules
following those stipulated as follows. In the event they wish to deviate from
those stipulated below, they may do so, provided they could satisfy the
accreditation criteria set up by the SLIA, and also prepare the students to
pass the SLIA examinations prepared based on this syllabus.
CURRICULUM AND SYLLABI FOR SLIA PART I
Curriculums for SLIA part I shall be organized along 6 core streams with course
modules and academic units related to the following.
Year Materials & Theory & Design Culture & Design Profession
Technology Society Environment Fundamentals
M -1 T1 D-1 CE -1 AD1
(two units) (Two units)
1 D2
AS-1 T2 AD2 CP1
D3
S1 H1 D4 CE-2 INT
D5 CP2
2 (Multiple
units)
AS-2 H2 D-6 CE-3 P1
(Multiple
units)
H3 ES-1 CAD 1 P-2

M2 (two units)
(two units)
3
S2 T3 Pre-CDP Elective 1 or CAD 2
(Four 2
Units)
Elective CDP
There are two options for assessment by SLIA. See below for details
27
Operationalisation of programs
In any semester, the students should undertake studies in at least five modules,
except in the first year first semester and final year final semester when the major
design project is undertaken, when only design must be taken.
Design studio units must be vertically integrated and offered in every semester.
Selected modules of theory subjects may be comprised of units that are offered
consecutively, but no units must be offered concurrently, except in T3
Elective modules can be offered only within the environment and society streams.
All other modules shall be compulsory.
T 3 may offer choices of units concurrently to orient students to either housing,
urban design, landscape or interior design.
The Final Design Project should precede a pre-module made up of two units,
involving an opportunity for self-discovery by the students of their strengths and
weaknesses and discovery of personal orientation. The second should comprise of
development of a project program and research leading to the Final Design
Project.
OUTLINE SYLLABUS:
DESIGN STREAM
D1: Design 1
Emphasis Project Size
This module should be prepared in such a way to spark
creativity in design and prompt the students to explore
creative spaces and forms. Creativity Small
The module to be comprised of two studio units offered Abstract
consecutively. The first unit should prompt students to explore space
creative, emotionally charged spaces and forms, while the Form
second unit should prompt creative design of spaces as related Activity
to situations of specific activity and materiality. materiality
D2: Design II
This module should introduce the idea of context and the
influence of contextual forces in the conceptualization of Physical and small
architectural form. The project should be set in an urban site Climatic
with surrounding buildings and or restrictive elements in a contexts
notable climatically critically setting.
D3: Design III

This module should introduce the ideas of tradition and culture
and how the existence of traditions and cultural norms influence Tradition and Medium
an architectural form. The project should relate either to a Culture
culturally significant site, or have opportunities to explore
significant cultural issues or differences.
All Design 1, Design II and Design III submissions must be produced

manually, no digital presentations and productions are allowed.
D4: Design IV
28
Emphasis Size
This module should introduce the ideas of Identity, anonymity,
home, Personalization and community as related to
architectural design. Home and small
The module to be comprised of two studio units offered Community medium
consecutively. The first unit should prompt students to explore
the issues of designing a personalized house while the second
unit should prompt creative design of collective community
spaces and a settlement to be occupied by different families.
D5: Design V
Emphasis Size
This module should introduce the idea of materiality,
technology, sustainability and the use and possibilities of
sustainable technologies as a form giver. Materiality medium
The project should also explore the energy production and and
consumption issues of the buildings. Technology
D6: Design VI
Emphasis Size
This module should introduce the influence of social,
psychological and behavioural needs of people on
architectural form. Variety of project situations may be explored Social, medium
from children, elderly, mentally retarded, juvenile delinquents psychological
etc. or therapeutic environments such as rehabilitation, and and
other situations where special behavioral needs may be behavioural
articulated. The students shall also be involved in preparation of needs
a project program as teams. Team work
PRE Pre - Comprehensive Design Project

CDP:
Emphasis Size
Two units should be comprised of the following activities. The first
requires the students to self analyze the strengths and Self-discovery
weaknesses, and prepare a program to overcome the
weaknesses. Program Large
The second should requires the students to prepare a project preparation
program individually in separate sites. precedents
CDP: Comprehensive Design Project

Emphasis Size
Final, graduating design project should require contextual,
climatic, technological and social and cultural issues to be Comprehensive
dealt with an appropriate progam developed in Pre-CDP approach
requiring the creative design of a large building complex in an Large
urban setting subject to development rules and regulations.
Both conceptions and presentations of Design IV, V, VI, Pre CDP and CDP
may be produced using digital technologies.
29
MATERIALS AND TECHNOLOGY STREAM
M1 Materials and Technology

This module should introduce the influence the common building materials and
demonstrate the influence of materials and structures on form, and enable the students
to understand construction implications of materials.
Materials such as Sand, lime, metal, glass, bricks, clay, cement, iron and steel, wood,
plastic, aluminum to be introduced with their structural, compositional and production
characteristics together with technologies in the assembly of them individually and
collectively.
The module should engage the students to design and make models of both simple and
complex structures employing a variety of materials in appropriate technologies.
M2 Materials and Technology II

This module should engage the students to use materials innovatively and also articulate
innovative technologies in buildings.
This module should introduce, sustainable materials particularly produced using recycling
and eco-friendly processing and technologies related to earth, wood, glass and steel
together with solar and wind technologies. The module must engage the students in
innovative design of simple structures.
S1 Building Services I
This module should introduce the basic building services required for a simple building to
function in Sri Lanka;
Sources, tests, and treatments of water supply such as filtering, systems of sewerage
disposal and management including types of fixtures and fittings, Rainfall, humidity
temperature and natural ventilation, visual impact of lighting, glare and window design
together with techniques of dealing with sun and shading etc.
S2 Building Services II
This module should introduce the advanced building services required for complex
buildings; air conditioning, Fire fighting systems, building information systems. Water
supply, sewerage disposal, Fire fighting, lifts, escalators, travelators, cleaning systems
30
THEORY & SOCIETY STREAM
H1 History of Architecture I
The module should build up an interest in the history of architecture traverse the entire
history in brief, quick overview and introduce in more detail the ancient history of both
East and West.It will comprise three units as follows.
Unit 1
This module should introduce contemporary architecture of the world; happenings in
Europe, the Middle East and the Gulf and Asia; and bring to focus the relevance of the
present as a continuation of the past and introduce history.
It should traverse quickly through the time line backwards flashing on major historical
changes periods and events in both East and West. The module should engage the
students to self-discover the known history of civilizations and the architectural history. It
should Introduce the time line, from which the students may choose periods they are
interested in to dwell in detail.
Unit 2:
Introduce the evolution of architecture in ancient civilizations; namely the Egyptian,
Mesopotamian, Greek, Roman, Christian, Byzantine, Romanesque and Gothic eras.
Unit 3:
To be comprised of Indian, Chinese, Japanese histories together with Mayan,
Mohenjedaro Harappan, histories and their implications on Asian architecture.
The course may focus on the Silk route as a means of making the linkage.
The module should elucidate the concepts of architectural forms generated in these
cultures together with the multiplicity of social, political, religious and cultural factors that
affected their evolution. Focus on architectural characters of these styles and probe in to
the ideas underlying noteworthy buildings.
H2 History of Architecture II
This module should introduce the history of Architecture of the modern world. To be
comprised of two units: East and West.
Revisit the time line.

Unit 1:
introduce to the evolution of architecture from the Renaissance and Classical revival in
Europe through Baroque and other styles up to and including modernism.
Unit 2:
To be comprised of ideas of colonization, independence struggles, conflicts between
communism and capitalism, internal ethnic conflicts in India, Bangladesh Pakistan, Korea
and south Africa and political problems of Asian countries such as Myanmar and the
emergence of ideas trough these process that had impacted architecture.
The module should elucidate the concepts of architectural forms generated through the
multiplicity of social, political and cultural factors that affected the architecture of the
non-western world. Focus on the characters of the emergent architectural styles and
ideas underlying noteworthy buildings and the historically significant architects.
31
H3 History of Architecture III

This module should be comprised of two units.
Revisit the time line.
Unit 1:
Should introduce the history of Sri Lankan architecture, Ancient history of Anuradhapura,
Polonnaruwa, Gampola and Kandy periods, Colonization and post independence
cultural revival and the ways in which they have shaped the architecture of Sri Lanka.
Unit 2:
Should introduce the works of Edwards Reeds and Beggs, PWD, public` sector, Geoffery
Bawa, Valentine G, Justin S. Minnett De Silva, and other contemporary architects whose
work and their searches for authenticity and revival of architectural identity in Sri Lanka.
T1 Theories of Architecture I
This module should introduce the ideas of form, space, place and spatial experience
how they manifest and are articulated through design. The module should cover the
early theoreticians such as Vitruvius, Vasari and Alberti and introduce contemporary
theoreticians such as Norberg Schultz, Juhano Pallasma, John Habraken, Christopher
Alexander, and Zaha Hadid.
T2 Theories of Architecture II
This module should introduce well-known architectural philosophies, ideas and
manifestoes; their origins, relations with other art forms and developments through
architecture. Vastu shasthra, Manju Sri Vasthu, Manasara and other oriental philosophies.
Ideas of classicism, vernacularism, Organic architecture, historicism, art Noveau,
formalism, rationalism, modernism, post modernism and deconstruction, and the
variations of these philosophies together with the significant buildings and architects
should be discussed.
T3 Urban Design & planning

This module should introduce the ways in which cities emerged and how planning and
design intersect. City as an evolving organism. Theories of urban form from both western
and Eastern approaches, experience and perception. designing, enabling and
intervention in urban space. Discuss, formal and informal components of the city and
how design and planning must interface the urban realities of spontaneity, ad-hoc
developments, social and political processes to develop spatial theories for urban
interventions.
32
CULTURE & ENVIRONMENT STREAM
CE1 Environment I
This module should offer an introduction to Habitat of Sri Lanka: natural environments,
eco-systems, climate and its implications in architecture. Also introduce Nature and how
forms evolve in Nature taking Sri Lankan cases. Techniques of understanding Natural
environments including basic techniques of surveying and measuring land; observing
and recording natural and man made environments. The module should involve the
production of a measured drawing of an existing building and a 1000 word descriptive
essay about its architecture and the immediate environment.
CE2 Environment II
This module should discusses Discuss the built-form in Sri Lanka has evolved over time from
the point of view of environment and culture. Cave temples, urban centres, relationships
between, Nature temple and the village. micro-environment of the building and its
surrounding, energy movement and green design principles adapted from traditional
practices.
CE3 Environment III

This module should introduce the ideas of sustainability, how it has evolved, its multi-
faceted nature. Deal with environmental ethics and architects responsibilities,
environmental rules regulations, conventions and standards.
ES1 Culture and Environment Essay

This module should introduce the idea of documentary research and essay-writing.
Students are required to select a suitable issue for research, carry out a literature review
search followed by an observation study involving descriptive analysis and write an
argumentative essay on an issue related to culture and environment of Sri Lanka. The
submission should be in the form of a research paper/ essay.
DESIGN FUNDAMENTALS STREAM
AD1 Architecture Design I: Representation

This module should introduce drawing as a tool for design. Introduce medias available
for representation of built space; sketching, isometric, one point and two point
perspectives, shades and shadows, the role and introduction of human figures, nature,
furniture and other elements as part of representation. The module should focus on
effective communication of ideas for three dimensional representation of built-form and
space.
AD2 Architectural Design II: Ideas, elements and tools

This module should introduce the basic principles and design thinking and fundamentals
of design. Design as a process: pragmatic, trial and error, iconic, canonic design
processes. Design as problem solving; design as art, design and experience. Introduce
scale, proportion, composition, volume, spatial character, image, spatial quality, spatial
progression and how they can be spatially articulated.
The module should introduce the idea of visual intelligence; imaginative ability to create
and manipulate visual elements for communicating and making visual experiences.
33
INT1 Interior I
This module must introduce interior design, space, spatiality, quality of space, material,
texture colour, meaning, and function. It should involve the design of a small interior
space that requires a specific design theme, related to quality of space.
CAD 1 Digital Design I

This module should introduces the basic techniques of AutoCAD as a design and
drafting tool. Two dimensional design visualization through digital media. Ideas of virtual
space,
CAD 2 Digital Design III

This module should introduce the students to produce rendered 3D images, using
Autodesk, 3D studio and Photoshop and other digital programs as appropriate to the
production of design ideas, manipulations and presentations. It should engage the
students to use the computer as a tool for design by employing multi-media applications
such as GIS, Sketch up, 3d max and other programs.
AS - 1 Architecture & Structure I

This module should introduce the ideas of form and stability and structural principles that
underlie form through examples of natural elements, animals and built elements and
structures. Introduce the ideas of materiality, form, structure, force and weight and
strength and how they can be manipulated to create stability through specific materials
such as wood, concrete, brick, steel, and their combinations. The module should focus
on imagination and visualization of form, analysis of structure and modification of form
through careful manipulation using scale models.
AS - 2 Architecture & Structure II
This module should extend the ideas and understanding generated in ST 1, by means of
examining well-known structural systems, and how they have been employed in
construction of projects. The module must ensure that the students become familiar and
understand the structural concepts such as bending movement, lateral stress etc. The
module should engage the students to analyze the structural principles involved in
notable and unique buildings including bridges, industrial structures of both the modern
and ancient world.
34
PROFESSION STREAM
CP -1 Culture and Profession 1

This module should introduce vernacular architecture: non professional settlements and
how design and management of space is guided and controlled by cultures and
traditions. Discuss architecture of the poor, the marginalized, the barefoot architect
movement, architecture as a social art movement and how Great traditions and small
traditions are created and sustained by architectural practices: formal and informal.
CP -2 Culture and Profession II

This module should discuss the evolution of the role of the architect in the built-
environment in western and Asian contexts what social responsibilities have been
inherited by the architect. Discuss the ideas of specialization, other disciplinary areas,
multidisciplinarity of the modern world, team work, and the issues emanating from this
situation. Focus on
P1 Professional Ethics and Practice

This module should introduce the basics of practice, project management, professional
ethics, Building regulations and planning approval process etc.
E1 Elective I
A number of modules related to environmental or social issues should be offered. They
may involve either design or research.
E2 Elective II
A number of modules should be offered related to technological or professional issues;
May involve either design or research.
35
SLIA part I examination
SLIA part 1 examination to be held by the Sri Lanka Institute of Architects in the
following
Design Materials History CDP Culture & Architec Profession
Fundamentals Environment ture &
Structure
Services Theory
1. DESIGN FUNDAMENTALS
2. HISTORY OF ARCHITECTURE
3. THEORY OF ARCHITECTURE
4. CULTURE & ENVIRONMENT
5. MATERIALS AND TECHNOLOGY
6. BUILDING SERVICES
7. AHITECTURE & STRUCTURE
8. PROFESSION
9. DESIGN
36
SLIA PART II
CURRICULUM AND SYLLABI FOR SLIA PART II
Curriculums for SLIA part II shall be organized along 5 core streams with course
modules and academic units related to the following.
Year Design Environment History and Technology Profession

Society
Contemporary
western
Sem.
D-7 Environment 4 architecture Technology 4 Profession 4
1
Year D8 Architecture
1 D9 of the Gulf
Sem. Architecture
Environment 5 Technology 5 Profession 5
2 of the Asia 2
Sem. D 10 Design
Elective 03
Year 1 GDP 1 Research 1
2 Sem Design Research 2
GDP 2
2
DESIGN STREAM
D07: Design VII

This module should introduce the idea of design as team
activity and the issues of participatory design involving
many architects and other specialists and clients and Participatory Small
other interest groups. The project should involve individual team work
students demonstrating adopted specialty orientations
and participate in the design of a number of urban
projects by a number of teams, that require different
specialist inputs.
D08: Design VIII

This module should introduce urban design, creation,
management and articulation of spatial experiences at an Urban design small
urban public level. The project should be located in a restricted
site with a demanding urban context, and strict development
guidelines
D09: Design IX
This module should introduce urban heritage management and
conservation and responding to historical contexts. The project Heritage and Medium
should involve a critical historically sensitive site in which dealing conservation
with history, heritage, materials and new interventions come
together as critical design issues.
37
D10: Design X
Emphasis Size
This module should engage the students to employ a declared
architectural philosophy as an approach to design. Students
should be required to choose an accepted deign philosophy or Personal Small to
articulate one and present the approach to design articulated philosiophy medium
through a design project that is either functionally complex,
contextually demanding or socially articulate.
GDP 1 & Graduation Design Project 1 & 2

2:
Emphasis Size
This module should involve the engagement of the students in
the design of a complex project comprehensively, ranging from No emphasis
functional, social, and contextual issues and deal with all the Comprehensive
service provision needs. The project should be technologically project Large
competent, innovative and must demonstrate a distinct
architectural philosophy. The module shall be offered as two
units; the first comprised of preparation of a project program,
articulation of the design philosophy and preliminary design
ideas. And the unit 2 comprised of the detailed preliminary
design proposal.
ENVIRONMENT STREAM
E04 Environment IV
This module should deal with climate change and its implications in the built-environment. Causes
and effects, micro and macro scale implications. The module should offer a comprehensive
perspective of the role of buildings and therefore deign have upon the environment and climate
change, in the context of Sri Lanka and the region
E05 Environment V
This module should introduce innovative environmentally sensitive building practices, participatory
design, innovative environmental systems, materials and technologies of service provision. Water
recycling, water harvesting, sewer recycling, rainwater harvesting, alternative energy and other
systems relevant to architecture and building of Sri Lanka and the region
38
HISTORY THEORY & SOCIETY STREAM
HTS01 Contemporary World Architecture
This module should introduce the contemporary architectural scene of the western
world, and bring awareness of the current debates and issues of architecture. The
module should traverse the works of leading architects and notable architecture and
engage the students in the discussion of a selected issue related to architecture and
society.
HTS02 Contemporary Architecture of the Gulf

This module should introduce the contemporary architectural scene of the Middle
Eastern region and bring awareness of the current building trends and practices of the
area. The module should traverse the works of local architects in the Gulf and middle
Eastern region and discuss the notable architecture there. The module should engage
the students in the discussion of a selected issue related to architecture and society of
the region.
HTS03 Contemporary Architecture of Asia

This module should introduce the contemporary architectural scene of the Asian region
and bring awareness of the current building trends and practices of the area. The
module should traverse the works of local architects in India, China and East Asia and
discuss the notable architecture emerging there. The module should engage the
students in the discussion of a selected issue related to architecture and society of the
region.
MATERIALS AND TECHNOLOGY STREAM
M04 Materials and Technology IV
This module should introduce the idea of smart materials and non conventional
materials that may have potential in the construction industry. The module should be
exploratory and engage the students to explore, discover and bring into making
architectural form, both traditional and conventional materials as well as innovative and
non-conventional materials. The module should involve a theoretical discussion of such
materials and involve the experimentation of buildable forms.
M05 Materials and Technology V

This module should focus on the sustainable materials and technologies emerging. It
should introduce solar, wind, and other technologies and how skins of buildings may be
rethought as energy producing saving surfaces. The module should engage the students
in experimentation, testing and ascertaining how combinations of materials and
technologies may contribute to energy production and saving and therefore
sustainability.
39
PROFESSION STREAM
P04 Profession IV
This module should introduce, the basics of law, structure of law in Sri Lanka, building
laws, municipality and statutory laws, the acts that govern the built-environment and
how land, buildings and properties are sources of conflicts and how law intervenes in the
management of development and progress. The module should introduce the idea of
Contract, and thereby deal with building contracts, and introduce the basic tenets of
contract administration.
P05 Profession V
This module has two parts
This module should introduce the idea of project management, cost quality and time
and how project management is a team task. The module should deal with all aspects of
project management from inception to completion including conflict resolution and
arbitration.
This module should also introduce the ideas of client services, professional services of the
architects. Professionalism in service provision and the issues of dealing with statutory
laws, and advising clients.
PROFESSION STREAM
DR01 Design Research I

This module should introduce the students to the idea of research, types of research,
research methodologies such as observation, documentation analysis and presentation.
The module should require the students to prepare a research proposal to investigate a
chosen design related issue and produce a literature review and articulate research
methodology.
DR 02 Design Research II
This module should engage the students to execute the research proposed in DR 01 and
produce a written dissertation ot exceeding 15,000 words and a small research paper
ready fro publication not exceeding 5000 words.
EL 03 Elective 03
A number of modules should be offered in either of the streams except Design, whereby
the students could choose an aspect of ones choice for specialized study. The electives
may be offered within the academic institution itself or my be taken from modules
offered by other institutions such as universities, private agencies such as ICMA, or work
at NGOS.
40
SLIA part II examination to be held by the Sri Lanka Institute of Architects in the
following
Materials History CDP Environment Digital Profession
and Theory and Design
Technology Society
10. MATERIALS AND TECHNOLOGY

11. HISTORY THEORY & SOCIETY
12. Digital design
13. ENVIRONMENT
14. PROFESSION
15. DESIGN
SLIA FINAL EXAMINATIONS
SLIA Examinations will only have a pass or fail assessment, and shall follow either
of the following procedures.
The procedures:
Option 1: In the case of schools that does not follow the SLIA Curriculum but wish
to prepare students for SLIA conducted examinations.
The instructors of the modules shall submit to the SLIA, at the end of the conduct
of each module, the grade sheets of all students registered in the module,
together with the tangible assessed work. This part shall not exceed 50% of the
total grade for the module.
The SLIA shall conduct the final examination on each of the modules which will
account for the 50% of the total grade for each module.
Option II: In the case of schools that follow the SLIA curriculum but have not been
fully accredited.
The instructors of the modules shall conduct the assessment of semester work as
well as the final examinations of the modules. The instructor will submit to the SLIA
a module file comprised of the detail syllabus, all assignments and assessed work
of the two lowest passes for the module.
The SLIA shall conduct an examination in each stream at the end of the third
year, for SLIA part I and at the end of 5th year for SLIA part II passing of which will
award each student who passes all the examination papers, the SLIA part I or II
as relevant.
41
SLIA PART III

CURRICULUM AND SYLLABI FOR SLIA PART III
Curriculums for SLIA part III shall be organized along the following core streams
with course modules and academic units related to the following. No other
agency other than the SLIA shall conduct courses and programs for the SLIA part
III
Profession Project practice

Management
Codes, ethics and Project case study Context of
legal issues of research [PM - 01] practice (PC01)
Semester 1
practice [PR - 01]
Rules regulations Project Practice study:

and Statutory administration and Office
studies [PR - 02} management management
[PM - 02] and service
Semester 2
delivery [PC -02]
practice profile
documentation
[PC 03]
Written examination Written examination
Oral examination
42
PROFESSION STREAM
PR01: Profession I
This module should introduce and Codes, ethics and legal issues of practice. The
module shall deal with areas as follows.
The SLIA Law No.1 of 1976 - Its aims and main points in summary,
The SLIA (Amendment) Act No. 14 of 1996 - Its aims and main points in
summary
Architects Registration Board & Registration of Architects under different
categories
The current SLIA Regulations of October 2005. The SLIA Boards. Membership
Categories
The Code of Professional Conduct - Its aims and main points in summary
Legislation affecting the Professional Services Liabilities of an organization as
an employer of labour and an occupier of premises.
The rights of employees E.P.F. Entitlements, E.T.F. Entitlements, Leave
Entitlements, Gratuity Entitlements, Conditions of Termination of
Employment, Compensation Entitlements
PR02: Profession II
This module should introduce the Laws, Rules regulations and Statutory authorities and
their implications for the profession. The module shall deal with areas as follows.
Introduction to Principles of Legal Systems in Sri Lanka

Intellectual Property Law
Law Codes & Regulations governing building in rural or urban context
Administration and Enforcement of the Law
Meaning of Contract in Law
The obligations, liabilities and indemnities of the main parties to a building
contract with respect to different types of building contracts
Responsibilities of the Consultant and his role in the event of disputes
The legal concept of Professional Liability
Law related to Real Estate, Ownership & Rental
Condominium law
Arbitration Procedures Laws relating to Real Estate, ownership & Rental,
formal & informal. The Arbitration Act No. II of 1995
STATEDEPARTMENTS.STATUTORYCORPORATIONSANDAUTHORITIES

Their establishment, Objectives and purpose
Organizational Structure and modes of functioning Decision making and
Lines of Authority
The importance and constraints of the State Sector in relation to the building
industry and its Areas for development
Planning & Regulations, Building Regulations, Fire Regulations, Environmental
Regulations, Conservation of Historic Buildings & Archaeological Sites
Regulations, Law in Contracts.
Department of Building (formerly PWD)Urban Development Authority (UDA)
National Building Research Organisation (NBRO)Board of Investment (BOI)
Environmental Authority Department of National Physical Planning (Former
43
Dept. of Town & Country Planning)

State Engineering Corporation (SEC)
Central Engineering Consultancy Bureau (CECB)
PROJECT MANAGEMENT STREAM
PM01: Project Management I
This module should introduce the concepts and practices adopted in project
management. The module shall deal with areas as follows.
Project administration and management

Introduction to Project Management;
Project Management and the Architect
Time Cost and Quality Management
The Client Architect Agreement; Preliminary Services Feasibility Stage,
Brief Preparation & Flow Diagrams, Design & Design Development Stage,
Contract Documentation Stage, Bidding & Negotiation Stage,
Construction & Commissioning Stage, Post Construction and
Maintenance Stage.
PROJECT MANAGEMENT LETTER FILE
PM02: Project Management II

Project case study research [PE - 03]
Preparation of a research proposal and conducting research leading to the production

of a 5000 word project report discussing the management issues of a project.
PRACTICE STREAM
PC01: Practice I Context of practice
This module should introduce the historical social and institutional context of practice.
The module shall deal with areas as follows.
History of the Architectural Profession in Sri Lanka

Architectural Profession in Sri Lanka today
Roles of a Professional Architect
Adherence to standards
Architecture as a Team Effort
44
PC02: Practice II: Practice types and issues
This module should introduce the systems of practice. The module shall deal with areas
as follows.
TYPES AND FORMATION OF ORGANISATIONS

Setting up an Architectural Office
Public sector institution providing architectural consultancy services

PR03: Practice III: Practicing and Managing a Practice
practice profile documentation, presentation and promotion
ADMINISTRATIVE PROCEDURES
FINANCIAL MANAGEMENT
MARKETING OF THE PRACTICE
OBTAINING WORK THROUGH STATE
This module shall include the preparation of a web based practice profile for
an imaginary or an established practice
In addition to the built-in assessment of the modules, the SLIA will conduct written
examinations in profession and Project Management streams and hold an oral
examination related to all three streams.
Concluding comments
General
The course modules listed herein have been given tentative course ID Nos.
The final ID Nos. have to be decided and could have ARCH as a prefix.
The credit system has to be carefully evolved on the basis of weights to be
assigned to different course modules; The principles for this has been
conceived but has not been included in this report.
The final grading system needs to be evolved; the grading system with
corresponding marks, as well as if it should lead to calculation of the GPA
or simply pass, fail, credit, distinction etc. or both. These are left to the
discretion of academic institutions preparing students for the
examinations.
Specific
All repetitive related modules are vertically integrated. For eg. Design 1-10
and technology 1, 2 and 3.
All design modules are vertically integrated. Each design module is based
on an emphasis that is expected to expose the students to a particular
facet or a force that is likely to influence form significantly.
Comprehensive Design Projects of SLIA part I and part II are horizontally
integrated with the modules offered in the same semester and vertically
integrated to other design modules and relevant academic modules.
45
Future Scenarios
It is envisaged that in time to come, there will be a number of institutions offering

educational programs preparing students for architecture examinations in SLIA
parts I, Parts II and parts III.
These schools may or may not opt to follow the above curriculum and may also
be affiliated to other academic institutions here or abroad from which they may
derive their orientations. These options must be available to such institutions, but if
SLIA parts I, II and III are sought, the SLIA may examine their syllabuses, and use
either of the examination systems proposed above to ensure that they achieve
the standards of SLIA.
Therefore, this curriculum and outline syllabi must also be tied with a procedure
for accreditation / recognition of such programs as maintaining acceptable
standards for offering the opportunity to prepare students for SLIA conducted
examinations.
This curriculum proposal requires critical examination, discussion and collective

development. It is appreciated if the general membership will offer as much
criticism as possible so that any gaps, misconceptions or problems could be
detected as early as possible and improvements made. Although commissioned
by the SLIA, it does not bear any responsibility for the contents of this report.
The author wishes to thank Ms. Manal Khalaf at Bartlett School of Architecture and Dr.
Peter Kellett at the Newcastle University, UK; Prof. Kim Dovey at the University of
Melbourne, and Mr. Sumedha Dayaratne at the RMIT University, Australia; Prof. Miki Desai
of Ahmadabad school of architecture India and Prof. Johannes Widodo at the National
University of Singapore, Singapore for their support by providing some of the material
utilized in this report.
The comments and advice offered by the BAE and its moderators at the two meetings
and by the attendees of the SLIA workshop held on the 25th August 2009 are also greatly
appreciated.
46

Second Report Prooosal

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Second Report Prooosal

Hochgeladen von

Copyright:

Verfügbare Formate

PROPOSAL FOR A NEW ACADEMIC

CURRICULUM TO CONDUCT SRI LANKA

Dr. Ranjith Dayaratne

The terms of reference for this assignment was as follows:

ANALYSIS OF THE RIBA FRAMEWORK FOR ARCHITECTURAL EDUCATION

As is already known, RIBA/CAA has established the standards of architectural education

According to RIBA, architectural education is expected to develop the following levels of

These terms mean the following.

Awareness: Acquaintance with general concepts, topics, rules, methods or procedures

Knowledge: Familiarity with specific information including facts, definitions, rules,

Understanding: Identification, assimilation and comprehension of information. Students

Stream Level of Description of Traits and characteristics Form of

ability Produce coherent architectural design: coherent

2 Technology and knowledge Principles of building technologies and coherent

3 Cultural Context Awareness of The influence on the contemporary built- Academic

4 Communication Ability to Use visual verbal and written Academic

5 Management An Principles of business management and Academic

Stream Level of Description of Traits and characteristics Form of

Knowledge Social, political economic and coherent and

2 Technology Ability to The principles and theories associated coherent

Climatic design and the relationship Academic

3 Cultural Awareness of The influence on the contemporary built- Academic

and scale of a wider environment.

4 Communica Ability to Use visual verbal and written Academic

5 Manageme An Awareness Principles of business management and Academic

Stream Level of Description of Traits and Form of

Knowledge of The importance of construction

Current advisory and consultative

Demonstrate health and safety

2 Management Awareness of Technical standards and sources of

Communicate with each part of the

3 Management Knowledge of Site organization, mobilization and

4 Practice Awareness of Need ands techniques of protecting

6 case studies were initially analysed.

B.Sc Architecture: Professionally accredited.

Program organizational Structure:

Title of the Bachelor of Science in Bachelor of Science Certificate in

Program Structure of the B.Sc. Architecture: (equivalent to RIBA I)

Years Design Core History and Computing Technology

Program structure of the B.Sc Urban studies/ M.Arch Architecture:

Advanced Architectural Advanced architectural Design Realization

Comprises a number of Taught program of Taught program of seminars,

Certificate in professional practice and management

RIBA I and RIBA II

Delivery of the program is as follows.

The final examination is based on the following material.

Career evaluation: This is a 4-5000 word personal analysis of career development:

Log Book/PEDR and experience

Written unseen examination paper and Office-based paper

CASE STUDY 2: RMIT UNIVERSITY, AUSTRALIA

Program organizational structure

Title of the program: Bachelor of Master of RMIT does not

Bachelor of architectural design Equivalent to RAIA I and RIBA I

Major characteristics of B.Sc.:

6 Design studios run through the three years; vertically integrated.

Masters in Architecture equivalent to the RAIA II and RIBA II

period Design History and Professional

Major characteristics of M.Sc.:

3 design studios 7, 8 & 9 vertically integrated.

Architecture Practice Examination

This is conducted by the Architects accreditation council of Australia.

Pre-requisites: AIA I, AIA II and 24 months practice experience

There are three parts to the examination.

1. Log book and statement of experience