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This paper proposes a new curriculum framework based on the current situation as well as other advanced training programs in the world.
Curriculum renewal of the Advanced tTraining Program in Architecture – Hanoi Architectural University Đổi chương trình đào tạo – Chương trình Tiên tiến ngành Kiến trúc cơng trình Trường Đại học Kiến trúc Hà Nội Le Chien Thang Tóm tắt Chương trình Tiên tiến ngành Kiến trúc (CTTT) trường ĐH Kiến trúc Hà Nội chương trình thành cơng đề án Bộ Giáo dục Đào tạo Sau năm hoạt động, CTTT đạt số mục tiêu đề góp phần nâng cao chất lượng đào tạo, đội ngũ giảng viên, cán quản lý Trong bối cảnh toàn cầu hóa giáo dục nay, cạnh tranh mơi trường đào tạo ngày khốc liệt nước, trường đào tạo chuyên ngành kiến trúc tích cực chủ động xây dựng chương trình đào tạo theo hướng quốc tế hóa nhằm thu hút sinh viên nâng cao uy tín Do đổi chương trình đào tạo điều cần thiết Bài báo đề xuất khung chương trình đào tạo cho CTTT sở đánh giá trạng tham khảo chương trình đào tạo tiên tiến khác giới Từ khóa: Đổi chương trình, quốc tế hố, thiết kế bền vững Abstract The Advanced Training Program in Architecture (CTTT) of Hanoi Architectural University is one of the successful programs in the Ministry of Education and Training project After years, the program has achieved a number of goals that contribute to improve the quality of training, teaching, managing In the context of the globalization of education today, training competition both in Vietnam and abroad increases rapidly, other architectural training institutions are also very active in building training programs towards internationalization to attract students and enhance their reputation Therefore, renewal of the curriculum - CTTT should be implemented immediately This paper proposes a new curriculum framework based on the current situation as well as other advanced training programs in the world Key words: curriculum renewal, internationalization, sustainable design Dr.Arch LE Chien Thang Institute for International Training and Cooperation Tel: 0947878818 Ngày nhận bài: 08/5/2018 Ngày sửa bài: 15/5/2018 Ngày duyệt đăng: 05/7/2018 Current status of the Advanced Training Program at Hanoi Architectural University 1.1 Overview: The Advanced Training Program at Hanoi Architectural University (CTTT-HAU) was part of a national project funded by the Ministry of Education and Training “Advanced training at some universities in Vietnam in the period of 2008-2015” which was approved by Official Letter No 8653 / QD-BGDDT dated 24/12/2008 Since 2009, the CTTT-HAU started enrollment The annual enrollment was almost reaching the target with an average of 53 students per year (currently a total of 421 students) The CTTT-HAU was based on the original curriculum and participation of managers, lecturers and experts of the University of Nottingham (UK) - ranked joint 70th in the world 2008 especially in the field of built environment, and Hanoi Architectural University Therefore, the CTTT-HAU had more advantages than other Vietnamese architecture programs at that time This program was also in line with the general requirements of the Ministry of Education and Training’s curriculum framework The total credit number was 244 and consisted of 31 credits of General education knowledge (accounting for 12.7%), 56 credits of Basic professional knowledge (23%), 157 credits of Professional knowledge (64.3%) of which 86 credits of Design studio (35.2%) 1.2 Advantages: The CTTT-HAU was well recognized by many international universities for its quality, enabling CTTT-HAU students to exchange to the others Subjects were updated with advanced international training programs The program also offered students access to a wide range of professional information, helped students meet the diverse needs of the labor market The program was built on the core of the Design studio system and issues related to social and natural environments Besides the socio-cultural and technological subjects, environmental subjects and related issues between the environment and architecture were gradually emphasized to create the program’s own identity in accordance with the modern trend in architectural training 1.3 Disadvantages: However, the program also revealed some certain inadequacies, especially the 6-year training period, which was losing its competitiveness The program’s total credits as well as the credits/ semester were too much (5 semesters were 19 and 20 credits/ semester, the highest was 27 credits/semester) Moreover, the credit attribution per semester was unbalance (the lowest was 12 credits/ semester and the highest was 27 credits/semester), which caused difficulties for students from semester to to catch up with the program process All subjects of General education knowledge, no Basic professional knowledge and Professional knowledge, were arranged in the first two semesters, made students lose interest in starting their studies before commencing very tough next year In addition, such placement of General education knowledge and S¬ 31 - 2018 29 KHOA HC & CôNG NGHê Professional knowledge would reduce the ability of transfer to international partner institutions from the second year The Design studio quantity was high with a total of 17 studios (of which 16 studios in semesters from 3rd to 11th semester, led to more than studios/semester) Such studio quantity and attribution was unreasonable with the modern architecture training which usually had only studio/ semester and had many small studios supporting the main studio to help students had enough time to implement all intensive requirements Major theoretical subjects of the Basic professional knowledge and Professional knowledge were many Some subjects did not meet the technical quality in built environment since they required supporting technical systems and in-depth studies with full laboratories and experience professionals This did not bring efficiency in training Internationalization trends in education The world economy has changed from the industrial to the knowledge economy Therefore, education reform is an indispensable process Internationalization is a global trend arising from a globalized economy increasingly interconnected and interdependent While the world’s universities have many years of internationalization experience, Vietnam has just begun to build an international environment Therefore, internationalization requirements with Vietnam are more urgent than experienced countries due to the rapid shortening of the gap caused by backwardness and isolation years earlier Vietnamese students are more likely to seek international universities, both at home and abroad With such demands, the internationalization of Vietnamese universities is becoming a necessary requirement for success, not only to attract students but also to improve the quality of education and management as well as raise funds for the universities Since the opening strategies and especially after the accession to the WTO, Vietnamese higher education has been making significant progress in the internationalization process with the establishment of many international universities in Vietnam as well as international investment in education has been rapidly increasing in recent years Within the scope of each university, in spite of different levels, different forms of international cooperation in training are increasingly diverse In addition, the internationalization trend in employment also has a strong impact on Vietnam universities Workers have many opportunities to exchange and practice in different countries Architecture is also a sector with high labour demand but the supply is still low, especially with high quality architects in spite of more than 30 architectural university today in Vietnam to then screen the majors according to the student’s level as well as create conditions for students to transfer to another schools or other disciplines In Japan, architectural students build their studies together for the first three years and are assigned to the depths of the labs in the final year so that students can learn all about architecture and engineering The types of training are plentiful, encouraging the participation of different subjects, including non-majors, thereby creating new training disciplines Students can also study in parallel and take multiple degrees together during one study period, saving time, effort and money Quality assurance is strictly controlled at the school, state, national and professional levels Quality assurance not only enhances the school’s reputation, gives students better job opportunities in the labor market as well as facilitates students’ transition to higher education Training content is also abundant, though all schools have a central studio system with specialized subjects and supplementary disciplines Many schools combine technology and design or architectural design with other types of designs such as media, automation Theoretical subjects are built directly linked to the project system The subject areas of science, technology and humanities are appropriately proportionate and arranged in a gradual manner according to the year Proposal of curriculum framework – CTTT-HAU 4.1 Program outcome standards: In addition to the general standards that have been defined in the current Program outcome standards of the current CTTT-HAU, including general knowledge, professional knowledge, skills, attitude and job placement, some additional points which will become the core values in the new curriculum of CTTT-HAU: architectural design and planning towards sustainable architecture and urban development (1), capacity of approaching and handling new issues in a creative and active ways (2), ability to work in a dynamic international environment in the future (3) Based on these, the new curriculum (subjects, structure…) will be designed in accordance with the Program outcome standards 4.2 Training duration and knowledge: The training duration is years (10 semesters) with the total cumulative credits for graduation is 174 They are: - General education (accounting for 21%); International architectural training programs Universities worldwide are now very self-reliant in developing their own training curriculum, although there are similarities to facilitate student exchange Schools in Europe have completed the Bologna Process General Credit System as well as in conjunction with American, Australian and Asian institutions at certain levels Some institutions have a fiveyear Diplomat system (Germany, Austria, Hungary ), or have + (3 year Bachelor and year Master) programs in parallel Basically, the training time is from to years, of which to years are for basic training, the following years are for in depth studies Universities in the United States have years of foundation 30 knowledge: 36 credits - Basic professional knowledge: 40 credits (23%) - Professional knowledge 98 credits (56%) of which o Design studio: 52 credits (30%) o Professional subjects: 46 credits (26%) 4.3 Curriculum design: The curriculum is built on the basis of the survey of current curriculum by faculty staff, students, alumni and employers, as well as by the curriculum of several US and European prestige universities The curriculum design is to create an internationally-recognized training program that develops advanced skills in architectural design and gives students the ability to develop specialized knowledge and skills related to the field The five-year intensive training program is designed on the basis of 174 credits, each of which includes a combination TP CH KHOA HC KIƯN TRC - XY DẳNG Sơ 31 - 2018 31 Contemporar y Debates Design (3) Housing Design Principle (2) Small scale architecture (4) Descriptive languages of geometry (3) Graphic basics of architecture (3) Representin g method of architecture (3) Structures & Construction (3) Structure in Architecture (4) Principle of Enviromental Design (2) Principle of Enviromental Design (4) Principle for tall buildings (2) Tall building (6) Apartment Building (3) Housing project (3) Urban planning (4) Design theory Sustainability: (3) Principles and Practice (3) Urban Design Theory (4) History of Architecturre P1 (3) Structures & Construction (3) Semester (26 credits) Structures & Construction (4) Design Communicatio n Techniques (3) Semester Semester Semester (12 credits) (27 credits) (19 credits) Professional foreign language (3) Fine Art P2 (3) Physical Excercise P2 (1) Ho Chi minh Ideology (2) Fine Art P1 (2) Physical Excercise P1 (2) Principle of Marxist-Leninist Philosophy P1 (2) Principle of Revolution lines Marxist-Leninist of Vietnam Philosophy P2 (3) Communist Party (3) Military Education (4) Semester (19 credits) Advanced foreign language (6) Current curriculum of CTTT-HAU (total 244 credits): General Education Knowledge (31) Professional Knowledge Basic Professional Knowledge (71) (63) Design studio (79) Practice and Management (3) Urban Social Issues (3) Semester (24 credits) Industrial project (5) Industrial project (4) Principle of Industrial Architecture (3) Design Extra (3) Culture Architecture (4) Principle for Public Architecture (2) Design for Disabled Theory (2) Theory of Landscape Design (2) Education Architecture (3) Landscape Design (2) Field study (3) Theory and Criticism of Architecture (3) Spatial stories (3) Structures & Construction (3) History of Architecturre P2 (3) Semester (27 credits) Semester (15 credits) Sport Architecture (5) Transportation Architecture (4) Introduction to Renewable Energy (3) Project: Advanced Technology and Design (3) Advanced Technology and Design (3) Development Finance (3) Semester 10 (23 credits) Design Briefing (3) Special Emphasis (3) Final Design (19) Semester 11 Semester 12 (15 credits) (19 credits) Urban design (6) Multi-functional Pre-final Architecture design (9) (5) Apartment regeneration (6) Theory of Green Urban Design and Tropical and architecture (3) Regeneration (3) Principle of city center (3) Project Management Management & Practice and Development (3) Law (3) History of Architecturre (3) Semester (18 credits) T„P CH KHOA HC KIƯN TRC - XY DẳNG Basic Professional Knowledge (40) Design Professional Knowledge studio (46) (52) 32 General Education Knowledge (36) Field study (3) Architecture & Environment (4) History of architecture & urbanism (3) Semester IV (19 credits) Professional foreign language (3) Design principles of Spatial stories residential (3) building (2) Principle for Design Extra interior design (2) (3) Basic design Architectural Architectural Architectural studio (3) design studio design studio design studio (3) (4) (5) Introduction of sustainable architecture (2) Design theory (2) Semester II Semester III (18 credits) (18 credits) Advanced foreign language (3) Physical Excercise P1 (1) Principle of Principle of MarxistMarxist-Leninist Leninist Philosophy P2 Philosophy P1 (3) (2) Drawing (3) Drawing (2) Architectural compositions (3) Descriptive Computer languages of Applications in geometry (4) Design (2) Design Structure & communicatio construction n techniques (2) (2) Semester I (17 credits) Advanced foreign language (3) Proposed new curriculum – CTTT-HAU (174 credits): Semester VII (18 credits) Practice (2) Theory of urban planning (2) Theory of urban design (2) Design principles of high-rise building (3) Elective (2) Practice & management (2) Semester VIII (17 credits) Practice (2) Architecture & Environment (3) Architectural Architectural design studio design studio (5) (5) Urban sociology Structure & (1) construction (2) Urban History of infrastructure & architecture & environmental urbanism (2) engineering (2) Law on construction & planning (2) Theory of Principle for landscape Large-span architecture (3) buildings (2) Building technology (2) Physical Physical Excercise P2 (1) Excercise P3 (1) Ho Chi minh Ideology (2) Semester VI (18 credits) Architectural Planning design studio studio (5) (5) Principle for Public Architecture (2) Revolution lines of Vietnam Communist Party (3) Materials & Architecture (2) Computer Applications in Design (2) Structure & construction (2) Basic law (2) Semester V (18 credits) Final foundation studio (5) Elective (2) Elective (2) Semester IX (17 credits) Military Education (8) Final thesis studio (12) Semester X (12 credits) KHOA HC & CôNG NGHê Graduation review Portfolio review (1) Portfolio review (1) of study credit online and offline, and learning outcome assessments following active teaching methods of “learnercentered” Subjects are divided into knowledge, skills and modules The compulsory subjects under the regulations of the Ministry of Education and Training are arranged reasonably in the first 4.5 years, ensuring the general training process of the CTTT-HAU and also create the best conditions for students to transfer to international partners Program structure is divided into modular design studio system with increasing level of complexity A schematic module that includes one studio and supporting theoretical subjects Each studio has a specific theme and consecutive studios tend to be linked together to form a system These theoretical subjects include theories of human sciences, science and technology that influence the built environment and allow students to acquire the skills necessary for the design Studio implementation includes theoretical analysis requirements, but is primarily associated with problemsolving skills Environmental-related courses are spread throughout the program to better address the issues surrounding architecture and the environment - the main trends in architectural design today 4.4 Features: Credits are allocated in a moderate and balanced manner General education knowledge subjects are designed scatteredly to increase subjects of Professional Knowledge and Basic Professional Knowledge in the first year, enabling students to transfer to international schools after the second year The new program focuses on training methods with a focus on studios The studio quantity is lower but plentier in building types for student choice Longer-term studies with more intensive research content The subjects are prepared by professional subjects Studios tend to be closely linked to one another In addition, there are two Portfolio reviews in years and to consult students to improve knowledge and skills Subjects of Basic Professional Knowledge will be gradually reduced by the time to increase Professional Knowledge directly serve studio implementation Some specific subjects related to architecture (such as heritage conservation, construction economics, project management, etc.) are introduced in the last years to enhance students’ knowledge education and analysis of the implementation of the program in the past years The program is also developed on the basis of innovative from the research and training fields of many prestigious universities in the world in the areas of architectural training, especially in sustainable architecture, forming an advanced structure The curriculum is designed for a 5-year training course with a total of 174 credits based on the studio system (1 studio/semester) Each studio module is defined in terms of scale and complexity in design, engineering, structure Students are free to choose the building type in each project Each studio has many contents such as research, rapid design, landscape architecture, architectural interior, etc., integrated in a studio to help students grasp the design step Professional subjects and basic professional subjects are developed in addition to the project in the same semester to increase the effectiveness between theory and practice Professional subjects are arranged from the first year to avoid affecting the academic psychology of students Evaluation of the proposed pilot system to increase training effectiveness, this is the first time to test this method to improve the skills of students to ensure the quality of training of the program Developing the new curriculum on the inheriting basis of strengths as well as limiting the problems of the old curriculum to equip students with the necessary skills in the face of new challenges in knowledge economy, internationalization, global climate change issues which are happening strongly and affecting all aspects of social life./ T¿i lièu tham khÀo Lê Quân, Đề án Triển khai đào tạo chương trình Tiên tiến ngành Kiến trúc cơng trình, trường ĐH Kiến trúc Hà Nội, 2008 Nguyễn Trí Thành, Đổi đào tạo KTS để nâng cao chất lượng nguồn nhân lực cho ngành Kiến trúc & Xây dựng, HT KH – ĐH Kiến trúc HN, 2011 Nguyễn Khắc Sinh, Tìm hiểu kiến trúc nước giới đối chiếu với đào tạo kiến trúc sư Việt Nam, HT KH – ĐH Kiến trúc HN, 2011 Nguyễn Vũ Phương, Xu hướng hội nhập đào tạo Kiến trúc sư; Tạp chí Kiến trúc & Xây dựng, 12/2013 Increase practice sessions at the end of the program that encourages students to practice in companies and projects, and participate in capacity building, workshops and conferences Hội nghị khoa học Kỷ niệm 45 năm truyền thống đào tạo KTS, trường ĐH Kiến trúc Hà Nội, 2014 Conclusion Michaela Wozniak, How to Improve Architectural Education: Learning (and Unlearning) From the Beaux Arts Method, Archdaily, 19.4.2016 The renewal of the CTTT curriculum is appropriate on the basis of changes in the social context as well as the Vladimir Briller & Phạm Thị Ly, Quốc tế hóa hay khơng quốc tế hóa? Một bước quan trọng cho trường Đại học Việt Nam, TPHCM, 2014 S¬ 31 - 2018 33 ... pilot system to increase training effectiveness, this is the first time to test this method to improve the skills of students to ensure the quality of training of the program Developing the new curriculum. .. students to transfer to another schools or other disciplines In Japan, architectural students build their studies together for the first three years and are assigned to the depths of the labs in the. .. basis of innovative from the research and training fields of many prestigious universities in the world in the areas of architectural training, especially in sustainable architecture, forming an advanced