Kanai Shah_M.Arch Dissertation_Inequality in Architectural Education in India by Kanai Shah

Inequality in Architectural Education in India

M.Arch Dissertation

Kanai Shah

Inequality in Architectural Education in India ARC566 Dissertation Sheffield School of Architecture The University of Sheffield Word Count: 6363

Kanai Devang Shah 190178057 M.Arch Year 6 Supervisor: Satwinder Samra

Acknowledgements Firstly, I would like to thank my supervisor, Satwinder Samra, for his continued support, guidance and encouragement. I would also take this opportunity to thank my family who have been a constant source of inspiration and positivity. Special thanks to Amrita, Nidhi U, Shreyank Sir, Dan Jary, Nidhi J, Anushka, Rithu and Krishna. Sincere thanks to all the participants for their benevolent support and cooperation.

Contents:

Inequality in Architectural Education in India 01] Methodology.............................................................08 02] Setting The Scene....................................................10 - A Personal Journey - Alternative Experiences - A Few Observations - Here Lies the Purpose

03] The Current Scenario..............................................16 - Council of Architecture - A Regulating Body? - The Status of Institutions - Getting The Numbers - From a Business Perspective

04] The Disparity & Its Implications.............................32 - Who is Teaching Us? - Weighing the Curriculum - The Environment Plays a Role Too - Money Matters - The Screen v/s The Drafting-board - All in all, Thats a Lot to Take

05] Towards A New Hope...............................................56 06] Bibliography.............................................................64 07] Appendix...................................................................71

01. Methodology Note: The following body of work builds upon elements from the author’s Year 5 ‘ARC556 Preliminary Submission’ titled ‘How do we Improve the Inequality in Architectural Education in India?’ via Turnitin on 29th April, 2020.1 The dissertation focuses on understanding the various inequalities that exist within architectural education in India and how it can be improved. The research was a mixture of a methodological approach of qualitative exploration of the issue coupled with a questionnaire sent out to participants. The topic required multiple perspectives to be considered due to the vast complexities of the field, along with statistics and data analysis of the schools of architecture. Qualitative research methodology, with initial desk-based research followed by a subjective questionnaire, provided this holistic approach. Detailed analysis of geographical location, type of dominion, tuition fees, infrastructure and year of establishment of schools was conducted. This data was then converted into maps and graphs. Reports and models currently existent in the UK, which could be incorporated within architectural education in India, were explored as a part of the final chapter. Generic Ethics Approval forms were completed to ensure that the research was conducted in accordance with the University of Sheffield’s Code of Research Ethics. The participant identities have been kept anonymous to stimulate a more open discussion and all participants were made aware of the purpose of this dissertation and their consent obtained prior.

Shah Kanai., How do we Improve the Inequality in Architectural Education in India, Preliminary Dissertation Submission via Turnitin, (The University of Sheffield, 29th April, 2020). 1

Definitions & Acronyms: Architectural Education in India: The Bachelor of Architecture (B.Arch) is typically a 5-year degree programme in India. One can pursue it after the 12th Grade by giving the national entrance exam, National Aptitude Test in Architecture (NATA). After successfully completing the degree course, one can register with the Council of Architecture and undertake professional work as an Architect. There are also several Master’s Degree programmes offered by various institutions. Currency & Conversion Rate: Indian National Rupee (INR) is the official currency of India. The approximate conversion rate is 1 GBP = 100 INR. As a part of this dissertation, ‘L’ is used as an acronym for Lacs where 1L=100,000 INR. Quota System: is a seat-reservation system prevalent in India wherein generally, a certain percentage of seats are kept reserved for students belonging to a particular caste or religion. Other forms of quota reservations are ‘Management Quota’, where students pay a donation sum or extra fees annually to get admission, and ‘NRI Quota’, where seats are reserved for Non-Resident Indians. NASA India: National Association of Students of Architecture, is one of the largest architecture students’ organisation in the world. It has over 200 participating institutions from India and globally.

02. Setting The Scene “It is said that Architectural Education is somewhat like a black-box because students enter as laymen and exit as architects, without really knowing what happened inside.” 2 Personal Experience Family businesses hold a significant standing in the Indian economy. India ranks 3rd worldwide in terms of public-listed family businesses, after China and the USA, with 60% of them in their third generation.3 Having grown up in a similar environment, where our family business is manufacturing and distribution of industrial ceramics, I also had aspirations to contribute by pursuing engineering. However, as time passed, I discovered my passion for architecture and design, and with the support of open-minded family members, decided to pursue that instead. Good quality education in India is very expensive and not easily accessible in all parts of the country. I am grateful that my family could fund my expensive entrance exam (NATA) training classes – which seems to be the requirement to get good grades and secure admission into one of the best architectural institutions in the country. Being a topranked private institute, with exceptionally advanced infrastructure, the tuition for my undergraduate degree was exorbitant, and again, was sponsored by my family. The thing about these private institutions in India is that due to the income generated from high tuition fees, the concept of management quota, and fundraising abilities, they attract highly competent and experienced faculty that graduate from the best architectural institutions globally. More often than not, when one is part of such an institute, it is easy to become oblivious to the overall quality of education in other institutes in and outside the country.

Jadwiga Krupinska, What an Architecture Student Should Know (New York: Routledge, 2014) p.116. 2

‘The CS Family 1000 in 2018’, Credit Suisse, September 2018 <https://www. credit-suisse.com/about-us-news/en/articles/news-and-expertise/the-family-businesspremium-201809.html> [accessed 1 April 2020] 3

Figure 1. The Cycle of Unequal Opportunities 11

With reference to the ‘The Cycle of Unequal Opportunities’ sketch (Figure 1), having graduated from a top-ranked institute with good grades helped me procure an internship at a leading architectural firm in India. My exemplary performance prompted the partners to offer me a fulltime position, which I continued for two and a half years. Working at a medium-sized firm with an inclusive environment, I had the opportunity to interact with other interns and junior architects who had graduated from various architectural institutes in India. These interactive discussions on design, research and technological experimentation brought to my attention the inequalities within architectural education, especially in the Tier-2 and Tier-3 cities and towns of India. The lack of experienced faculty, a conservative design approach, absence of research-driven innovation and no exposure to modern technology or software seemed to be a prevalent issue. “It is a big crisis. The lack of teachers is a crisis. The large number of colleges is a crisis”.4 In India, 1% of the total population holds more than four times the wealth of 953 million people, which comprises the bottom 70%. The combined wealth of the mere 119 Indian billionaires is greater than the country’s annual budget.5 In such a country, where the ratio of financial inequality is constantly rising, mine was a relatively privileged experience and it is through this experience that I have realised that there are other, substandard educational journeys which prompted me to write this dissertation as a greater inquiry into this subject.

Sonali Rastogi referenced by Marcus Fairs, “Huge Rise In Number Of Schools Causes “Big Crisis” In Indian Architecture Education”, Dezeen, 2020 <https://www.dezeen. com/2019/10/18/indian-architecture-education-crisis/> [Accessed 23 April 2020]. 4

Oxfam International. 2020. India: Extreme Inequality In Numbers | Oxfam International. Available at: <https://www.oxfam.org/en/india-extreme-inequality-numbers> [Accessed 5 September 2020]. 5

Alternative Experiences Questionnaire: To get further insight into the existing inequalities within architectural education in India, a questionnaire was emailed to a set of twelve participants comprising current students and young professionals. The questions were simple, non-specific and demanded subjective answers thus yielding varied responses based on individual experiences. Owing to the anonymity of the responses, the participants were expected to be critical and explicit with their views. Participant Selection: Participants of different age groups were selected based on specific criteria (Figure 2 & 3) to maximize personal experiences encountered in different institutions nationwide.

Geographical Location of Participant’s Institution

Year of Establishment of Institution

City Classification based on Location of Participant’s Institution

Government or Private Dominion Institutions

Participant’s Age & Experience

Institution’s Annual Tuition Fee

Figure 2. Criteria for Participant Selection

Figure 3. Mapping the Diverse Range of Participants’ Institutions

A Few Observations Based on my personal experience coupled with the responses to the questionnaire by students and recent graduates, the key emerging sectors within architectural education where the inequality is most prevalent are: Status of the Institutions, Faculty, Curriculum, Access to Resources, Fees, and Course-related Stress. Here Lies the Purpose This dissertation aims to understand the current crisis and inequalities that exist within architectural education in India. By analyzing the underlying issues at both, the macro and micro levels, the objective is to explicitly portray domains within architectural education in India where inequalities are most prominent. The concluding chapter briefly speaks about certain modifications that can be undertaken to tackle the current crisis and bring the student experiences at par.

03. The Current Scenario Education is the lifestream of a country’s progress.6 It is important that this stream is copious at the source and equally accessible by all. In India, the Indus Valley Civilisation marked the beginning of architectural education, followed by ‘gurukuls’ and then formally by schools of art and architecture (Amaravati, Mathura and Gandhara). The establishment of full-fledged architectural institutions began gaining momentum in India only after its independence in 1947.7 Currently, in India, the Bachelor of Architecture (B.Arch.) is typically a 5-year programme which includes a compulsory practical training period of 4-6 months, depending on different institutions’ curricula. After graduating, one can register themselves with the regulating body and work in the full capacity of an ‘architect’. However, in the past few years, the country has witnessed an unpleasant boom in the number of architectural schools, ‘like a nuclear ball of fire growing larger and larger, as it expands outwards, ever further’.8 From merely 4 schools providing accredited courses in the field in 1947 (Figure 7), the number rose to 117 in 2005, and then rapidly increased to reach the current 469. These numbers raise serious doubts regarding this ‘explosive ball’ going out of control.

Pradhan, B.M. “Architectural Education.” In Seminar on Architecture, edited by Achyut Kanvinde, 129-135. New Delhi: Lalit Kala Akademi, 1959. Available at: < https:// architexturez.net/doc/az-cf-168628> [Accessed 8 September 2020]. 6

Rahul Mehrotra, Kaiwan Mehta and Ranjit Hoskote, The State Of Architecture: Practices & Processes In India, 1st edn (Mumbai: Spenta Multimedia Pvt. Ltd), p.61. 7

Benninger C., The Future Of Architectural Education In India - The Crises And Challenge. ArchitectureLive!, Available at: <https://architecturelive.in/the-future-ofarchitectural-education-in-india-the-crises-and-challenge-christopher-benninger/> [Accessed 6 September 2020]. 8

The Council of Architecture: A Regulating Body? The Council of Architecture (COA) was constituted by the Indian Government under the provision of the Architect’s Act in 1972 legislated by the Parliament of India. The Architect’s Act provides regulations for the standards of education, registration of architects, standards of practice and recognised qualifications that practicing architects have to comply with. It is the COA’s responsibility ‘to regulate education and practice of profession’ whilst also maintaining the register of architects.9 The COA is responsible for formulating the ‘Minimum Standards for Architectural Education’ and also monitors the abidance of it by the validated institutions to provide a recognised degree qualification. The eligibility criteria cover admissions, staff-student ratio, infrastructure requirements, course modules, pay scale, programme duration and examinations. However, analyzing this document shows quite a few important points that either unachievable or left loose-ended (Figure 4). COA is the single regulator for education and licensing, both. This is unconventional when compared to most other nations, where the two are intentionally kept independent. The licensing of architects is undertaken ‘to protect the public interest by establishing a threshold of competence’10 that one must traverse to earn the title of an ‘architect’. Setting a qualifying threshold implies that the licensing of architects is focused on ‘setting minimum standards’.11 Contrarily, regulating education is about pushing for excellence. By having a single regulator for both, leading to a ‘contamination of methodologies’12, education follows licensing via a ‘minimum standards’ outlook.

Council Architecture, “Council Of Architecture”, Coa.Gov.In, 2020 <https://www.coa. gov.in> [Accessed 25 April 2020]. 9

Chandavarkar, P., 2017. Architectural Education and Regulating Architecture in India. [online] https://wordpress.com/. Available at: <https://premckar.wordpress. com/2017/10/14/architectural-education-and-regulating-architecture-in-india/> [Accessed 9 September 2020]. 10

Ibid.

Figure 4. Excerpts highlighting anomalies from ‘Minimum Standards of Architectural Education Regulations, 2017’ by COA

“From the viewpoint of education, it is necessary to realise that the regulation of practice is about ensuring a minimum threshold of competence, and when the same regulator takes on both practice and education there will be a tendency to take this ‘minimum standards’ approach to education as well.” 13 The role of the COA goes beyond the regulatory functions, extending to training and research, publishing journals, creating digital platforms as well as support for ancillary academic endeavours. However, the Council is struggling with its own shortcomings and focusing on rather redundant aspects associated with the ‘definition of professional services, of architecture as a multi-disciplinary practice, and the remittance of fees of foreign architects working in India’.14 National Institute of Advanced Studies in Architecture (NIASA) is a centralised national level institute set up jointly by the Centre for Development Studies & Activities (CDSA) and COA. The role of NIASA is to facilitate advanced research in the varied fields of Architecture to faculty, students and professionals and conduct QIP’s (Quality Improvement Programmes) for training teachers. Earlier, the decentralised COA would regulate similar programs, wherein faculty would have to attend courses organised by individual schools for training purposes. Today, the QIP’s have become a ‘mere fulfillment in order to secure an advancement or increment in a teacher’s tenure’.15 Shockingly, despite being such an integral resource to the field, the NIASA website is filled only with advertisements by sham consultancies, low-grade institutions and random ticketing services. (Figure 5)

Chandavarkar, Prem, “Architectural Education: A Road Map To Reform”, Matter, 2018 <https://thinkmatter.in/2018/05/25/prem-chandavarkar-architectural-education/> [Accessed 10 October 2020] 13

Rahul Mehrotra, Kaiwan Mehta and Ranjit Hoskote, The State Of Architecture: Practices & Processes In India, 1st edn (Mumbai: Spenta Multimedia Pvt. Ltd), p.63. 14

Akhtar Chauhan referenced by Rahul Mehrotra, Kaiwan Mehta and Ranjit Hoskote, The State Of Architecture: Practices & Processes In India, 1st edn (Mumbai: Spenta Multimedia Pvt. Ltd), p.68. 15

On March 17, 2020, the Supreme Court of India passed a ‘milestone judgment’16 wherein ‘a person does not need to have a professional degree and be registered with the COA to undertake work related to architecture and its cognate activities’.17 (Figure 6) This has provoked ‘great alarm and consternation’18 for architects in the country as this will certainly lead to a deplorable deterioration in architectural quality as the field now opens up for anybody who is not trained as an architect.

Chandavarkar, Prem, Regulating Architectural Practice: Thoughts On A Recent Judgment From The Supreme Court Of India, 2020 [online] Prem Chandavarkar. Available at: <https://premckar.wordpress.com/2020/04/20/regulating-architecturalpractice-thoughts-on-a-recent-judgment-from-the-supreme-court-of-india/> [Accessed 1 November 2020]. 16

Amit Choudhary, “No Bar On Architecture Work For Not Being Qualified And Registered Under Law: SC | India News - Times Of India”, The Times Of India, 2020 <https://timesofindia.indiatimes.com/india/no-bar-on-architecture-work-for-not-beingqualified-and-registered-under-law-sc/articleshow/74694477.cms> [Accessed 26 April 2020]. 17

Chandavarkar, Prem, Regulating Architectural Practice: Thoughts On A Recent Judgment From The Supreme Court Of India, 2020. 18

Figure 5. Excerpts from the NIASA website

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The Status of Institutions - Getting The Numbers According to COA’s January 2020 report19, there are 469 schools of architecture in India with an estimated intake of 26,310 students for the Bachelor of Architecture programme per year. There were 4 architectural schools in India in 1947; 12 in 1972; 50 in 1991; 126 in 2006 and 177 in 2010.20 Thus, in the last 14 years, 339 new schools have been granted permission to offer recognised degree courses within the field. The total annual intake of the newer schools is 18,073 which is more than double that of the older schools i.e. 8,237 students. This data translates to almost three times the number of fresh graduates entering the field as compared to 15 years ago, without the market expanding to this extent. This huge expansion has also led to underqualified, less-experienced staff teaching overcrowded classes of up to 80 students. The author undertook a mapping exercise to understand the current distribution of architecture schools according to the states and cities (Figure 7 & 8). This was then followed by understanding the decennium growth patterns of private and government institutions post-independence until now. This data shows the unequal distribution of schools not just within the states, but also within the entire country. While some states have more than 60 schools, most other states have their total number of schools in single digits, while 5 states do not have a single school! The central and eastern regions barely have enough schools in comparison to the western and northern regions of the country. “Twenty years ago, Mumbai had three architecture colleges. Now there are over 18 just in Mumbai. With the huge influx of new colleges around the country, especially the smaller city ones, I am sure it is impossible to find enough experienced teachers.” 21

Council of Architecture, Status With Intake Of Architectural Institutions In India As On January 01, 2020, coa.gov.in, 2020 <https://www.coa.gov.in/show_img.php?fid=629> [Accessed 25 April 2020]. 19

Dua, S., and K. Chahal., Scenario of Architectural Education in India, Journal of The Institution of Engineers (India): Series A 95.3 (2014), p.187. 20

Sanjay Puri referenced by Marcus Fairs, “Huge Rise In Number Of Schools Causes “Big Crisis” In Indian Architecture Education”, Dezeen, 2020 <https://www.dezeen. com/2019/10/18/indian-architecture-education-crisis/> [Accessed 23 April 2020]. 21

Architecture Schools in India

1947

[Year of Indian Independence] Total No. of Schools: 4

Tier-1 Cities Important Tier-2 & Tier-3 Cities Location of Architecture Schools

Figure 7. Location of Architecture Schools in 1947

Architecture Schools in India

2020

Total No. of Schools: 464

Tier-1 Cities 1-5 Architecture Schools 5-10 Architecture Schools 10-15 Architecture Schools 15+ Architecture Schools

Figure 8. Location of Architecture Schools in 2020 24

There is a shift in interest for the establishment, funding and management of new architectural institutes in the country; from being primarily state-run in the early years post-independence, to being heavily privatised today. This may be due to several reasons. Some of these academic institutions train students ‘solely for the market and ensconce them into a comfort zone’22, thus inhibiting their creativity and sense of curiosity. Additionally, a lot of the promoters see architectural institutions as an excellent source of financial profit through ‘capitation and other fees’.23 Some of these institutions are affiliated with real estate developers and since their vested interests lie there, they ‘merely teach and do little in terms of research, all set in [a] comfortable status quo’.24 However, sometimes it is not only about the financial gains, but also about the ‘status and power’25 that are associated with running an institution. Owing to the ‘mushrooming of schools’26 the institutions are in a race to lure students for admission. As a result, to ‘sustain their interest’ the schools undergo the process of ‘over grading in the evaluation process’, which leads to further deteriorating in the quality of education.27 Jindal School of Art and Architecture founded in 2018 by the Jindal Group; Anant National University founded in 2016 by the Piramal Group; Nirma University’s Institute of Architecture and Planning by the Nirma Group are some examples of prominent industrialists who have recently founded private architectural institutions charging an exorbitant sum of fees.

Mustansir Dalvi referenced by Rahul Mehrotra, Kaiwan Mehta and Ranjit Hoskote, The State Of Architecture: Practices & Processes In India, 1st edn (Mumbai: Spenta Multimedia Pvt. Ltd), p.61. 22

Chandavarkar, Prem, ‘Regulating Architectural Education: An Approach Paper’, Architecture: Time, Space & People, June 2004. 23

Mustansir Dalvi, The State Of Architecture: Practices & Processes In India, p.62.

Chandavarkar, Prem, ‘Regulating Architectural Education: An Approach Paper’, Architecture: Time, Space & People, June 2004. 25

Dua, S., and K. Chahal., Scenario of Architectural Education in India, Journal of The Institution of Engineers (India): Series A 95.3 (2014), p.187. 26

Ibid.

“Where are the teachers going to come from? Because the teachers need to come from my generation, who studied at a time when there were only 20 schools. So obviously there is not sufficient teaching quantity.” 28 Most of the newly founded schools are based in small towns. The issue of ‘shortage of faculty is felt acutely’29 in these small towns. In general, architecture graduates prefer to work as professionals over taking up teaching. Moreover, in many institutions, the full-time faculty is forbidden from running their individual practice. The issue is more severe for the senior faculty positions, wherein seldom would you find a senior architect willing to give up his practice to take up a teaching role, resulting in a shortage of experienced staff in many schools.30 The sudden explosion of schools accompanied by the regulation of faculty appointments based on their degree-holding has resulted in a situation wherein the cumulative number of teachers required that satisfy the pre-qualification norms, is so high that it would not even be satisfied by the number of Master’s degree holders that the country has produced until today. This has ‘resulted in a rash of Master’s degree courses by several schools wherein their own teachers are being forced or encouraged to take up the courses to satisfy the norms’.31 This throws the credibility of their education itself into question. Owing to this unspoken shortage of teachers, the private institutes that charge exorbitant fees from students lure the good and experienced faculty from old, established institutes by paying higher salaries and thus increasing the inequality within architectural education.

Sonali Rastogi referenced by Marcus Fairs, “Huge Rise In Number Of Schools Causes “Big Crisis” In Indian Architecture Education”, Dezeen, 2020 <https://www. dezeen.com/2019/10/18/indian-architecture-education-crisis/> [Accessed 23 April 2020]. 28

Dua, S., and K. Chahal., Scenario of Architectural Education in India, Journal of The Institution of Engineers (India): Series A 95.3 (2014), p.187. 29

Ibid.

Bhattacharjee. Suprio, ‘Notes From The Conference’, Domus India, February 2016 (Mumbai: Spenta Multimedia Pvt. Ltd). 31

392

Figure 9. Current distribution of schools

Figure 10. Growth of Government-Dominion schools

Figure 11. Growth of Private-Dominion schools

Government-Dominion

Figure 12. Growth pattern of schools

Private-Dominion

From a Business Perspective As mentioned in the previous sub-topic, the sharp rise in the number of architecture schools in India can also be linked to architecture being a ‘fallback option’32 (Figure 13) for many students who opt for sciencestream courses. Many students join architecture because they are unable to secure admission into an engineering college.33 The long-standing quota system of seat reservation in India is an additional source of income for the promoters of various architecture schools. The selling of seats through ‘Management Quota’ and ‘NRI Quota’ have put the entire education system in a questionable state. The concept of Management Quota argued to be a ‘tacit understanding between the school and the state’ to help the school ‘raise funds and meet their capital expenses’34 leaves no room for the deserving, meritorious students. It is interesting to see how the newer private institutions that can afford to hire top marketing staff, showcase their infrastructure, faculty and student facilities that students from other average institutions can only dream off. These are digitally marketed not only over their websites but also on several other famous social media platforms where they often appear as ‘ads’ or ‘paid sponsorships’. Owing to this competitive environment, ‘marketing can rise to the foreground’ and push ‘issues of substance to the background.’35 In all these years of architectural education in the country, students have applied for internships and job opportunities through their Portfolio and CV. However, these expensive institutions have ‘placement cells’ and tie-ups with leading global institutions and firms, solely for their students. (Figure 14) From online advertisements to ‘purchase direct admission’ into architecture institutes (Figure 15) to outsourcing visualisations, physical models and even ready-made thesis projects, the commercialisation of the field is tremendous (Figure 16). Sonali Rastogi referenced by Marcus Fairs, Huge Rise In Number Of Schools Causes Big Crisis In Indian Architecture Education, Dezeen, 2020 32

Urvashi Vashishta referenced by Marcus Fairs, Huge Rise In Number Of Schools Causes Big Crisis In Indian Architecture Education, Dezeen, 2020 33

Ravindra Punde referenced by Rahul Mehrotra, Kaiwan Mehta and Ranjit Hoskote, The State Of Architecture: Practices & Processes In India, 1st edn (Mumbai: Spenta Multimedia Pvt. Ltd), p.60. 34

Chandavarkar, Prem, Regulating Architectural Education: An Approach Paper, Architecture: Time, Space & People, June 2004. 35

Figure 13. Architecture as a ‘fall-back’ option leading to a huge rise in the number of schools

Jindal School of Art & Architecture offers cutting-edge technology for innovation and research, guided by top-notch faculty

NMIMS University’s Placement Cell is affiliated with some of the top architectural practices in India

Anant University boasts of partnerships with leading global institutes & universities

Figure 14. Examples of infrastructure & facilities as marketed by various private institutions Anant National University Partnerships, Anant National University, 2020 <https://anu. edu.in/partnerships/> [Accessed 10 November 2020] 36

Jindal School Of Art & Architecture | Facilities, Jsaa.Edu.In, 2020 <http://jsaa.edu.in/ facilities> [Accessed 10 November 2020] 37

NMIMS | Best Architecture College In India | Balwant Sheth School Of Architecture | B. Arch | NATA, Architecture.Nmims.Edu, 2020 <https://architecture.nmims.edu/ students/placements/> [Accessed 10 November 2020] 38

Figure 15. Online ad’s to purchase ‘Management Quota’ seats and ‘Guaranteed Direct Admission’ to schools in Tier-1 cities like Bangalore and Pune

Figure 16. Facebook post advertising ‘Pre-designed Thesis’, ‘2D & 3D Rendering’, ‘Portfolio Development’ & ‘Physical Modelling’

04. The Disparity & its Implications ‘Inequality always exists. If you are able to spend more you will get better facilities in the form of education, experienced faculty, design studios, infrastructure, a pleasant environment to learn, a well-planned campus, library and hostel facilities. This necessarily highlights the difference between the private and government institutions in the country.’ 39 This chapter is primarily an analysis of the responses to the questionnaire and portrays certain areas where the disparity is maximal. Who Is Teaching Us? “A good educator in architecture is a highly knowledgeable person, well informed in theory and contemporary trends, and orients the students to contemporary needs critically through history.’” 40 According to COA’s 2020 version of ‘Minimum Standards of Architectural Education’, faculty means ‘the teaching staff members in the service of the institution’.41 Institutions are to maintain a 1:10 staff to student ratio, which includes core faculty, visiting faculty and faculty from allied disciplines, while also asserting that there be a minimum of 12 core faculty members per 200 students. The current hiring criteria are based on their degree holdings and their promotions are solely based on ‘years of service put in’42 or additional degrees acquired. The document also lists the minimum qualifications, work experience and pay-scale for all categories of faculty members (Figure 17). There is a stark contrast in the faculty quality as encountered by the participants.

Participant Responses to Author’s Questionnaire for Dissertation titled, ‘Inequality in Architectural Education in India’ [12th August, 2020] 39

Dua, S., and K. Chahal., Scenario of Architectural Education in India, Journal of The Institution of Engineers (India): Series A 95.3 (2014), p.189. 40

Council of Architecture, Minimum Standards Of Architectural Education (New Delhi: Council of Architecture, 2020), pp. 27-45 <https://www.coa.gov.in/showfile. php?lang=1&level=1&sublinkid=748&lid=599> [Accessed 9 October 2020] 41

Chandavarkar, Prem, Architectural Education: A Road Map To Reform, Matter, 2018 <https://thinkmatter.in/2018/05/25/prem-chandavarkar-architectural-education/> [Accessed 10 October 2020] 42

Figure 17. Faculty qualifications, experience & pay-scale

Figure 18. Inequality in terms of faculty quality 34

Those from the top private institutions were very content with their faculty and claimed to have ‘a very strong foundation’ as they were taught by graduates from distinguished institutions. Some even claimed to have extremely competent and approachable faculty. Additionally, few participants were encouraged to pursue newer design ideologies and working methodologies.43 It is important to break the existing stereotype in Indian institutions wherein students are considered as the only entity that comes to an institution to learn.44 Challenging such conventional beliefs, a few participants were fortunate enough to be able to indulge in regular dialogues with their teachers on issues that were seldom spoken about, which in turn instilled a feeling of responsibility to make healthy changes that affected people and their lifestyles.45 However, on the other end of the spectrum, many participants, especially from the government-dominion schools, complained of either ‘deteriorating’ or ‘disinterested’ faculty throughout the five years of the programme. Some even felt that their faculty were not screened for the necessary quality that they ought to possess. In many cases, they severely lacked practical experience and instead of focusing on imparting the fundamentals of the discipline, they were more concerned about the aesthetics of hand-drafted sheets. Unlike the top private institutions, the faculty in these government-led institutions kept questioning the abilities of the students and did not promote newer ideas and technology. This resulted in extreme demotivation and additional expenditure on the students’ part as they had to spend thousands of rupees learning the latest software and fabrication techniques privately. Certain institutions also had an imbalance of full-time and visiting faculty – who were not much concerned about student academics or their well-being – with the latter being more in number.46

Participant Responses to Author’s Questionnaire for Dissertation titled, ‘Inequality in Architectural Education in India’ [13th August, 2020] 43

Chandavarkar, Prem, “Architectural Education: A Road Map To Reform”, Matter, 2018 <https://thinkmatter.in/2018/05/25/prem-chandavarkar-architectural-education/> [Accessed 10 October 2020] 44

Participant Responses to Author’s Questionnaire.

Ibid.

Weighing The Curriculum Owing to the open-ended nature of the questionnaire, the participants touched upon several aspects of the architectural curriculum in their responses. There were distinct inequalities as experienced by the participants, especially around aspects such as syllabus, competitions, design methodologies, study tours, co-curricular events and external collaborations. Once again, participants from the top private institutions had a more integrated learning experience. Their curriculum structure pushed them to take a more liberal stance towards design methodologies whilst bestowing the freedom to pursue diverse concepts that translate into built forms. These institutions also organised several cocurricular events throughout the term-duration which included guest lectures; hands-on construction workshops; semester-end exhibitions; contemporary software and fabrication learning workshops; student exchange programmes in partnership with leading global institutions; and even collaborations with allied field experts such as urban planners, interior designers, graphic designers and engineers, just to name a few. Though most of these private institutions were not a part of the National Association of Students of Architecture (NASA), the students were pushed to participate in various national and international student competitions. Extensive study tours, both national and international, were integral to the curriculum and in some cases, the cost was even included in the annual fees.47

Participant Responses to Author’s Questionnaire.

Figure 19. Inequality in terms of cirriculum structure & co-cirricular activities 37

On the contrary, most of the other participants were encumbered by their institutions’ curriculum structure and composition. Unlike the few ‘privileged’ students, they felt an immense disconnect between the technical, practical and theoretical aspects of their education. Certain schools focused more on the engineering and technological aspects of the field rather than imparting core learning outcomes such as design thinking and ideology. The design briefs were repetitive, the syllabus was outmoded and there was a lack of co-curricular activities. Some participants experienced very few study tours during their academic tenure and their faculty was very restrictive in terms of the trip destinations.48 However, almost all the participants voiced the shortfall of the compulsory internship period, which is currently for a minimum period of 24 weeks. Many also wished for more on-site and practical learning experiences to be embedded in the curriculum. Competitions were an integral part of many students’ academic journey. It enhanced their graphical skills, team dynamics, time-management skills and even taught them to view problems from multi-dimensional perspectives. Processes like model-making, peer-reviews, carpentry, research and presentation were considered as stress-busters and fun whilst also helping practically.49

Participant Responses to Author’s Questionnaire.

Ibid.

The Environment Plays a Role Too Many responses touched upon topics such as campuses, facilities, scholarships, seat-reservations and admission criteria. These aspects form the learning environment for students and directly or indirectly impact their growth into future architects. Having a stimulating campus is imperative in engendering an environment conducive to creation and design. It is integral for an architecture school to be a well-designed structure as students often tend to refer to their surrounding environment to understand scale, dimensions, materials and elements. A few respondents, mainly from Tier-2 and Tier-3 towns, had huge campuses which made studying such a strenuous course easier to manoeuver through. Certain private institution campuses would be officially functioning for 18 hours a day, thus stimulating collaborative learning through both formal and informal discussions with peers and faculty members. In most cases, these same schools also constituted a remarkable library that provided access to an extensive database of books, research papers, dissertations and theses.50 However, certain participants, especially those from the congested Tier1 cities, felt that their campus undermined the course due to a shortage of space to work, collaborate and socialise. In comparison with other institutions in the same city, some felt their campus to be extremely boring, whereas a few even complained about the absence of a campus altogether. A few institutions lacked basic ancillary infrastructures such as hostels and canteens. Several new schools that have sprung up, which are generally in a rush to kickstart their business, treat the first few student cohorts as ‘experimental’ batches. These students are deprived of fine infrastructure, academic resources and more often than not, decent faculty.51

Participant Responses to Author’s Questionnaire.

Ibid.

Figure 20. Inequality in terms of campus, studio environment & seat reservation 40

For generations, there has been a certain propensity amongst Indian people to elevate their fellow caste members. India has 6 main religions, each of which is further divided into castes and sub-castes. For instance, Hinduism, the most followed religion in the nation, is further divided into 3000 castes and 25000 sub-castes.52 Institutions implement seat reservations (better known as the quota-system in India), wherein the founders, more often than not, choose to reserve seats for students of their community; sometimes even up to 50%. One of the interviewed participants from such an institution, where 30 out of 60 seats were reserved for a particular caste, complained about increasing partiality, derogatory comments and unhealthy competition.

Figure 21. Private-dominion ANU’s Studio

Figure 22. Government-dominion JJ School’s Studio

BBC News, 2019, What Is India’s Caste System?, Available at: <https://www.bbc. co.uk/news/world-asia-india 35650616#:~:text=The%20main%20castes%20were%20 further,the%20Dalits%20or%20the%20untouchables.> [Accessed 24 October 2020]. 52

Money Matters ‘I fear our colleges of architecture are too addicted to the fees their students pay; they fear to fail anyone, who is really a failure! We need the money, not the student. Let us turn that ugly paradigm upside down!’53 The core difference between the government and private institutions lies in the fees charged. Currently, there is no established body or enforced framework by the COA that regulates the fee structure within the country. In some cities, the fee range varies from 17,000/- INR to 5,50,000/- INR per academic year!54 Moreover, the course demands additional spending in the form of model-making, study tours, printing, accommodation, hightech computers, software and books. According to the participant responses, many felt that architectural education is ‘elitist’, as it is becoming increasingly unaffordable for the middle and lower class population, in a country where ‘the rich get richer and the poor get poorer’. Due to the acute shortage of admirable government-dominion institutions coupled with the drastically increasing number of students appearing for the entrance exams, students are forced to join private institutions that charge exorbitant fees. Since the fee-structure remains unregulated, many deserving students are unable to get admission into top private institutions solely because they cannot afford it. Most institutions did not provide scholarships and participants from the few schools that did offer scholarships to the underprivileged still termed it as ‘inaccessible’ and ‘unaffordable’.

Benninger, C., n.d. The Future Of Architectural Education In India - The Crises And Challenge. [online] ArchitectureLive!. Available at: <https://architecturelive.in/the-futureof-architectural-education-in-india-the-crises-and-challenge-christopher-benninger/> [Accessed 6 September 2020]. 53

Collegedunia, Top B.Arch Colleges In Mumbai - 2020 Rankings, Fees, Placements, 2020 <https://collegedunia.com/barch/mumbai-colleges> [Accessed 26 October 2020] 54

Participant Responses to Author’s Questionnaire.

Figure 23. Inequality in terms of tuition fee affordabiity & additional costs 43

Portraying the commercialization of the field, one of the participants mentioned that any student willing to pay the fees, irrespective of his grades or interest in the field, was granted admission into the institution. Student cohorts excited to participate in workshops and competitions were discouraged from doing so as that would demand money to be spent by the college. Moreover, the annual fee hike for most private institutions is 10%.56 This is almost double in comparison to the general inflation rate of the nation, which is currently at 5.10%.57 Furthermore, some government-dominion institutions are bifurcated into two branches; aided and unaided, wherein the unaided department is not entitled to government grants, thus charging higher fees and attracting lower-ranked students. Whereas, due to fierce competition, mainly attracted by the lower fee-structure, only the top-rankers get admission to the aided department. As a result, there is already an established divide within the same school. Participants from these government-dominion schools had their tuition fees roughly within the range of 70,000/- INR to 1,20,000/- INR. Though they paid comparatively lesser, they were highly dissatisfied with the infrastructure, facilities, faculty and other additional costs incurred due to this.58 On the other hand, participants from private institutions paid a tuition fee within a broad range of 1,10,000/- INR to 6,00,000/- INR, annually. Those towards the lower end of this spectrum were content with what they were paying and getting in return. However, students towards the higher end of the spectrum, though getting the best of the faculty and infrastructure, were dissatisfied with the additional expenses, which are typically a part of architectural education.59 To make things worse, an intern or a recent graduate in any Tier-1 city, at an average, only earns INR 1,80,000/- per annum, which is barely enough to cover the basic necessities of an individual, let alone contribute towards savings. 55

Participant Responses to Author’s Questionnaire.

Ibid.

Ministry of Statistics and Programme Implementation (MOSPI) referenced by Tradingeconomics.com, India Inflation Rate 2012-2020, 2020 <https:// tradingeconomics.com/india/inflation-cpi> [Accessed 26 October 2020] 57

Participant Responses to Author’s Questionnaire.

Ibid.

The Screen v/s The Drafting Board “Technology continues to grow at a rapid pace; equipping the students to meet the complex demands of the profession; the curriculum structure, focus and value system must facilitate the relationship between general education and specialised study.” 60 There has been a recent paradigm shift in architectural education globally. Sketchbooks are being replaced by iPads; conventional modelmaking by 3D-printers; hand drafting by AutoCAD; design boards by virtual reality, pinned-up sheets by digital presentations; and measuring tapes by laser measurers, to name a few. With such exponential technological advancements, an architectural institution must impart these skills to its students from the very beginning. Architectural education always works in favour of those who can spend more on technology and infrastructure, thus being able to produce highquality work in a shorter period, which consequently aggravates the inequalities. “In an education which constructs itself on thorough time-management, a student who can afford the best laptop produces the best renders and those who can access laser-cutting [machines] and 3D-printers can build the finest of models, all in a shorter period. The inequality is ostensible.”61 Many participants, mainly from the private institutions, had access to the state-of-the-art facilities on their campus. They could utilize them at subsidised costs and sometimes even complimentary. Tutorials for advanced softwares, embedded as a part of the curriculum, were introduced as early as Year 2, with new computational tools being taught every semester. Owing to this ‘privilege’, they were able to pursue any contemporary idea and build upon it.62

Dua, S., and K. Chahal., Scenario of Architectural Education in India, Journal of The Institution of Engineers (India): Series A 95.3 (2014), p.185. 60

Participant Responses to Author’s Questionnaire.

Ibid.

Figure 24. Inequality in terms of exposure to technology 46

In comparison, other participants felt a major lack of exposure to the technology used within the field. Some institutions still hailed handdrafting as the benchmark. Despite paying a hefty fee to their institution, students had to shell out extra money to learn softwares privately; especially considering it is a basic requirement to apply for jobs or internships (Figure 27). Apart from the latest technology, many schools did not even have mandatory facilities such as desktops, drafting tables, projectors and workshops.63 “Most offices are digitally equipped but the school sends inadequately trained interns. The offices may/need not have the patience all the time to teach the basics - and in this situation, it is the student who suffers.” 64

Figure 25. JSAA’s Digital Fabrication Lab

Figure 26. IES’s students hand-drafting

Participant Responses to Author’s Questionnaire.

Chitra Vishwanath referenced by Saraswat, Anupriya, 2017. Architectural Internships In India - The Story So Far, ArchitectureLive!. Available at: <https://architecturelive.in/ architectural-internships-india-intern-story/> [Accessed 1 November 2020]. 64

Figure 27. Job vacancy posts highlighting software proficiency as the preeminent criteria

Figure 28. Advanced facilities for students at JSAA

All in All, That’s a Lot to Take! Stress was one of the few aspects that prompted a unanimous response from all participants. A high level of stress seems to be an inherent feature of architectural education. This commonality explicitly showcases the additional pressure on the students experiencing the inequalities, as it can only be increasingly onerous to manage without having the aforementioned privileges. Scores of negative responses were recorded. Some participants were advised by their senior batches on the very first day to drop the course as it was too much pressure to handle and their diligence would not even be appreciated. The course expected you to ‘detach from the rest of the world’ owing to the high levels of stress and unreasonable study hours. Furthermore, being a frenetic 5-year programme, students tended to lose interest and felt stuck during the course. Comparison between individuals based on the marks achieved, an everlasting issue in India, led to mental stress, isolation and trauma. This, coupled with issues of unrealistic deadlines, part-time jobs, student-debt, fee hikes and low wages created a ‘toxic’ mix.65 “For NASA, we lived like a family in college, working rigorously day and night trying to strike a balance between our academics in the day, while working for the competition the entire night. We barely used to get 3 hours of sleep every night, for 3 months straight.” 66 Students also experienced stress due to the unhealthy ‘crit’ and ‘jury’ culture present in most Indian schools. The idea of getting defensive with the jury, who would generally not be open to new ideas, often created a negative atmosphere. Due to the constant need to align with the sense of philosophy and abstraction dictated by the studio leaders, students felt very restricted.67

Chitra Vishwanath referenced by Saraswat, Anupriya, 2017. Architectural Internships In India - The Story So Far, ArchitectureLive!. 65

Participant Responses to Author’s Questionnaire.

Ibid.

Figure 29. Stress as an inherant feature of architectural education 51

In a similar instance to the unpaid internship controversy for the Serpentine Pavilion involving Junya Ishigami & Associates,68 students expressed severe concerns over ‘exploitative internships’69 that demand ‘arduous hours of work, but pay in peanuts.’70 Worse than unpaid internships, there are ‘persistent rumours’71 regarding studios charging money from students to intern there. However, there is not much evidence since students are afraid to speak up as it may lead to them being ‘ostracised from the fraternity’.72 In an online survey conducted by ArchitectureLive!, many students admitted to being ‘mistreated and abused’73 by their employers; the imbalance between demand and supply being the core reason for such unethical workplace dynamics to spring up, with negligible regulatory processes in action.

Jonze, Tim, 2019. Row Over Use Of Unpaid Interns By Serpentine Pavilion Architect, The Guardian. Available at: <https://www.theguardian.com/artanddesign/2019/mar/22/ row-unpaid-interns-serpentine-london-gallery-pavilion-architect-project> [Accessed 1 November 2020]. 68

Saraswat, Anupriya, 2017. Architectural Internships In India - The Story So Far, ArchitectureLive!. Available at: <https://architecturelive.in/architectural-internships-indiaintern-story/> [Accessed 1 November 2020]. 69

Participant Responses to Author’s Questionnaire.

Urvashi Vasistha referenced by Fairs, M., 2019. Architecture Internships In India Exploitative, Dezeen. 71

Ibid.

Saraswat, Anupriya, 2017. Architectural Internships In India - The Story So Far, ArchitectureLive! 73

“Every new batch of architectural students - emerging out of the ever-increasing number of colleges, faces a lack of internship opportunities. Very often, this is followed by a frustrating experience as an intern, leaving the students disappointed and disillusioned.” 74 Architecture being an expansive field, students, teachers and fresh graduates often get overwhelmed by the constant grapple between the ‘intellectual demands of the discipline’ and the ‘practice of architecture.’75 As an architect, one is often expected to know everything ranging from art, design, technology, construction, science and politics. The vagueness of this ‘knowledge boundary of architects’ is extremely stressful.76 (Figure 30)77

Ramachandra S., Architectural Internships In India – Who Said What?, ArchitectureLive!, Available at: <https: www.posts.architecturelive.in/tag/the-internstory/> [Accessed 1 November 2020]. 74

Mahalingam, Ganapathy, 2007. On Deciding The Boundaries Of Architectural Knowledge, https://www.ndsu.edu. Available at: <https://docplayer.net/31466669-Ondeciding-the-boundaries-of-architectural-knowledge-abstract-architectural-educatorsconstantly-struggle-with-the-boundaries-of-architectural.html> [Accessed 1 November 2020]. 75

Ibid.

Zhao, Shenghuan; De Angelis, Enrico; Ma, Dongqing. Reflecting on the architecture curriculum through a survey on career switching, Design and Technology Education: an International Journal, [S.l.], v. 23, n.1, pp. 76-87. Feb. 2018 <https://ojs.lboro.ac.uk/ DATE/article/view/2277> [Date accessed: 26 apr. 2020]. 77

Figure 30. Knowledge Boundary of Architects 54

Figure 31. Illustrations by ‘Leewardists’ showcasing typical scenarios from an architectural student’s life

05. Towards A New Hope “For improving the quality of education, one needs to understand the diversified needs of the country and character, while being conscious of the values governing life.” 78 While extensive research has been done, both, locally and globally, on methods of restructuring architectural education, there is barely much ideation on tools or methodologies to blur the existing boundaries of inequality within the nation. This chapter briefly speaks about a few simple, but particularly relevant interventions that can make architectural education more accessible for all. At the governance level, regulating education and licensing of architects should be segregated into two distinct entities; a ‘long and cumbersome’ legislative procedure.79 Until then, the COA should create two autonomous branches within its purview; where licensing ‘ensures minimum standards’ and regulating education ‘provokes excellence.’80 The huge number of recently established schools cannot be undone. However, owing to the UN SDG’s, we must ensure that all the students in these institutions are exposed to ‘quality education.’81 We must establish ‘excellence clusters’ by recognising mentoring institutions, with each one acting as guides for the nearby 15-20 ‘lesser-prepared protégé schools’ where faculty, resources and innovative ideas can be shared.82 With the current surge in digital learning, institutions could also tie-up with local and global e-learning platforms such as Coursera, Udemy, ACEDGE, edX and many more. They offer a wide range of courses and pre-recorded lectures related to architecture and its ancillary fields (Figure 33 & 34).

Afza, Nooreen, 2020. A Review Of Architecture Education In India - Rethinking The Future. [online] Rethinking The Future. Available at: <https://www.re-thinkingthefuture. com/fresh-perspectives/a609-a-review-of-architecture-education-in-india/> [Accessed 30 October 2020]. 78

Ibid.

United Nations Sustainable Development Goals. 2020. Education. [online] Available at: <https://www.un.org/sustainabledevelopment/education/> [Accessed 30 October 2020]. 81

Benninger, Christopher., n.d. The Future Of Architectural Education In India - The Crises And Challenge. ArchitectureLive! 82

Figure 32. Quality Education as a part of UN SDG’s

Figure 33. Globally renowned online courses in architecture by leading universities provided by ‘edX’ 57

Figure 34. Online tutorials and courses specifically for architecture students in India provided by ‘ACEDGE’

A mandatory, ‘transparent’83 process of screening for the quality of students and faculty should be undertaken by the institutions. A list of all faculty members, both, visiting and permanent, with their profiles, portfolios, published papers and research interests should be a compulsory component for all institution websites. Common admission application requirements in global universities, such as a ‘Statement of Purpose’ and ‘Reference Letters’, must be incorporated to ensure only the intake of ‘highly motivated’ students.84 Simultaneously, to prove their competency, institution websites should display selected student projects and theses; annual COA accreditation reports for the past two years which contain the comments and complaints of the review panel along with the institution’s responses.85 The openness and accessibility to this data can be used by the institution as a motivational tool for critical reflection and reforms; to establish the national rankings of schools; by practitioners to hire fresh graduates or partner with placement cells of Universities, and by prospective students to shortlist schools based on their academic inclinations. “We are in the throes of massive epochal change that must profoundly impact architecture.” 86

Chandavarkar, Prem, ‘Regulating Architectural Education: An Approach Paper’, Architecture: Time, Space & People, June 2004. 83

Chandavarkar, Prem, ‘Architectural Education: A Road Map To Reform’, Matter, 2018 <https://thinkmatter.in/2018/05/25/prem-chandavarkar-architectural-education/> [Accessed 10 October 2020] 84

Ibid.

Buchanan, P. 2012. The Big Rethink: Architectural Education, Architectural Review, 232(1388), p. 92. 86

As a result, processes, techniques, materials, politics and practices of architectural education cannot be predicted.87 Thus, the current curriculum needs to be reinvigorated to incorporate three major components: ‘pedagogy, values and content’88 to ensure that students can design for such ‘moving targets.’89 Moreover, shifting from a ‘mechanistic’ to a ‘systemic’ pedagogy (Figure 35); through the integration of ‘transformative’ pedagogies is imperative.90 This will ensure that students have a greater understanding of not just the ‘structured curriculum’ but also the ‘hidden curriculum’; one that emphasizes unstated values, attitudes and norms that stem tacitly from the learning setting of the course.91 Designing for the diverse range of the country’s topography, ethnicities and lifestyles, the hidden curriculum will instill confidence among students to ‘comprehend information and ideate into creative expressions’, rather than merely ‘imbibing information.’92 Historical precedents of ancient Indian art and architecture schools suggest that education was inculcated through practice.93 Today, many architectural practitioners and educators complain about ‘the Gap’ between two components; the architectural academy and the architectural profession.94 Through a collaborative and participatory approach, we must ensure the integration of teaching, practice and research within the profession.

Field: A Free Journal for Architecture. 2013. Architectural Education Field: Volume 5, Issue 1, p.1. [online] Available at: <http://www.field-journal.org/uploads/file/2013%20Volume%205/ Field%205(1).pdf> [Accessed 31 October 2020]. 87

Chandavarkar, Prem, Architectural Education: A Road Map To Reform, Matter, 2018.

Field: A Free Journal for Architecture. 2013. Architectural Education Field: Volume 5, Issue 1, p.2. 89

Ashraf M. Salama, Seeking Responsive Forms of Pedagogy in Architectural Education, Field: A Free Journal for Architecture. 2013. Architectural Education Field: Volume 5, Issue 1, p.11-13. 90

Ibid.

Rege, Akshay, Architecture Education In India – Challenges And Opportunities, InsideEthos-ACEDGE. Available at: <https://ethosinside.wordpress.com/2019/02/26/ architecture-education-in-india-challenges-and-opportunities/> [Accessed 1 November 2020]. 92

Ford, Chris, Finishing School; The Gap And Its Effect On Architectural Education, 1st edn (Florida: University of South Florida, 2003), pp. 72-78 <https://www.yumpu.com/en/ document/read/5914018/the-gap-and-its-effect-on-architectural-education-college-of-> [Accessed 1 November 2020] 94

Ibid.

Currently, the COA has no framed guidelines regarding internships under the infamous Architects Act of 1972. As a result of these missing legislations, students are exploited during their internship tenure, as spoken about in Chapter 3. To ensure equality in opportunities for all students, stringent laws should be placed; similar to the UK where RIBA chartered practices are legally bound to pay a minimum of the nation’s Living Wage to all its interns.95 The delinking of licensing from education by the COA will ensure the easy implementation of such policies. Based on the ‘Knowledge Boundary of Architects’ diagram, internship opportunities should be permitted across all allied fields of the profession and not constricted to traditional architectural practices. This move will reduce pressure on the already low scenario of employment and allow students to develop a diverse range of skills, which eventually will help reduce inequality. Many universities, especially the low-funded ones, cannot afford to invest in state-of-the-art technology and facilities privately for their students. Through a ‘powerful human resource base’ and ‘intelligent scheduling’, it would be interesting to either own, provide, share or simply make accessible ‘high order facilities’ between institutions in the same city or close proximity.96 These institutions could all have different areas of technological expertise and infrastructure and operate the shared pool of resources. Establishing inclusive models similar to ‘Access-Space’97 and ‘The OpenSTEM Labs’98 in the UK will prove to be extremely beneficial for students in terms of learning flexibility, exposure to technology and cost-cutting.

Indian Institute of Architects (IIA), “Status And Future Of Architectural Education In India - Need For Radical Change”, AZ South Asia, 1999 <https://architexturez.net/doc/ az-cf-21641> [Accessed 9 July 2020] 96

Access Space, Access Space - About, 2020 <https://access-space.org/> [Accessed 2 November 2020] 97

Stem.Open.Ac.Uk, About Us | Faculty Of Science, Technology, Engineering & Mathematics, 2015 <http://stem.open.ac.uk/study/theopenstemlabs/about-us> [Accessed 2 November 2020]. 98

Figure 35. Shifting from ‘mechanistic’ to ‘systemic’ pedagogical models

Figure 36. Working components of the ‘OpenSTEM’ model that could be translated into architectural education

Validated programmes such as Sheffield School of Architecture’s ‘Collaborative Practice’99, which blends academic learning with professional experience through affiliated architectural practices, should be made optional for senior student cohorts in Indian institutions as well. Here, students are not just exposed to practical learning from the beginning, but they can also simultaneously earn money while studying, thus reducing the pressure of student debt and fee hikes. “What is important in this debate is to ensure architectural education remains vital, challenging and culturally (as well as technically and professionally) engaged, and to ensure it remains open and accessible. I’d argue that somewhere in this current crisis lurks an opportunity to develop stronger, more vibrant and more relevant forums for generating and sharing architectural knowledge.” 100

Sheffield.ac.uk. 2020. Architecture: Collaborative Practice March The University Of Sheffield, Available at: <https://www.sheffield.ac.uk/postgraduate/taught/courses/2021/ architecture-collaborative-practice-march> [Accessed 2 November 2020]. 99

Jacob. Sam referenced by Satwinder Samra, “Architectural Education Must Change”, Dezeen, 2013 <https://www.dezeen.com/2013/04/18/sam-jacob-opinion-architecturaleducation-crisis/> [Accessed 2 November 2020] 100

06. Bibliography Access Space, Access Space - About, 2020 <https://access-space.org/> [Accessed 2 November 2020] Afza, Nooreen, 2020. A Review Of Architecture Education In India - Rethinking The Future. [online] Rethinking The Future. Available at: <https://www.re-thinkingthefuture.com/freshperspectives/a609-a-review-of-architecture-education-in-india/> [Accessed 30 October 2020]. Akhtar Chauhan referenced by Rahul Mehrotra, Kaiwan Mehta and Ranjit Hoskote, The State Of Architecture: Practices & Processes In India, 1st edn (Mumbai: Spenta Multimedia Pvt. Ltd), p.68. Amit Choudhary, “No Bar On Architecture Work For Not Being Qualified And Registered Under Law: SC India News - Times Of India”, The Times Of India, 2020 <https://timesofindia. indiatimes.com/india/no-bar-on-architecture-work-for-not-being-qualified-and-registeredunder-law-sc/articleshow/74694477.cms> [Accessed 26 April 2020] Anant National University Partnerships, Anant National University, 2020 <https://anu.edu. in/partnerships/> [Accessed 10 November 2020] Aneerudha Paul referenced by Rahul Mehrotra, Kaiwan Mehta and Ranjit Hoskote, The State Of Architecture: Practices & Processes In India, 1st edn (Mumbai: Spenta Multimedia Pvt. Ltd) Ashraf M. Salama, Seeking Responsive Forms of Pedagogy in Architectural Education, Field: A Free Journal for Architecture. 2013. Architectural Education Field: Volume 5, Issue 1, p.11-13. BBC News, 2019, What Is India’s Caste System?, Available at: <https://www.bbc. co.uk/news/world-asia-india 35650616#:~:text=The%20main%20castes%20were%20 further,the%20Dalits%20or%20the%20untouchables.> [Accessed 24 October 2020]. Benninger C., The Future Of Architectural Education In India - The Crises And Challenge. ArchitectureLive!, Available at: <https://architecturelive.in/the-future-of-architecturaleducation-in-india-the-crises-and-challenge-christopher-benninger/> [Accessed 6 September 2020]. Bhattacharjee. Suprio, ‘Notes From The Conference’, Domus India, (Mumbai: Spenta Multimedia Pvt. Ltd, 2016)

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Credit Suisse, The CS Family 1000 in 2018, September 2018 <https://www.credit-suisse. com/about-us-news/en/articles/news-and-expertise/the-family-business-premium-201809. html> [accessed 1 April 2020] Dua, S. and K. Chahal., Scenario of Architectural Education in India, Journal of The Institution of Engineers (India): Series A 95.3 (2014), p.187. Field: A Free Journal for Architecture, 2013. Architectural Education Field: Volume 5, Issue 1, p.1. [online] Available at: <http://www.field-journal.org/uploads/file/2013%20 Volume%205/Field%205(1).pdf> [Accessed 31 October 2020]. Ford, C., Finishing School; The Gap And Its Effect On Architectural Education, 1st edn (Florida: University of South Florida, 2003), pp. 72-78 <https://www.yumpu.com/en/ document/read/5914018/the-gap-and-its-effect-on-architectural-education-college-of-> [Accessed 1 November 2020] Indian Institute of Architects (IIA), Status And Future Of Architectural Education In India Need For Radical Change, AZ South Asia, 1999 <https://architexturez.net/doc/az-cf-21641> [Accessed 9 July 2020] Jacob. Sam referenced by Satwinder Samra, Architectural Education Must Change, Dezeen, 2013 <https://www.dezeen.com/2013/04/18/sam-jacob-opinion-architecturaleducation-crisis/> [Accessed 2 November 2020] Jindal School Of Art & Architecture | Facilities, Jsaa.Edu.In, 2020 <http://jsaa.edu.in/ facilities> [Accessed 10 November 2020] Jonze, Tim, 2019. Row Over Use Of Unpaid Interns By Serpentine Pavilion Architect, The Guardian. Available at: <https://www.theguardian.com/artanddesign/2019/mar/22/rowunpaid-interns-serpentine-london-gallery-pavilion-architect-project> [Accessed 1 November 2020]. Leewardists School, Leewardists Shop, 2020 <https://leewardists.com/> [Accessed 28 April 2020] Mahalingam, Ganapathy, 2007. On Deciding The Boundaries Of Architectural Knowledge, https://www.ndsu.edu. Available at: <https://docplayer.net/31466669-On-deciding-theboundaries-of-architectural-knowledge-abstract-architectural-educators-constantly-strugglewith-the-boundaries-of-architectural.html> [Accessed 1 November 2020].

Modak. Shubhayan referenced by Marcus Fairs, “Huge Rise In Number Of Schools Causes “Big Crisis” In Indian Architecture Education”, Dezeen, 2020 <https://www.dezeen. com/2019/10/18/indian-architecture-education-crisis/> [Accessed 23 April 2020]. Mustansir Dalvi referenced by Rahul Mehrotra, Kaiwan Mehta and Ranjit Hoskote, The State Of Architecture: Practices & Processes In India, 1st edn, p.61. Ministry of Statistics and Programme Implementation (MOSPI) referenced by Tradingeconomics.com, India Inflation Rate 2012-2020, 2020 <https://tradingeconomics. com/india/inflation-cpi> [Accessed 26 October 2020] NMIMS | Best Architecture College In India | Balwant Sheth School Of Architecture | B. Arch | NATA, Architecture.Nmims.Edu, 2020 <https://architecture.nmims.edu/students/ placements/> [Accessed 10 November 2020] Oxfam International. 2020. India: Extreme Inequality In Numbers | Oxfam International. Available at: <https://www.oxfam.org/en/india-extreme-inequality-numbers> [Accessed 5 September 2020]. Participant Responses to Author’s Questionnaire for Dissertation titled, ‘Inequality in Architectural Education in India’ [12th August, 2020] Pradhan, B.M., “Architectural Education.” In Seminar on Architecture, edited by Achyut Kanvinde, 129-135. New Delhi: Lalit Kala Akademi, 1959. Available at: < https:// architexturez.net/doc/az-cf-168628> [Accessed 8 September 2020]. Rahul Mehrotra, Kaiwan Mehta and Ranjit Hoskote, The State Of Architecture: Practices & Processes In India, 1st edn (Mumbai: Spenta Multimedia Pvt. Ltd) Ramachandra S., Architectural Internships In India – Who Said What?, ArchitectureLive!, Available at: <https: www.posts.architecturelive.in/tag/the-intern-story/> [Accessed 1 November 2020]. Ravindra Punde referenced by Rahul Mehrotra, Kaiwan Mehta and Ranjit Hoskote, The State Of Architecture: Practices & Processes In India, 1st edn (Mumbai: Spenta Multimedia Pvt. Ltd), p.60. Rege, A., Architecture Education In India – Challenges And Opportunities, InsideEthosACEDGE. Available at: <https://ethosinside.wordpress.com/2019/02/26/architectureeducation-in-india-challenges-and-opportunities/> [Accessed 1 November 2020].

Samra. Satwinder, Alternative Routes for Part 2: Scoping Document (v2) (Sheffield: Sheffield School of Architecture, 2013) Sanjay Puri referenced by Marcus Fairs, “Huge Rise In Number Of Schools Causes “Big Crisis” In Indian Architecture Education”, Dezeen, 2020 <https://www.dezeen. com/2019/10/18/indian-architecture-education-crisis/> [Accessed 23 April 2020]. Saraswat, A., 2017. Architectural Internships In India - The Story So Far, ArchitectureLive!. Available at: <https://architecturelive.in/architectural-internships-india-intern-story/> [Accessed 1 November 2020]. Shah. Kanai, How do we Improve the Inequality in Architectural Education in India, Preliminary Dissertation Submission via Turnitin, (The University of Sheffield, 31st March 2020). The University of Sheffield. 2020. Architecture: Collaborative Practice March The University Of Sheffield, Available at: <https://www.sheffield.ac.uk/postgraduate/taught/ courses/2021/architecture-collaborative-practice-march> [Accessed 2 November 2020]. Sonali Rastogi referenced by Marcus Fairs, “Huge Rise In Number Of Schools Causes “Big Crisis” In Indian Architecture Education”, Dezeen, 2020 <https://www.dezeen. com/2019/10/18/indian-architecture-education-crisis/> [Accessed 23 April 2020]. Stem Open., About Us | Faculty Of Science, Technology, Engineering & Mathematics, 2015 <http://stem.open.ac.uk/study/theopenstemlabs/about-us> [Accessed 2 November 2020]. United Nations, Sustainable Development Goals. 2020. Education. [online] Available at: <https://www.un.org/sustainabledevelopment/education/> [Accessed 30 October 2020]. Urvashi Vashishta referenced by Marcus Fairs, Huge Rise In Number Of Schools Causes Big Crisis In Indian Architecture Education, Dezeen, 2020 Zhao, Shenghuan; De Angelis, Enrico; Ma, Dongqing, Reflecting on the architecture curriculum through a survey on career switching, Design and Technology Education: an International Journal, [S.l.], v. 23, Feb. 2018 <https://ojs.lboro.ac.uk/DATE/article/view/2277> [Date accessed: 26 apr. 2020].

List of Figures All images & illustrations were produced by the author specifically for this dissertation, unless otherwise stated below: Fig 04. Scanned & Highlighted by author. Source: Council of Architecture, Minimum Standards Of Architectural Education (New Delhi, 2020) <https://www.coa.gov.in/showfile.php?lang=1&level=1&sublinkid=748&lid=599> Fig 05. Screenshots. Source: National Institute of Advanced Studies in Architecture, Minimum Standards Of Architectural Education (New Delhi, 2020) <https://www1.niasa.org> Fig 14. Collage created by author. Sources: a] NMIMS | Balwant Sheth School Of Architecture | B. Arch | NATA, Architecture. Nmims.Edu, 2020 <https://architecture.nmims.edu/students/placements/> b] Jindal School Of Art & Architecture | Facilities, Jsaa.Edu.In, 2020 <http://jsaa.edu.in/facilities> c] Anant National University, Partnerships, 2020 <https://anu.edu.in/partnerships/> Fig 15. Collage created by author. Sources: a] https://www.directadmission.managementquota.net/architecture-colleges-india/ b] https://www.architecture-admission.co.in/b-arch-admission-top-10-architecture-colleges-inindia/ c] http://www.architecture.sumra.in/ Fig 16. Image. Source: https://www.dezeen.com/2019/10/18/indian-architecture-education-crisis/ Fig 17. Scanned Document. Source: Council of Architecture, Minimum Standards Of Architectural Education (New Delhi, 2020) <https://www.coa.gov.in/showfile.php?lang=1&level=1&sublinkid=748&lid=599> Fig 21. Photograph. Source: https://www.sasaki.com/projects/anu-design-school-renovation/ Fig 22. Photograph. Source: https://www.sirjjschoolofart.in/Default.aspx Fig 25. Photograph. Source: https://www.edexlive.com/news/2018/may/26/jindals-new-architecture-school-is-takingstudents-out-of-the-box-into-the-streets-2990.html

Fig 26. Photograph. Source: https://www.ies.edu/architecture/About Fig 27. Collage created by author. Sources: a] Studio UF+O, <https://www.instagram.com/studiouf_o/?hl=en> b] Linkedin Jobs: <https://in.linkedin.com/jobs/view/junior-architect-at-design-atelier2264860354?utm_campaign=google_jobs_apply&utm_source=google_jobs_apply&utm_ medium=organic> Fig 28. Screenshot. Source: Jindal School Of Art & Architecture | Facilities, Jsaa.Edu.In, 2020 <http://jsaa.edu.in/ facilities> Fig 30. Illustration. Source: Zhao, Shenghuan; De Angelis, Enrico; Ma, Dongqing, Reflecting on the architecture curriculum through a survey on career switching, Design and Technology Education: an International Journal, [S.l.], v. 23, Feb. 2018 <https://ojs.lboro.ac.uk/DATE/article/view/2277>. Fig 31. Illustrations. Source: Leewardists School, Leewardists Shop, 2020 <https://leewardists.com/> Fig 32. Image. Source: United Nations, <https://www.un.org/sustainabledevelopment/education/> Fig 33. Screenshot. Source: edX, <https://www.edx.org/course/subject/architecture> Fig 34. Screenshot. Source: ACEDGE, <https://www.acedge.in/collections?payment_ id=MOJO0527E00F90536445&status=success&page=1> Fig 35. Image. Source: Field: A Free Journal for Architecture, 2013. Architectural Education Field: Volume 5, Issue 1, Available at: <http://www.field-journal.org/uploads/file/2013%20Volume%205/ Field%205(1).pdf> Fig 36. Image. Source: OpenSTEM, About Us | Faculty Of Science, Technology, Engineering & Mathematics, 2015 <http://stem.open.ac.uk/study/theopenstemlabs/about-us> [Accessed 2 November 2020].

07. Appendix Part 1: Data Collation of Architectural Institutions in India To understand the growth pattern of architecture schools and their nationwide distribution, the author collated data from the Council of Architecture’s documents into an MS Excel file, segregated the data and applied necessary filters to procure the results. Following are some excerpts of the document: STATUS WITH INTAKE OF ARCHITECTURAL INSTITUTIONS IN INDIA AS January 01, 2020 S.No.

Name & Address with Inst. Code.

Affiliating University

Name of the Course

Year of commencement of course

Current Intake

ANDHRA PRADESH, AP02, Ar. REVATHI DEVI ALLU, Head of Department of Architecture, College of Engineering, Andhra University, Waltair VISAKHAPATNAM-530 003,(Andhra Pradesh) Tel (O): 0891-2754586, 2844999,2844973, 2844974 & 75, Mb.09849349020-HOD, Fax: 0891-2747969, 2525611, E-Mail:auarchhod@gmail.com AP08, Prof Ar.S Janaki Rama Murthy, Principal, ANU College of Architecture & Planning, Acharya Nagarjuna University, Nagarjuna Nagar, GUNTUR-522 510 (Andhra Pradesh), Tel:(O)0863-2346525-26/505, 2346102, Mob: 07386186548, 09849082055, Fax: 08632293320,EMail:principalanucap@gmail.com,registraranu@yahoo.com AP11, Ar. Mr. K.MOHAN, Director, School of Architecture, Gandhi Institute of Technology and Management, (GITAM), (Deemed to be University), Rushikonda, Visakhapatnam-530 045, Andhra Pradesh, Tel: 0891-2840556, 2840501, Fax: 08912790339, Director’s cell: 09866668220,09866449926, E-mail: registrar@gitam.edu, director_architecture@gitam.edu, profkmohan@gmail.com

Andhra University, Visakhapatnam Andhra Pradesh

B. Arch.

1992

Acharya Nagarjuna University, GUNTUR Andhra Pradesh

B. Arch.

2009

2019-2020

Deemed to be University Visakhapatnam Andhra Pradesh.

B. Arch.

2011

2019-2020

M. Arch. (Sustainable Architecture) B. Arch.

2017

2019-2020

2011

2019-2020

B. Arch.

2013

M. Arch. (Sustainable Architecture) B. Arch.

2014

2019-2020, 2020-2021 2021-2022 ---

2014

2019-2020

B. Arch.

2015

2. 3.

4. 5.

6. 7. 8. 9. 10.

11. 12. 13

AP14, Ar. B. RAMATHIRTHA, Principal, Varaha College of Architecture & Planning 57, Division, Narava, Gopalapatnam, Visakhapatnam-530027 (Andhra Pradesh) Tel: 0891-2892922/924,Fax: 0891-2892902,E-mail: pvr2010@yahoo.in AP18, Ar. Minakshi Jain Director, School of Planning and Architecture, Vijayawada Sy. No. 71/1, NH-5, Nidamanuru, Vijayawada – 521104, Dist.Krishna Andhra Pradesh, Tel: 0866-2469444,+919908075588,9816021650, Fax: 0866-2469451, Email:director@spav.ac.in, jainminakshi@gmail.com

Jawaharlal Nehru,Technological, University Kakinada, Andhra Pradesh School of Planning and Architecture, Vijayawada

AP19, Ar.K. SUDERSHAN, Principal, M.R.K.College of Architecture Veeravasarm, Bhimavaram VeeravasaraMandalam, West Godavari District-534 245, Andhra Pradesh Mb.9959755655, Fax: 08816-286661, E-mail: vardhineedi_s@yahoo.com AP20, Ar. SANJAY TORVI, Principal,Maestro School of Planning and Architecture Vijayawada,D.No.1-16/1, Survey No.210/4, Gudavalli Vijayawada-521104, Andhra Pradesh Tel: 09848039993, E-mail: maestroarch.ap20@gmail.com AP21, Ar. VENKATESAN SELVARAJ, Department of Architecture K.L.E.F.University, Green Fields Campus Vaddeswaram, Tadepalli Mandal, Guntur-522502, Andhra Pradesh, Tel: 0863-2399999, Fax:0863-2388999, E-mail: registrar@kluniversity.in AP22, Ar. K.J.A.B. Babu, Principal, Vaishnavi School of Architecture and Planning Vijayawada,Door No.10-13, Survey no.240/1, Opp.DanekulaKalyana Mandapam Bandar Road, Kanuru, Krishna District, Vijayawada-520007, Andhra Pradesh Tel/fax: 09121214655/9866293104, E-mail: vaishnaviarchitecture2@gmail.com Kjab.babu@gmail.com ASSAM, AS01, The Director, Guwahati College of Architecture, Shri Sarbeshwar Das Knowledge Campus Jogipara-Jobe Road, Azara, Guwahati - 781017 (Assam), Tel: 0361-2131613, Tel (O): 09508857980,07896680802, E-mail: guwarchcollege@gmail.com, Web: www.guwarchcollege.com

JNA&FAU Hyderabad Telangana Jawaharlal Nehru Technological University, Kakinada, Kakinada, Andhra Pradesh K.L.E.F.University, Guntur

AS02, Ar. ANITA PRADEEP YAMMIYAVAR, Dean Royal School of Architecture Betkuchi, Opp.Tirupati Balaji Temple, NH37, Guwahati-781035 (Assam), Mb.09435119002, 08811031824, E-mail: royalbusinessschool@gmail.com. BIHAR, BR01, Ar. BIJAY KUMAR DAS, Head Department of Architecture, National Institute of Technology, (Deemed University), PATNA-800 005 (Bihar), Ph: (O) 0612-2670631, 09431648901 (HOD), Fax: 0612-2670631, E-Mail: director@nitp.ac.in, CHATTISGARH, CG01, Ar. DEBASHIS SANYAL, Head of Department, Department of Architecture National Institute of Technology,G E Road, RAIPUR - 492 010 (Chattisgarh) Tel (O): 0771-2255475, 2254200,2253546, Mb.09826131726, Fax: 0771-2254600, E-Mail: hod.arch@nitrr.ac.in, director.nitrr@rediffmail.com, abir_bandyopadhyay@yahoo.co.in

B. Arch.

2015

Jawaharlal Nehru,Technological University Kakinada, Kakinada, Andhra Pradesh

B. Arch.

2015

Assam Science and Technology University, Guwahati

B. Arch.

2006

The Assam Royal Global University, Guwahati

Master of Architecture (M.Arch.) B. Arch.

2012

(Deemed University)

B. Arch.

2012

N. I. T. (Deemed University) RAIPUR

B. Arch.

2005

B. Arch.

1984 NIT from 2005 2006

B. Arch.

2015

2014

Approval period

2019-2020

2019-2020 2019-2020 2019-2020 2019-2020

--2019-2020 2019-2020 2019-2020

14.

CG03, Ar.KIRTI LODHI, Principal Dignity College of Architecture, NH-6, Anjore, Opp. Govt. Veterinary Hospital Durg - 491 001(Chhattisgarh) Mob: 09926279994, Tel. (O): 0788-2623442, Fax-0788-2525506, 9826600102, 9425503806,E-Mail: mail@dignitycollege.com, administration@dignitycollege.com, Web: www.dignitycollege.com

Chhattisgarh Swami Vivekanand Technical University, Bhilai (C.G.)

15.

CG07, Ar. SUSHMA B. AGRAWAL, Principal, Chanakya College of Art & Architecture, Ring Road No.1, Near Sarona Bridge,Tatibund,Raipur-492 001, Chhattisgarh,Tel: 09981008000, E-mail: chanakyaartandarchitecture@gmail.com CG08, Ar.VidyaGirishSingh,Director, Amity School of Architecture and Planning, Raipur, Amity University Chhattisgarh, Manth (Kharora), State Highway 9, Raipur Baloda-Bazar Road,Raipur-493225, Chhattisgarh, Tel: 09822570144, 0771-2101023/24, 7773010791/92/93, E-mail: asap@rpr.amity.edu, CG09,Ar. SANJEEV KUMAR LATARE, HeadITM University's Department of Architecture,Uparwara, New Raipur,Raipur-492002, Chhattisgarh,Tel/Mob. : 919321412008, Email : ankushsuryavanshi@itm.edu CG10,Ar. CHANDRA SHEKHAR GUNPUDI,Principal Sun College of Architecture Village -Chandkhuri, Distt. – Durg,Durg -491001, CHHATTISGARH, Tel: 0788-2625223,Mb. 9755581111, Fax: 0788-2625224,E-mail: sunarch2017@gmail.com CHANDIGARH, CH01,Ar. SANGEETA BAGGA Principal, Chandigarh College of Architecture Sector 12,CHANDIGARH - 160 012,Tel: 0172 –2741596,2740558,2740685,2740572,Fax: 0172-2740686, E-Mail:. cca@chd.nic in

Chhattisgarh Swami Vivekanand Technical University, Bhilai (C.G.) Amity University, Chhattisgarh, Raipur

B. Arch.

2015

2019-2020

ITM University,Raipur

B. Arch.

2016

2019-2020

Chhattisgarh Swami Vivekanand Technical University, Bhilai (C.G.) Punjab University Chandigarh

B. Arch.

2017

16. 17. 18 19.

21. 22. 23. 24. 25 26. 27 28. 29. 30.

31. 32. 33. 34. 35. 36.

DELHI,DL01,Ar. MANDEEP SINGH DEAN,School of Planning&Architecture 4, Block-B, I.P.Estate,NEW DELHI-110 002,Ph: 01123702395, 23702398,Fax: 011-23702383, 23702381,EMail:directorspadoffice@spa.ac.in,hodarchspa@gmail.com,ae.spadelhi@gmail.com,registrar@spa.ac.in

School of Planning & Architecture

DL03, Ar. Amit Hajela Director College of Architecture Vastu Kala Academy, Secular House, 9/1, Inst. Area, Opposite JNU East Gate Aruna Asaf Ali Marg, NEW DELHI - 110 067, Tel (O): 011-26965643, 26568523, 26560116, Fax: 011-26560108, E-Mail: ise vaka@yahoo.co.in DL04 Ar.SYEDMOHAMMED AKHTAR Head Department of Architecture Faculty of Architecture &Ekistics Jamia Millia Islamia, Jamia Nagar NEW DELHI-110 025 Tel (O): 011-26983169, 26981717 Extn. 2470, 2472, 26981717, 26988044 Extn.422, Tel: 26988044 Fax: 011-26983169, 26980229, vc@jmi.ac.in, drsmakhtar@gmail.com,sakhtar@jmi.ac.in, ababbu@jmi.ac.in DL06 Ar.RAJAT RAY Dean University School of Architecture & Planning Guru Gobind Singh Indraprastha University Sector -16C Dwarka, Delhi 110078 Phone:011-25302167, 25302168, 25302169, 9810006311 E-mail:usap@ipu.ac.in, rajatray@ipu.ac.in DL07 Ar. BIJAYA DASH Director MBS School of Planning and Architecture PSP Area, Sector-9, Dwarka NEW DELHI-110 075 Tel: 01128089615,25071504 Fax:011-26461093, Mb.8800266117 E-mail: mbsarchitecture@gmail.com vireshbugga@gmail.com

Guru Gobind Singh Indraprastha University (GGSIP) New Delhi from 2013-14 onwards Central University

2019-2020

B. Arch.

1961

M.Arch.(Architect ure Education) B. Arch.

2019

20192020&20202019-2020

1944

122

2019-2020

B. Arch.

1944(N.D. Arch.) 1952 1996 40

B. Arch.

2001

Guru Gobind Singh Indraprastha University (GGSIP) Delhi Guru Gobind Singh Indraprastha University (GGSIP) New Delhi

B.Arch.

2009

B.Arch.

2009

120

DL09,Ar. PREETI SINGHAL Head Department of Architecture,Indira Gandhi Delhi Technical University for Women, Kashmere Gate,Delhi-110 006,Tel: 011-23869525, 23900220, 23900221,Fax: 23869497,E-mail: vc@igit.ac.in, vc igdtuw@igit.ac.in GOA, GA01 Ar. ASHISH KAMALAKAR REGE Principal, Goa College of Architecture, Dr. T B Cunha Educational Complex Altinho, PANAJI 403 001 (Goa) Tel (O): 0832-2436435, 2227144,2236435,2227144, Fax: 0832-2227144 E-Mail: prin.architecture@unigoa.ac.in

Indira Gandhi Delhi Technical University for Women, Kashmere Gate, Delhi Goa University, Panaji Goa

B.Arch.

2015

B.Arch.

1982

GUJARAT GJ01 Ar. BrinthaLakshmi Subramanian,Head of Department Department of Architecture, M. S. University of Baroda D.N.Hall Campus, Pratapgunj VADODARA - 390 002 (Gujarat)Tel (O): 0265-2788814, 2434188, 2423898 Fax: 0265-2423898, 2785508, 2654452 E-Mail:archmsu-gj01@msubaroda.ac.in,brinthalakshmi@gmail.com GJ02,Ar. A.SRIVATHSAN,Principal Faculty of Architecture,Centre for Environmental Planning & Technology University (CEPT University) K.L.Campus, University Road, Navrangpura,AHMEDABAD-380 009 (Gujarat)Tel. (O): 079-26302470/26302452, 26302740 Fax: 079-26302075 E-Mail:registrar@cept.ac.in, gj02sa@cept.ac.in,sa@cept.ac.in Web:www.cept.ac.in GJ03 Ar. Vineet Shrivastava Principal D.C. Patel School of Architecture Arvindbhai Patel Institute of Environmental Design Near Bhaikaka Library,Vallabh Vidhyanagar - 388 120 (Gujarat)Tel (O): 02692-235179, 237586, 237301 Fax: 02692-237586 E-Mail: directorapied@hotmail.com,director@apied.edu.in,principal@apied.edu.in GJ04, Ar. PERSI RUSI ENGINEER,Principal Faculty of Architecture Sarvajanik College of Engineering & Technology Dr. R. K. Desai Marg, Athwa Lines, SURAT-395 001 (Gujarat) Tel (O): 0261-2240145-48 Fax: 0261-2240145 E-Mail: architecture@scet.ac.in E-Mail: srdc@scet.ac.in

M.S. University of Baroda, Vadodara

2019-2020 2019-2020 2019-2020 2019-2020 2020-2021 2019-2020 2019-2020 2020-2021 2019-2020

B. Arch.

1954

Centre for Environmental Planning & Technology University B. Arch. (CEPT) (fromApril 12, 2005)

1962

2019-2020, 20202021

Sardar Patel University, Vallabh Vidhyanagar (Gujarat)

B. Arch.

1980

2019-2020

Veer Narmad South Gujarat Univ., Surat(Gujarat)

B. Arch.

1995

M. Arch. ( Urban Design)

2006

B. Arch.

2000

2019-2020 2020-2021 2019-2020 2020-2021 2019-2020

B. Arch.

2000

2019-2020

B. Arch.

2006

GJ05 Ar.PRAGNESHKUMAR NAVNITLAL SHAH I/C Principal College of Architecture Sardar Vallabhai Patel Institute of Technology Sardar Patel University, Vallabh Vidhyanagar (Gujarat) At-PO-Vasad DIST. ANAND - 388 306 (Gujarat)Tel (O): 02692-274766, 274783, 274489, 274489 Fax: 02692-274540 EMail:gj05vasad@rediffmail.com principal.arch@svitvasad.ac.in GJ06,Ar. DEVANG HIMANSHU PAREKH Principal Vyavasay Vidya Pratishthan'sIndubhai Parekh School of Architecture Vajdi-Virda, Saurashtra University Rajkot (Gujarat) Kalawad Road, RAJKOT - 360 005 (Gujarat)Tel (O): 0281-2783701, 2783702 Fax: 0281-2783700 E-Mail: ipsarajkot@gmail.com,EMail: ddevangg@gmail.com 07 Ar.NIRUBHAI JASMATBHAI HIRPARA Director School of Architecture Vadodara Design Academy Behind Banco Products, Padra Gujarat University, Ahmedabad (Gujarat) Road,VADODARA - 390 020 (Gujarat)Tel (O): 0265-2690840, 2680841 Fax: 0265-2680840 EMail: info@vda.in,director@vda.in GJ08 Ar.MEERA JOY CHATWANI Director I/C Institute of Architecture Hemchandracharya North Gujarat University, University Road, Post Box Hemchandracharya North Gujarat University Patan(Gujarat) No.21 Patan-384 265 (Gujarat) Tel: 02766-230743, 231814, 222745 Fax: 02766-231917 E-Mail: archhngu@gmail.com, regi@ngu.ac.in Veer Narmad South Gujarat University GJ09 Ar.DHARMESH RAMESHBHAI JUREMALANI Principal Shri GijubhaiChhaganbhai Patel Institute of Architecture, Interior Design and Surat (Gujarat) Fine Arts, Veer Narmad South Gujarat University, University Campus, Udhna-Magadalla Road, Surat– 395 007 (Gujarat) Tel: 0261-6061111, 2227141 to 2227147,9825145888, Fax: 2227312 E-mail: gcpiaif@gmail.com, juremalani@hotmail.com Hemchandracharya North GJ10 Ar. LokendraBalasaria Principal Grow More School of Architecture Ahmedabad Udaipur Highway, Himatnagar Ta-Himatnagar District Gujarat University PATAN (Gujarat) Sabarkantha -383 001 (Gujarat) Tel: 02772-225500-02, Fax: 225505-10 E-mail: infogrowmore1@gmail.com, mahesh.patel@growmore.ac.in,

B. Arch.

2008

B. Arch.

2011

B. Arch.

2011

2019-2020 2019-2020 2019-2020

GJ21 Ar. AMIT PARASHAR Principal I/C Laxmi Institute of Architecture Post Bag No.15, Sarigam P.O. Valsad-396155, Gujarat Tel: 0260-2405300, Mb.09825144644 fax: 0260-2405308 E-mail:admin.lia@laxmi.edu.in, admin@laxmi.edu.in

Gujarat University Ahmedabad GJ22 The Director Kalol Institute of Architecture & Design Kalol, KIRC Campus Ahmedabad-Mehsana Highway Kalol, Tal: Kalol Distt.Ghandhinagar-382721, Gujarat Tel: 02764-222603-604, 222605, 210338 E-mail: info@kirc.ac.in,kia@kirc.ac.in Gujarat Technological University Ahmedabad GJ23 Ar. MEHUL PANDYA Principal Venus Institute of Design & Architecture Village Bhoyan Rathod, Opp.IFFCO Adalaj-Kalol HihwayGandhinagar-382420, Gujarat Tel: 09825076721, Email:rishbh jain@yahoo.co.in,rishabhjainvenus@gmail.com GJ24 Ar.SHRUTI GAJENDRA SHAH Principal Sal School of Architecture Opp. Science City, Sola Road Ahmedabad-380060, Gujarat, Tel: 079- Gujarat Technological University Ahmedabad 65229333/34, 09925195593, 08527925100, Fax: 079-29700310 E-mail: barc@sal.edu.in, saltier@gmail. director.arc@sal.edu.in

49 50.

51 52. 53 54 55 56 57 58 59 60 61

GJ25 Ar. Hemant R Patel I/C Principal Institute of Architecture Ganpat University, Ganpat Vidyanagar,Mehsana-Gozaria Highway,Kherva Mehsana-384 012, Gujarat,Tel: 0276-2286819, Fax: 0276-2286080,E-mail: registrar@ganpatuniversity.ac.in principal.ioa@ganpatuniversity.ac.in GJ27 Ar.CHAITALI CHAMPAKLAL SHROFF I/C Head of Department Vidyamandir College of Architecture for Women, F.P.No.165, T.P.Scheme No.1, Behind Someshwar Enclave, Vesu,Tal: Choryasi, District Surat, Surat-395007, Gujarat,Tel: 02612218303, 04 Mb.09879517706 E-mail:vidyamandir.archi@gmail.com,vidyamandir society@yahoo.co.in GJ28 Ar. BIJOY KUMAR BORDOLOI Principal Marwadi Education Foundation’s Group of Institutions, Faculty of Architecture, Rajkot-Morbi Highway, Near Gauridad,Rajkot-360 003, Gujarat,Tel: 0281-2924155, Fax: 2331170,E-mail: GJ29 The Principal Gokul College of Architecture & Design,Opp.I.O.C.Depot, Nr.SujanpurPatia, State Highway No.41, Sidhpur,Distt.Patan-384151, Gujarat Tel: 919099054767 E-mail: pa@hcet.gtc.ac.in GJ30 The Principal Noble Architecture College, Junagadh, ParthVatika, Junagadh Bhesan Road, Via-Vadal, Near Bamangam, Bamangam-362310, Gujarat Tel: 919904406627 E-mail: nacvbt@gmail.com GJ31 ThePrincipal Mudra Takshashila Institute of Design & Architecture, Survey No.713, At & PO. Sarsavani, Ta-Padra, Di-Vadodara, Sarsavani-391445, Gujarat Tel: 07600008888 E-mail: mudratakshashila@gmail.com GJ32 Ar.Chirashree Thakkar Principal Alpha Institute of Architecture Studies, B/S.Lincon Polymers, Via Vadsar, Village-Khatraj, Taluka-Kalol, Arvind Mill-Khatraj Cross Road,Gandhinagar-382721, Gujarat Tel: 917574853571 E-mail: principal@alpha-ias.in, GJ33 Ar. MANOJ JAIN Principal Mahavir Swami College of Architecture Survey No:149, Nr.Vip Road, B/H.Shyammandir, VesuBharthana, Surat-395017, Gujarat Tel: 0261-677176, Fax:6770108, Mb.09377639060 E-mail: bmef_1@rediffmail.com GJ34 The Principal P PSavani School of Architecture NH 8, GETCO, Near Biltech Company, Village: Dhamdod, Kosamba, Ta.:Mangrol Dist.: Surat - 394125, GUJARAT Tel: 09898136371, 9898484821 E-mail: apoorva@ppsuni.ac.in GJ35 Ar. Mona Sunil Desai Principal Vadodara Institute of Architecture Vadodara –Halol Toll Road Kotambi Vadodara 391510,GUJARAT Tel/Mob. : 0265-3915900, 9879179450 Email : ssibrd@yahoo.com HIMACHAL PRADESH HP01 Ar.BHANU MOHINDARCHAND MARWAHA HOD Department of Architecture National Institute of Technology (Deemed University) HAMIRPUR - 177 005 (HP) Tel. (O): 01972-254914, 222530 Extn. 153 Tel. (O): Director : 01972222308 Mb.09418021650, Fax: 01972-223834 E-Mail: ipsingh@nith.ac.in,hp01nith@gmail.com

Gujarat Technological University Ahmedabad

B. Arch.

2014

2019-2020

B. Arch.

2014

2019-2020

B. Arch.

2014

2019-2020

B. Arch.

2014

2019-2020

M.Arch

2019

2019-2020

Ganpat University Kherva Mehsana, Gujarat

B. Arch.

2015

2019-2020

Veer Narmad South Gujarat University

B. Arch.

2015

2019-2020

Marwadi University Rajkot

B. Arch.

2015

Hemchandracharya North Gujarat University, PATAN

B. Arch.

2016

Gujarat Technological University

B. Arch.

2016

2019-2020

Gujarat Technological University

B. Arch.

2016

2019-2020

Gujarat Technological University

B. Arch.

2016

2019-200

Gujarat Technological University

B. Arch.

2017

2019-2020

---

P.P Savani University

B. Arch.

2017

2019-2020

Gujarat Technological University,Ahmedabad

B. Arch.

2018

2019-2020

NIT (Deemed University) HAMIRPUR

B. Arch.

1997

2019-2020

1998 2000 2001

62 63 64

HP05 Ar. SALOCHANA DHIMAN Principal APG School of Architecture APGoyal Shimla University Shogi Mehli By Pass Road, PanthaGhati,Shimla-171009 (Himachal Pradesh) Tel: 0177-2751599, Mb.09805967755 Fax: 0177-2620074 E-mail: architecture@agu.edu.in,registrar@agu.edu.in HP06 Ar. SATISH KUMAR KATWAL Head of the Institution Rajiv Gandhi Government Engineering College Kangra At NagrotaBagwan Disttkangra Kangra-176047, Himachal Pradesh Tel/fax: 01892-249188, Mb.09418058442 E-mail: rggec.office@gmail.com HARYANA HR01 Ar.VIBHUTI SACHDEV Dean Sushant School of Art & Architecture AnsalUniversity, Sector – 55, Golf Course Road GURGAON - 122 003 (Haryana) Tel (O): 0124-4750569, Mb.9818696108, 2570317-18,2766071-72, Fax: 0124-2570316 E-Mail: deanssaa@ansaluniversity.edu.in info@sushantschool.org, sushantinfo@sushantschool.org hr01sushant@sushantschool.org

APG Shimla University, Shimla

B. Arch.

2013

2019-2020

Himachal Pradesh Techical University, Hamirpur

B. Arch.

2017

2019-2020

AnsalUniversity Gurgaon (from 2012-2013)

B. Arch.

1989

160

2019-2020

M.Arch.(Urban Design)

2014

2019-2020

M.Arch.(Built Heritage)

2017

2019-2020

M.Arch.(Landscape Architecture) M.Arch(Interior Architecture) B. Arch.

2017

2019-2020

2019

2019-2020

1991

2019-2020

M.Arch.(Sustainable Architecture) B. Arch.

2011

2019-2020

2008

120

2019-2020

HR02 Ar. AJAY MONGA Head Department of Architecture DeenbandhuChhotu Ram University of Science & Technology Murthal - 131 039 (Haryana) Tel. (O): 0130-2484003-009, 10 Fax: 0130-2484003-04 E-Mail: ,deanfautp.doa@gmail.com ajaymonga2008@gmail.com

DeenbandhuChhotu Ram University of Science & Technology, Murthal, Dist. Sonepat (Haryana)

HR03 Ar.Rathindra Narayan Bhattacherjee Director Gateway College of Architecture & Design Gateway Campus, Sector - 11 Sonepat - 131 001 (Haryana) Tel: 09728100238, 09728100239, 09812040120 Fax: 0130-2240320, 2242073 E-mail: anilkcarch@yahoo.com, directorgcad@gateway.edu.in rakesh.gateway@yahoo.in HR05 Ar. RAJA CHHATAR PAUL SINGH Director Budha College of Architecture Indri – Karnal Road, Rambha Distt.Karnal-132 001(Haryana) Tel: 0184-2389111, 222, 333 Mobile: 09996013803, 9813999934, 9050005169 Fax: 0184-2389777 E-Mail: budhacollege@gmail.com,krgcollege@gmail.com, budhacollegeofarchitecture@gmail.com HR07 Ar.Mr. DEEPAK SAXENA Director ICL Institute of Architecture and Town Planning Village Sountli, P.O. Shahzadpur National Highway No.72,Tehsil: Naraingarh, DISTT.AMBALA-134 202 (Haryana) Tel: 01734-278678,278679,278677 (M) 098150 84470, Fax: 01734-398 219, 278 680 E-Mail:info@iclhitech.com,dir.bd@iclhitech.com registrar@iclhitech.com HR08 Ar. KAVITA NAGPAL Head Lingaya’s University’s School of Architecture Nachauli, Old Faridabad-Jasana Road Faridabad-121 002 (Haryana) Tel: 0129-2598394, 2598200, 01-05, Mb.09431015344,+91-9711752750 Fax: 0129-2202615 E-mail: lu@lingayasuniversity.edu.in, lingayas@gmail.com, soa@lingayasuniversity.edu.in biplabchakravarty@yahoo.com

DeenbandhuChhotu Ram University of Science & Technology, Murthal, Dist. Sonepat (Haryana)

67 68 69

Kurukshetra University Kurukshetra (Haryana)

B. Arch.

2009

2019-2020

Kurukshetra University Kurukshetra (Haryana)

B. Arch.

2009

Zero

2019-2020

Lingayas University Faridabad (Haryana)

B. Arch.

2010

2019-2020

M. Arch

2014

Zero

2019-2020

2010

2019-2020

HR09 Ar. Vivek Logani Officiating Principal Om Institute of Architecture & Design 12 Km Stone NH-65 Chandigarh Road Juglan, Hisar-125 001, Guru Jambeshwar University of Science & Technology Hisar (Haryana) Haryana Tele/Fax: 01662-264282, Mb.09215690840, 09996789888 E-mail: oiad_hsr@yahoo.com

B. Arch.

M. Arch.

2011

HR11 Ar. AMIT KUMAR GARG Director Ganga Institute of Architecture & Town Planning Kablana, Bahadurgarh-Jhajjar Road Distt.Jhajjar124104 (Haryana) Tel: 01251-239488, 239489 09654292905,09818130441, Fax: 011-28351046 E-mail: giakablana@gmail.com

B. Arch.

2011

M. Arch. (Landscape Architecture)

2012

B. Arch.

2011

2019-2020, 20202021& 2021-2022 2019-2020

M. Arch.

2017

2019-2020

B. Arch.

2011

2019-2020

B. Arch.

2011

2019-2020

B. Arch.

2012

2019-2020

B. Arch.

2012

zero

2019-2020

B. Arch.

2012

---

B. Arch.

2012

---

B. Arch.

2013

---

B. Arch.

2013

B. Arch.

2013

73 74 75 76 77 78 79 80 81

HR12 Ar.ARADHANA JINDAL Principal MM School of Architecture Maharishi MarkandeshwarUniversity VPO Sadopur, Ambala-134007 (Haryana) Mob:8059930012, 8059933365 Tel: 0171-3041559/558, Fax: 0171-3041550 E-mail: architecture@mmambala.org

Maharshi Dayanand University Rohtak (Haryana)

Maharishi Markandeshwar University Ambala (Haryana)

HR13 Ar. ILA GUPTA Director Amity School of Architecture & Planning Amity University, Haryana Amity Education Valley, Village-Gwalior Amity University, Haryana, Manesar Gurgaon (Haryana) Panchgaon (Near Manesar) District Gurgaon-122 413, Haryana Tel: 0124-2337015, Mb.08800718280 2337016, Fax: 2337015 E-mail: registrarauh@ggn.amity.edu DeenbandhuChhotu Ram University of Science & HR14 Ar. RASHMI ASHTT Principal Hindu College of Design, Architecture & Planning Industrial Area Sonepat-131001 (Haryana) Tel: 0130Technology, Murthal, Dist. Sonepat (Haryana) 2200311, 2212756 Telefax: 0130-2212755 Email: info@hsas.co.in, edu.hsasnp@gmail.com State University of Performing and Visual Arts, Rohtak HR15 Ar. Ajay Kaushik Head State Institute of Urban Planning &Architecture Rohtak Institutional Campus, Sector-6, HUDA Rohtak-124001 (Haryana) (Haryana) Tel: 01262-216486, Mb.09467001600 E-mail:hodupa.supva@gmail.com, ajay0703@rediffmail.com umesh.saroj.sir@gmail.com HR16 The Principal South Point School of Architecture Sector-20, Purkhas Road, Near Sugar Mill Sonipat-131001 (Haryana) Tel: 0130-2216823, DeenbandhuChhotu Ram University of Science & Technology, Murthal, Dist. Sonepat 9812020033, 9812118466 Fax: 0130-2216802 E-mail: southpoint9@gmail.com Maharshi Dayanand University HR17 The Principal CCLS College of Architecture & Design VPO.Hassangarh, The: Sampla Rohtak HARYANA, pin code -124404 E-mail: Rohtak (Haryana) cclsbarch2011@gmail.com DeenbandhuChhotu Ram University of Science & HR18 The Director P.M.College of Architecture Kami Road, Sonepat-131001 (Haryana) Tel: 01302203501 Extn.500,518 MbTechnology, Murthal, Dist. Sonepat (Haryana) 09728110097,9812814444,9812816666. Fax-01302203510 Email: pmcollegeofarchitecture@gmail.com director@pmkami.com Maharshi Dayanand University HR19 The Director Delhi Global Institute of Architecture, Tigaon Road, Jasana Faridabad-121101 (Haryana) Telefax:0129-3213981-82, Rohtak (Haryana) 09899040933 E-mail: rtiad2012@gmail.com K.R.Mangalam University Gurgaon, Haryana HR21 Ar. INDRANI GHOSHAL BASU Dean School of Architecture & Planning K.R.Mangalam University Sohna Road,Gurgaon-122 103, Haryana Tel: 09810534726, 0124-2867800 E-mail: welcome@krmangalam.edu.in, projects@krmangalam.edu.in HR22 Ar. Bandana Gupta Principal Bhagwan Mahaveer School of Architecture Jagdishpur, Near O.P. Jindal University SonepatGuru Gobind Singh Indraprastha University (GGSIP) 131030, Haryana Tel:0130-2325601-605,Mb.08221882222, 08607400783 E-mail: bmsasnp@gmail.com, bmef_2@rediffmail.com New Delhi from 2015-16

82 83 84 85 86 87 88

Maharshi Dayanand University HR23 The Head Faculty of Architecture & Town Planning P.D.M University, Bahadurgarh 3-A, Sarai Aurangabad Bahadurgarh-124507, District Jhajjar, Haryana Tel: 01276-221700, 221701 E-mail: principal arch@pdm.ac.in, vibha satp@pdm.ac.in Rohtak G.D.Goenka University Sohna HR25 Ar. TARUN KUMAR Director School of Architecture & Planning G.D.Goenka University G.D.Goenka Education City, Gurgaon Sohna Road, Sohna-122103 (Haryana) Tel: 0124-3315900, Fax: 3315970, Mb.09811789576 E-mail: registrar@gdgu.org, narender.sharma@gdgoenka.ac.in HR26 Ar.Himat Bhatia Principal Delhi Institute of Architecture & Planning Village Firozepur Kalan, Ballabgarh Faridabad-121004 (Haryana) Tel: Maharshi Dayanand University Rohtak 0129-4038035, 9958441255,9810528902 Fax: 0129-4038035 E-mail: delhiinstitute.hr@gmail.comditmr.fbd@gmail.com HR27 Ar. SUNIL ARORA Director Faculty of Planning and Architecture Manav Rachna International University Sector-43, Surajkund Delhi Road Manav Rachna International University NIT Faridabad Faridabad-121001, Haryana Tel: 0129-4198428, 09868004969-hod, Mb.07042402091-J.Saigal E-mail: dean.fad@mriu.edu.in HR28 The Dean Faculty of Architecture & Planning Jagan Nath University Bahadurgarh Jhajjar Road Jhajjar-124 507 (Haryana) Tel: 01276-215749, Jagan Nath University Jhajjar 699700, Fax: 699702 E-mail: info@jagannathuniversityncr.ac.in World University of Design, Rajiv Gandhi Education HR30 Ar.Amitabh Tyagi Principal World School of Planning and Architecture, Plot no.1, Rajiv Gandhi Educational City Rai,Sonipat-131029, City, Sonipat Haryana Tel.: 0130 2205710, 9811098508 E-mail: principal.wspa@worldschoolofdesign.in HR31 The Head of the Institution Jindal School of Art and Architecture Jindal School of Art and Architecture, O.P. Jindal Global University Sonipat O.P. Jindal Global University Sonipat Narela Road, Sonipat HARYANA, pin code -131001 Tel/Mob. : 9999207531, 8396902561 Email : jchatterjee@jgu.edu.in JHARKHAND JH01 Dr. Satyaki Sarkar Head of Department Departmentof Architecture Birla Institute of Technology (Deemed B.I.T. Deemed University Mesra, RANCHI (Jharkhand) University) Mesra, RANCHI - 835 215 (Jharkhand) Tel. (O): 0651-2275588 (Dir.) Tel. (O): 0651-2276002, 2276006, 2275896 Extn.425, Fax: 0651-2275401, 2275868 E-Mail: hodarchitecture@bitmesra.ac.in Study Centre JH01A (Ar).Gayathri Viswanathan I/C Head Birla Institute of Technology International Centre, Ras Al Khaimah Post Box No.41222 B.I.T. Academic Zone #3, Al Dhait South Ras Al Khaimah (UAE) Mobile: 00971 554530364, Tel: 0971-72359080,Fax: 0971-72359081 EDeemed University Mesra, RANCHI (Jharkhand) mail:gayathri.v@biticrak.ae, sudhakar.shinde@biticrak.ae, singh.r@biticrak.ae

2019-2020, 20202021& 2021-2022

2019-2020 2019-2020, 2020-2021 & 2021-2022

B. Arch.

2014

Zero

2019-2020

B. Arch.

2014

2019-2020

B. Arch.

2014

Zero

2019-2020

B. Arch.

2014

2019-2020

B. Arch.

2014

2019-2020

B. Arch.

2016

2019-2020

B. Arch.

2018

2019-2020

B. Arch.

1993

B. Arch.

2010

2019-2020& 2020-2021

Since this data did not specify the type of institution (government-dominion or private-dominion) the next step was to manually check each of these and segregate them into the required decennial categories.

Part 2: Questionnaire Responses By Participants Participant A 1) Tell me about your journey into architecture? Architecture was never in my catalogue of choices until I stumbled upon it through an aptitude test. In spite of having a father who’s an architect (non-practising) and being in a family full of interior designers, it wasn’t the most recognizable option. However, the moment I was advised it, there was an instantaneous fixation towards it. Being warned by my parents of how laborious the course could be, and with all the odds going against me whilst doing the IBDP programme and the conflicts that arose due to scheduling, my choice remained unwavered. Fast-forward to the present, I’m unbelievably glad to have made this choice, however arbitrary it may have seemed in juxtaposition to my other preferences. 2) What were the really good experiences in your architectural education? The term ‘Architecture’ entails more than any outsider could probably conceive. It’s capacity to parallel my inclinations in other subjects such as physics, history and philosophy have made my architectural education so wholesome and fulfilling. Our college, in particular, bestows us with the freedom to pursue concepts that are so diverse and through passion, hardwork and design thinking, distill it into built forms and architecture. Studios where we get to build hands-on tend to be the most interesting and fun. From designing kinetic installations to building drawing machines foster a sense of mechanics and construction. Intensive study tours nationally and internationally are also really great opportunities to explore new territories and experience architectural typologies unexampled in cities like Mumbai. We were fortunate to have an entire design studio in Bhutan where we were able to work on a site very different from the local ones we’re acclimatized to. Lastly, being the head of the Editorial this year has enabled me to build leadership skills that only cultivate when one is put in a position to lead. 3) Could you tell me about your experiences that were not so good? Having a stimulating campus is imperative in engendering an environment conducive to creation and design. Our college provides an extremely

intriguing curriculum, hence at times the campus undermines the course in terms of spaces to collaborate, socialize and work, post studio hours. Our faculty is extremely competent and approachable but at certain instances the workload given lacks balance. For instance, marking happens for most subjects within the same week. This imposes a sudden surge in the amount of work and the focus temporarily shifts from quality to quantity. 4) Do you think architectural education is expensive? What was the average cost per year incurred by you in the form of fees and other additional costs that are typically a part of architectural education? It is generally expensive, moreover in my university since it’s private, we pay Rs. 450,000 every year. If its not the fees that is expensive, it is the added costs of stationary, model material, printing and the use of technologies such as laser cutting and 3D-printing. While our college does provide some of these facilities at either subsidized costs or complimentary, availability becomes the problem. 5) What is your take on the current system of architectural education and the existing inequalities? How do you think we can change it? A more systemic change towards future-proof methods of design and construction would improve the delivery of architectural education throughout the country. Our college takes a more liberal stance towards the methods we use to design and that helps us specialize and hone our skills individually. This contributes to a more varied and individualistic output. Other colleges in India are infamous for coercing students into following more outdated methods of design and restrain them from using software and computational tools to design. Architectural education always works in favor of those who can afford the best of facilities, infrastructure and technology since they’re able to produce work of the highest-quality in the shortest amount of time, thus emerging the inequalities in education. In an education which constructs itself on thorough time-management, a student who can afford the best laptop produces the best renders and those who can afford laser-cutting and 3D printing services can build the finest of models all in a shorter time span. The inequality is ostensible.

Participant B 1) Tell me about your journey into architecture? My journey into architecture was fun, hectic, sleepless, sometimes depressing, but a journey which i think not everybody gets to experience. I took architecture because I liked designing a space and always wanted to do something of my own. When I first came to the University I had no idea about how it’s going to be, I had all these mixed reviews. On my very first day, our seniors gave us advice to drop the course as it was too much pressure to handle and that our efforts would not be appreciated. But the first year was fun and creative as we had no pressure and the faculty helped us adjust with the schedule and everything and all the following years pressure and expectations from teachers kept on increasing which made it stressful and exhausting. 2) What were the really good experiences in your architectural education? -The campus was huge which made the learning fun and less depressing sometimes. -There were regular guest lectures with workshops which gave a good learning experience. -Group projects and visits helped us understand where we lacked. - Presentations, documentaries and model-making was fun, stress-free and helped practically. -The overall course has widened my viewpoint and I got many opportunities to visit places which I wouldn’t have visited otherwise. 3) Could you tell me about your experiences that were not so good? - The faculty kept deteriorating throughout the five years of the course and no new methods of teaching were being adopted. The permanent faculty was also unwilling to make any effort. Moreover, most of them were never supportive of innovative ideas or newer technology and always kept questioning the abilities of a student which was highly demotivating. -Technologically also the education was poor because most of the faculty being old didn’t know how to use softwares and everybody spent thousands [of rupees] learning them from outside.

- The study tours were very few and the faculty was very restricted in terms of places they wanted to take us to, so we missed out on good architectural tours. - Despite being a five-year course we were given just six months for internship which was less as we require more practical knowledge. - The course expects you to detach from the rest of the world since the stresslevel and working hours are too high and there is still no appreciation for the work accomplished. - A few projects and documentations in the curriculum were too out-dated and a very restricted set of projects or sites were given. 4) Do you think architectural education is expensive? What was the average cost per year incurred by you in the form of fees and other additional costs that are typically a part of architectural education? Average cost per year was ₹1,50,000-1,75,00 approx. including all the additional expenses incurred. Yes, the course is expensive especially when compared to the faculty and education we are getting in return. 5) What is your take on the current system of architectural education and the existing inequalities? How do you think we can change it? I think that the current architectural education system is outdated and needs to be changed. It should be made less stressful and more motivating otherwise half the people lose interest during the course and being a 5-year course, sometimes feel stuck in it. Study tours should be increased and more practical knowledge should be provided throughout the course because even after 5 years of hardwork work we need another 5 years to get practical knowledge.

Participant C 1) Tell me about your journey into architecture? I am a 5th year student pursuing bachelor’s degree from BM College of Architecture. Journey of architecture had a lot of ups and downs throughout the years. Although the experience for each person depends completely on their interest in the course. As every coin has two sides, I also have some good experiences and some bad. The beginning of the course: I was completely astonished by the techniques, academic coursework carried out with innovative tools and techniques of cognitive development which differs from other degree courses. Its completely unique in its own way. Leaving behind the major use of black boards with chalks, notice boards, sharing benches, syllabus books, etc, Here, we are supposed to work with OHPs, PPTs, laptops, individual drafting tables, pinning up sheets, case studies, literature studies, models, etc. All of these elements amalgamates and creates extraordinary way of learning which majorly focuses on gaining education practically and self learning other than books. The joy of creation: When it comes to final outcome of your own design throughout the series of semesters and all the hardwork with working tirelessly during the nights, the joy you get after completion of final jury at the end of every semester is tremendous. The joy you get after designing your project is truly one of a kind. Travelling Experience: You get to travel a lot in these 5 years. You are supposed to travel for site visits, case studies, national RSPs & International study tours which opens up your mind, widens up your perspective towards designing and creativity. Travelling is the best means of gaining knowledge about different styles of architecture, techniques of construction & variety of materials. Self-Improvement: I feel Architecture has made me a very different person than who I was. Your oratory skills, confidence, knowledge base, time management, multitasking, group management etc improves drastically. Today I am much more capable of handling stress & challenges. I am a changed person than once I was. Maddening Deadlines: Huge workloads are very common, especially towards the semester end. Sometimes you lose track of day & night.

The difference between day & night is blurred for an architecture student. Lifestyle changes: I think Architecture is a lifestyle. Your routine completely changes compared to your previous routine. There is no definite time of eating, sleeping & bathing. Although a lot of time due to load of submission when there is a do or die situation you have to keep aside all your basic routine activities. Eg: To attend college getting all dressed without having a bath. This has happened a lot of time. Your entire diet gets affected due to irregular timings of having food. Sleepless nights : As an architecture student it is difficult to keep a track of time. I am literally a sleep lover person and sometimes it gets difficult to wake up in the morning when you have slept late night while working. It creates a panic situation as one has to rush to college to save on the attendance which really has some impact on your academic markings. 2) What were the really good experiences in your architectural education? There are a lot of good Experiences in terms of gaining Practicality of your stream unlike other streams, where your academic process carries out more over theoretical knowledge. Design is all about your imagination and to incorporate your imagination on paper in a feasible manner. That’s the core Highlight of this stream as well as education, where Design is very processed, where the subjects are taught and well framed in a cumulative way, where you actually get involved with the particular Project. In terms of, case study, Site Analysis and Design Phases. In Each process I have learnt something because I was constantly connected in every phase of the project which is a fun learning. Another Good experience is that I have explored a lot of new cities which made me introduce & understand different Architecture Styles, construction techniques and use of variety of building materials according their Need and Climate. 3) Could you tell me about your experiences that were not so good? One thing that is not good is the lack of interest-oriented faculty. There were very few faculty members who were genuinely interested in brightening the future of students. Majority of them were part-time professors where they were not much concerned about students or their academics. Also there was no support for extra-curricular activities by the faculty. It was a boring environment where the college did not seem to be like other architecture colleges. Sometimes, few entertaining and jubilant activities like celebrating few festivals, farewells etc were carried out twice or thrice among 5 yrs.

I always felt that if we had some Extra time for curricular our performance could have been better as our minds would have indulged in studies & submissions after some intervals during the onging semesters. 4) Do you think architectural education is expensive? What was the average cost per year incurred by you in the form of fees and other additional costs that are typically a part of architectural education? Yes, I do think that Architectural Education is Expensive and it does not pay you back soon and speedily once you are out in professional world. Approximate fees for B.ARCH in majority of colleges is around 1 Lakh Rs / Annum, + If you are an immigrant, you have to spend on accommodation and food which might cost you minimum of around Rs.80,000 + You have to spend Rs.10-20 thousand Rs / Annum for National Study tour which is mandatory for all + Around Rs. 1.5 Lakh / 2 Year. (International) (Optional Tour) + Some Miscellaneous expenses for Different case studies & Site visit if (long distance) you are supposed to visit them out of town. 5) What is your take on the current system of architectural education and the existing inequalities? How do you think we can change it? Inequality always exists. If you are able to spend more you will get better facilities in the form of education, experienced faculty, design studios, infrastructure, pleasant and comfortable environment to learn, a well-planned campus, library and hostel facilities. This necessarily highlights the difference between the private and government institutions in the country. What I have learnt from my experiences is that the lesser you have the facilities the more you grow. One becomes successful when you go out of your comfort zone and these technologies will not let you come out from your comfort zone, yeah at some level you do need those things but in 80% of case you can satisfy your vision with the basic amount of technology that are available for normal student. But it does not mean that you will do all your work by your own sometimes smart work with hard work will give you lead in any project. Those basic software and use of the live experiments should be learnt with your academics. It will surely help us to understand the optimum use of nature’s role in design whether its sun path, ventilation or use of waterbodies according to the climate.

The current system of education in architecture is quite good but the level of the education can be increased with the use of Modern age Technologies / Software to learn the Different aspects of the Architecture. With the help of this technology we can learn basic terms like climate responsive Architecture, Sustainable Architecture, Etc. from very beginning which are the fundamentals of this field. More over these Advanced Software can help Students to visualize their imagination. And the Practical Training / Internship should be minimum of 1 year to understand a significant process of architecture. All architecture schools should be well designed, as during their five years of learning, students tend to always refer to their surrounding environment to understand materials, elements and even dimensions.

Participant D 1) Tell me about your journey into architecture? Everything around us is architecture, our life revolves around the built and the un-built environment, but today’s world is not an idealistic place to be. Pursuing a career in architecture would give me the opportunity to make the spaces that we dwell in more habitable and less prone to a ‘copy-paste’ culture. 2) What were the really good experiences in your architectural education? More than studio-learning, it has been the college campus and my peers that have added to my architectural education. The institution itself encourages the ideas of both formal and informal discussions with faculties and students at any time of the day as the campus is officially functioning for 18hrs in the day. Many extra-curricular events like the Roots workshop, lectures by worldrenowned architects and events managed by the students themselves have been some enriching experiences. More importantly though, the semesterend exhibition, which is a culmination of our work brings a sense of pride and joy in us. 3) Could you tell me about your experiences that were not so good? Catching up with the vigour and fast-paced architectural education system was a challenge for me in the first year of education. The sudden jump from a theory-intensive mode of learning at school to a practical and skill-based learning along with the high expectations of work production was hard to adapt to. Also, the shift to a new city made it harder for me to adapt to this new learning environment. 4) Do you think architectural education is expensive? What was the average cost per year incurred by you in the form of fees and other additional costs that are typically a part of architectural education? No, I don’t think that the architectural education is expensive. The institutional fee is around 2.5 lakhs for the year and the additional costs that I bear are around another 2 lakhs which includes accommodation and stationery.

The college policy increases the institutional fees by 10 percent per annum and also provides scholarships to students having a family income of less than 10 lakhs per annum. 5) What is your take on the current system of architectural education and the existing inequalities? How do you think we can change it? The current system of architectural education should encourage an integration of practical learning within the period of education so that the learnings of an architectural practice can be implemented. Also the existing emphasis is directed towards the creation of spaces but allied skills like photography, writing, graphics and even management our equally important. There should be an effective exchange of ideas and learnings amongst not only students of architecture but also with students of interior design, urban planning and construction technology as architecture is not an independent field in real practice. Also, there should be a greater emphasis on the understanding and experimentation with structure and material behaviour by students.

Participant E 1) Tell me about your journey into architecture? As a child, I was good at sketching. I would look at pictures in papers or books and sketch them. I have always believed in individuality and never wanted to follow the crowd. I have always excelled academically and have actively participated in all extra-curriculum activities. I always was inclined towards the creative field and bagged prizes in art competitions. This is how my penchant and confidence in the creative field started building up. Since I was an academic, loved research and enjoyed sketching, so naturally, architecture was the logical career choice for me. Coming from a small city, Guwahati, the gateway to the North-Eastern part of India, I made use of all limited resources and opportunities available and performed my best in everything. Since I stepped into an architectural college, it has been a continuous, interesting yet challenging learning process. I struggled to learn the new design language, managing the intense studio hours and dealing with tough criticism. Gradually, I started questioning the purpose of all the hard work and time I spent searching for the meaning of architecture until I envisioned my city which has copious scope for exploration and betterment, yet lacks pride in its beauty and civility, along with functionalism. It rarely shows its influence in architecture and the wonders it holds are still undiscovered. This motivates me to study architecture. Field trips made me very passionate about architecture and form- finding. These forms, spaces and designs motivate me to be assiduous and work hard with great profundity. 2) What were the really good experiences in your architectural education? Apart from being able to come across people from various parts of NorthEastern India and being friends with them, understanding and sharing ideas by working in teams, I would say our foundation was very strong because we got young faculty members who would encourage and promote our new ways of working and ideas. Most of the faculty graduated from the best colleges in India like SPA Delhi, CEPT etc. I would also say field trips were one of the most memorable experiences. Documenting ‘Panchmura’ – the potters’ village, in collaboration with Kamla Raheja Vidyanidhi Institute for Architecture and Environmental Studies have been a lifetime experience. During the

documentation, we were exposed to working with the villagers, understanding their experiences, living their life. The trip also exposed us to work with new students, share views and knowledge about architecture. Another good experience in architectural education was exposure to different architectural colleges in India through ZONAL NATIONAL ASSOCIATION OF STUDENTS OF ARCHITECTURE, INDIA (ZoNASA), where I had the opportunity to participate in various events, competitions and contests. The college had good library and resources but it could have been better for sure. 3) Could you tell me about your experiences that were not so good? I would say studying architecture demands a lot of overworking and pressure on students. In India, comparison between individuals based on marks has often been an issue, leading to mental stress, isolation and trauma. Add to this fee hikes, debt, fear of debt, long courses and the need to work in addition to studying is a toxic mix. There was also no scholarship or student support provided. When I was a student, we did not even have any campus or hostel accommodation. It was a long straight building which was nothing close to the thought of being an architecture school. We did have computer labs but no workshops or fabrication machines for model making. Even if we were excited about taking part in competitions or bring in information about new workshops that the college could conduct for us, they would simply say they wouldn’t be able to help as that would demand money to be spent by the college. 4) Do you think architectural education is expensive? What was the average cost per year incurred by you in the form of fees and other additional costs that are typically a part of architectural education? Yes, architecture education is quite expensive in India especially when it comes to private colleges. The average cost per year (tuition fee) was Rs 1.3 lakhs for me. This doesn’t include accommodation, travelling, books and miscellaneous cost. Since my hometown is Guwahati and I stayed with my parents during my 5-year of architecture education, I did not have to pay for accommodation. Travelling, books and miscellaneous expenses would be around Rs 30,00050,000 every year.

5) What is your take on the current system of architectural education and the existing inequalities? How do you think we can change it? Architects are addressed as demigods and it’s about time we are treated like one. There are practical things that need to happen: shorter courses, earn and learn, apprenticeships, scholarship opportunities, student support and most of all encouragement and direction from our faculty members. We need to find a way to allow students to find learning that is affordable, useful and free from the pressure and mental stress.

Participant F 1) Tell me about your journey into architecture? So my joining architecture was a mere coincidence where I was confused about the filed I wanted to go into. I consulted career counsellors and gave some tests to figure out the areas I was better at. That discussion led me to decide that taking my skill set and cognitive abilities architecture would be better suited for me. Initially, 2 years were very difficult for me because I was with people who were preparing for this journey since a quite long time and I had just taken a mock exam, studied some source-data and got into the college. So getting into an architecture school was easy but adapting to the situation took me a bit longer than usual. Once I was in third year learning from all sources had become a thing for me. The syllabus was monotonous and the briefs were repetitive so I turned myself towards competitions and libraries. Developing a habit of reading and subsequently questioning the read content became a vital part for my learning. Competitions on the other hand gave me the exposure that college failed to provide, I got to know lots of approaches to a single problem, saw lots of visual skills put into practice some of which I even hadn’t heard of. These two paths were pivotal for me during my journey of becoming an architect. 2) What were the really good experiences in your architectural education? I don’t think there were many highlights in my education but it lies on the similar lines as the above question where I would mention reading and questioning, competitions and here I would like to add that peer reviews also proved really useful to me because we are more confident discussing with our peers than a faculty or an external examiner. These are also important for your broadening of perspective that you get by talking about your project to various people around you. 3) Could you tell me about your experiences that were not so good? Not so good experiences: There were plenty to be blunt because the college from where I came from, students and teachers, both had mutually had decided that we will not learn anything in these 5 years. There was not enough motivation to do what we did

and then we were expected to excel. Teachers were not screened with the quality they should have and same issue was with the students where anybody who was willing to pay regardless of his interest in the field was allowed to enter the college. There was absolute minimum exposure to what is actually happening in the field right now, thus an inadequate fresher is manufactured. Lack of co-curricular activities made the routine mundane. Students today are actually scared of plagiarism in school which makes me wonder what sort of education have they had because that fear leads to false elitism where everyone believes he/she has created a masterpiece without understanding school is not a place to create masterpieces but to create garbage and then work on it again and again. Instead of focusing on fundamentals of the discipline like how does a material work, how is a space generated and calibrated to suit to a particular use, how does an architect’s office function, we are running behind better looking plates that have no resolution of mistakes whatsoever. 4) Do you think architectural education is expensive? What was the average cost per year incurred by you in the form of fees and other additional costs that are typically a part of architectural education? Yes, it is extremely expensive. I used to pay 1,75,000/- per year with many extra costs. 5) What is your take on the current system of architectural education and the existing inequalities? How do you think we can change it? An architecture schools syllabus might be obsolete and mundane but everything depends on the institutes’ interpretation of the brief and how well can they work within those limitations and still expose the students enough to generate curiosity to go and find answers to the questions raised. It’s a matter of collaboration between the teachers and the students to make sure that a constructive method is developed that allows them to grow. Only if students are made a part of the process can this issue be resolved. Also the professionals and the academicians must come together and formulate a system wherein the student can get enough exposure on both sides and they come out as smart architects and not draftsmen. Lots of colleges have started adopting this system and has created a very balanced environment between students and teachers which is impossible to build otherwise.

Participant G 1) Tell me about your journey into architecture? My journey into architecture started in the 8th grade during a wood workshop, we were asked to design and construct a scale model of a house and design the windows according the climate of the region we wished to place the house in. I had never thought about architecture earlier, and this workshop gave me a great insight into the profession, and further inspired, and created a sense of wonder and excitement about the built form around me. This ultimately led me into pursuing architecture as a career. 2) What were the really good experiences in your architectural education? The best experiences in my architectural education were definitely the case study trips, and the hands-on construction workshops I was able to partake in during my undergraduate studies. Architecture is a very practical course and I felt I learnt the most from directly experiencing whatever I was learning as opposed to sitting in a classroom only learning the theoretical aspects. Another positive experience from college, were the exchange programs they offered with colleges of architecture outside India. The collaborations explored new forms of design, and helped bring in a different set of design values to all of us. The college also strived to bring in successful professionals to hold seminars and educate us on the new and emerging forms of practice, in and outside India. We were exposed to experts in fields of sustainable design, Prefabrication, Façade Design, and Bamboo construction, to name a few, and these experiences helped widen our perspective on opportunities within the field. 3) Could you tell me about your experiences that were not so good? I don’t have any terribly unpleasant experiences, but sometimes the studio culture was draining, and faculty set unrealistic deadlines. Also, in the college I did my undergraduate education in, hand drafting was hailed as the bench mark and I felt it hindered us from developing better skills when it came to learning software.

The campus resources were quite lacking; a lot of time could have been saved if there had been proper laser cutting machines or 3d printers. The teaching faculty were all well qualified; they had all received a graduate degree in architecture or relevant fields, and they tried to expose us to different ideologies, but it fell short because many of them didn’t have much practical experience themselves and the knowledge they had felt more theoretical than practical. An experience a wish I had during my education would probably have been the opportunity to experiment with new materials or research new construction practices. The faculty were generally involved in the documentation of historical structures, and there weren’t many occasions to get involved. 4) Do you think architectural education is expensive? What was the average cost per year incurred by you in the form of fees and other additional costs that are typically a part of architectural education? I do believe architecture is an expensive course, apart from our course fees we also needed to pay for lab, material and printing fees as well. My course fee was ₹275,000 per year, and I paid an approximate of ₹10,000 to ₹15,000 per semester on modelling and printing material. These amounts varied according to the project, for example my thesis model was more expensive to build and that semester I incurred more additional costs. But generally I would say the cost per year could be rounded to ₹300,000. 5) What is your take on the current system of architectural education and the existing inequalities? How do you think we can change it? I can’t speak for the general system of education in the world at large, but I think the current system of architectural education in India is only accessible to the privileged sector of the population. it’s quite expensive for most people to take up. I think we can change it by ensuring that apart from the course fees the additional costs for materials and printing are either reduced or accommodated by the institution. However, I’m not sure if this is a practical solution to the problem. Apart from the inequality in the demographic that takes up architecture as a profession, I feel the architectural education I received in college was not holistic enough, our projects were limited to contexts only found in India. Lastly I do believe that in India, architecture graduates do not make nearly as much as the other graduates from professional degrees, and this is very stressful. I think this could be addressed by setting minimum wages and enforcing it by law.

Participant H 1) Tell me about your journey into architecture? My journey into architecture started looking at the physical models made by my elder sister who is also an architect. I was really fascinated with the unique forms and productions created by her during her undergraduate course which was unlike any building I had seen in my city. The realization of there being so much more possible and an opportunity to create something so massive a permanent part of the city convinced me to join this field. 2) What were the really good experiences in your architectural education? My best experience all throughout my architecture B.arch course were the 3months of time i spent working for a national architectural competition “NASA”, where we lived like a family in college working rigorously day and night trying to strike a balance between our academic performance in the day while working for the competition the entire night. We barely used to get 3 hours of sleep every night for 3 months straight. Even though it [NASA] was very gruesome, it was the best time I had at University since it pushed me outside my comfort zone and taught me time management and team dynamics as one team included students from all batches of the course and lots more. 3) Could you tell me about your experiences that were not so good? There have been various experiences that were not so good as well. One of them was when I worked on a physical study model for about one entire month but on the day of the jury my guide was not happy with the finishing of the model (which was mediocre since it was a study model) he threw it in the trash right before my jury. 4) Do you think architectural education is expensive? What was the average cost per year incurred by you in the form of fees and other additional costs that are typically a part of architectural education? Personally, since i was in a government aided institution my undergraduate education was not that expensive but for my colleagues in the Unaided department it was definitely very expensive considering the kind of poor infrastructure and facilities the institute provided.

5) What is your take on the current system of architectural education and the existing inequalities? How do you think we can change it? I think architectural education in India, still falls under TECHNICAL EDUCATION and hence aims at providing more technical knowledge to prepare a student to be able to build a very primitive basic simple structure, while on the contrary architecture falls under ARTS for most under countries. My opinion is since the field is so indulged into design thinking and ideology, the architectural education system in India needs to see some modification where our course teaches us more about design rather than basic engineering and technology.

Participant I 1) Tell me about your journey into architecture? My interest in architecture came when I was in 9th grade. I came back to my home town during vacations, and that was the time my dad was planning to build a new home. He signed an architect for this job, though he designed 2 of his restaurants in our town. So lucky I went to see the option architect made. The planning architect made and the way he explained, I think that triggered me towards this field. I came back home and asked my dad, “can I make a plan for our home”. He asked me what’s in my mind. I scribbled some plan on paper and show it to him. He didn’t go with my idea because it didn’t seem like I had anyone. But yes, from that day I started seeing thing differently. I was studying in SGVP Ahmedabad, I never saw that building surprisingly before that vacation. I think that’s how my journey into architecture started. 2) What were the really good experiences in your architectural education? My best experience throughout this year in architecture education would be the first 3 years. Though the architecture department started just a year before I secured admission, luckily we had an experienced faculty. Our Dean was a MIT graduate and he got good faculty on board. However, after three years, our Dean was replaced. We had great course content introduced by him during those 3 years, the standard of which fell after he left. Contemporary softwares were introduced to us in the 2nd and 3rd year. When I was interning, I was surprised as most other interns were unaware about those softwares. 3) Could you tell me about your experiences that were not so good? Our college was newly established and it lacked technology and basic resources like projectors, desktops, drafting tables and chairs. We did not even have enough fans in our so-called studio. But I knew this, and I didn’t expect better because the college just started. The only thing which made us stay was the faculty and educational quality. Our batch is second passing batch since the school of architecture started in our campus, so yes, I had some “not so good experience” but not compare to our senior batch. The first batch had a harder time than us as they were the batch on which experimentation was done. As the college was new, we didn’t get to participate in NASA and did not even know about its existence until my internship. As a batch, we might have missed out on a lot more.

4) Do you think architectural education is expensive? What was the average cost per year incurred by you in the form of fees and other additional costs that are typically a part of architectural education? I can’t say it’s expensive, it differs from campus to campus. Private-sector institutes charge way more than government-sector institutes and these charges also vary with campus infrastructure. In Ahmedabad itself, the fees range from 0.7L to 3.2L. With this difference in fees comes the difference in technology, facilities and faculty quality. We didn’t have facilities to live on our campus, so I managed to stay nearby. The average cost was around - 96K (fees) + 10K (additional cost excluding living and food) per year. 5) What is your take on the current system of architectural education and the existing inequalities? How do you think we can change it? In the current system of architectural education, the internship period is short and to be completed in the 4th year. I think this needs to re-planned in terms of duration. Duration should at least be of 8 to 12 to work on a project thoroughly. An intern takes time to adjust with office system this takes at least a month, and if training is just for 4 months nothing much an intern can grasp out of 3 months. The second thing which should be looked upon is constrained boundaries created for students in terms of ideas and form exploration during 2nd and 3rd year. Luckily our dean always promoted thinking outside the box, exploring forms, ideas and futuristic thought. I suppose the existing inequalities is due to different sectors and lot more factors as I mentioned earlier. Due to this difference the crowd is distributed to seek education. We can’t bring everyone under one roof, and if we do it’s not going to work. In other words, inequality is in every sector, that’s the reason people are distributed all around the globe. The answer to the question about changing would be totally different before 11th of august but for now let’s hope something good for upcoming batches. Government has made some elegant decision as we know, let’s see how it goes or after that we can think about changes.

Participant J 1) Tell me about your journey into architecture? My fascination with built spaces began as a 9th grader exploring origami with graph paper. I aspired to become a specialist in building construction, and architecture came my way. Though I was skeptical of the long journey in architectural pursuit (05 years), I gradually came to realize why this kaleidoscopic profession demanded those years. I began with minimal knowledge of what pursuit of an architectural degree truly entailed, often bothered by the unjustified Indian mindset - “Architecture is Civil Engineering’s philosophical, extravagant and often impractical younger sibling.” My journey into architecture was a journey both into myself, and into the world. 2) What were the really good experiences in your architectural education? Every opportunity to draw my mind and heart onto paper. Time travelling with Banister Fletcher, to realize how ingenious humankind is. Personal growth in terms of the ability to communicate, convince, connect and learn. Hours of dialogue with friends and faculty on the ways of the world, and the many great architects it has had to offer. 3) Could you tell me about your experiences that were not so good? The absence of practical experience in building with materials. The constant need to align oneself with the sense of philosophy or abstraction advocated by various mentors during in-numerous studio exercises. The absence of elective subjects - I would have been thrilled to be able to explore programming or energy efficiency modelling. The lack of incorporation of technical subjects such as Strength of Materials, Design of Steel and RCC Structures, Climatology and Disaster-resistant Structural Design in architectural design exercises. 4) Do you think architectural education is expensive? What was the average cost per year incurred by you in the form of fees and other additional costs that are typically a part of architectural education?

Annual fee demanded by private institutions in India, when compared to public institutions, does not seem justified. I incurred an annual expense, as a student of one such private institution, between INR 1,75,000 - 2,00,000 per annum. As an Intern, and as an average fresher, one earns a meager INR 50,000 - 2,50,000 per annum. 5) What is your take on the current system of architectural education and the existing inequalities? How do you think we can change it? Based on my knowledge and experience of architectural education, and professional practice in India between 2011-2018, I have observed the following inadequacies: a. Poor connect between technical, practical and theoretical aspects of architectural practice. b. Lack of on-site experience with construction material and techniques. c. Poor exposure to technology for modelling, analysis and project management. d. Roles such as Internships that demand long arduous hours of work, but pay in peanuts. e. Inadequate focus on vernacular architectural systems. f. Lack of exposure to financial aspects of construction. - How can we change it? a. Incorporating technical analysis and intervention into academic architectural exercises. b. Mandating on-site experience as part of course curriculum c. Offering electives for technology-based skill development, under mentors who value “innovation with purpose and quality”. d. Enforcing change in fee structures imposed by private institutions, active interaction between academic institutions and professional practices, policy or guidelines for pay regulation. e. Intensive research and knowledge delivery on vernacular architectural systems through dedicated academic subjects or special lectures/workshops. f. Introduction of construction finance into course curriculum. Academic exercises on incorporating finance in studio exercises.

Participant K 1) Tell me about your journey into architecture? Being a creative individual since my early days I realised I’ll be the happiest in creating something for a living. Coming from an Army background, I was exposed to travelling since childhood and Architecture always fascinated me. Experiencing buildings set in varied contexts always intrigued me. I also saw a potential of earning a lot by making a career in real estate as it is always looked upon as a gold rush. It therefore, at that time, seemed perfect to me as I could use my creativity to earn a respectable livelihood. 2) What were the really good experiences in your architectural education? The faculty I interacted with along the way have changed my outlook about a lot of things, for which I’m grateful. I developed and discovered my thoughts which I think, would have never been brought to light, had I not taken up this. I loved how my desk changed from just books on subjects like chemistry equations to sketchbooks where I make concepts that can turn into a building. I loved the hands-on approach in subjects like carpentry where I could use tools to give shape to my imagination. I also loved having dialogues with the faculty about ideas that were so important, yet not talked about much in the society outside architecture. It made me feel responsible to make changes around me that affected people and their lifestyle. Being able to pursue any contemporary idea and being exposed to the latest softwares was a privilege. A campus with an amazing library and access to a vast database of books, research-papers, theses and dissertations was something that I greatly valued. 3) Could you tell me about your experiences that were not so good? These were mostly personal experiences with a certain kind of faculty who I felt were hell bent on their ideas. Other than this, I sometimes did not like the way we had to get defensive with the jury about our new ideas which resulted in creating a negative atmosphere. I also did not like the old school method of printing sheets which wasted resources and time. 3D printing and robotassisted model-making should have been part of the curriculum.

4) Do you think architectural education is expensive? What was the average cost per year incurred by you in the form of fees and other additional costs that are typically a part of architectural education? It is a very expensive course. What makes it even more expensive is the less pay after graduation. I had to pay 5 Lakh rupees each year + a 10% hike every year. This excluded any stationery costs and day-to-day expenses which felt like a burden throughout, considering the humongous fee. I would have loved to 3d print some of my design but that too was so expensive that I couldn’t. 5) What is your take on the current system of architectural education and the existing inequalities? How do you think we can change it? I liked a lot about it and yet kept wondering how it could be better. I always felt that exposure to newer technology and teaching methodologies were missing, even though my college has a better reputation in these aspects. Curriculum wise I would have liked to learn more through the practical application of details that we learnt. I would have also liked to understand how the site worked in real life. The sequence of methods and processes are something every student should know before joining the professional world. The only inequality I felt in my college was the fee that was so high that it made it difficult for some deserving students to even consider our college. Scholarships were offered but it was still extremely difficult for most of us to afford this education. There should be more government-run colleges that offer high-quality education. The inequality is more prevalent in underdeveloped states like Bihar. There are no good colleges with even basic infrastructure in place. This is really sad for the country because students with a good vision do not get the training they deserve. I strongly feel that it is extremely important to have good quality institutes in underdeveloped states. Only then can we reduce the gap between the rich and poor.

Participant L 1) Tell me about your journey into architecture? I was someone who was always pretty much fascinated about art. I used to go for all the inter/intra art related competitions during school days and even win prizes at district levels. So, being an artist, I knew I always wanted to do something that makes me happy. Something that I don’t get bored off. I wasn’t someone who was a bookworm and hence, I was sure not to go for any course that involves a lot of theory. It was back in 2011, when I just finished my 10th grade that I started hearing about Architecture as a course. A lot of people were in fact talking about B.Arch like never before. There were even people who said, this course has huge scope in the future, especially if you’re into any creative field. Few of my seniors from school were pursuing architecture in different parts of India. So I talked to them, and was pretty much in awe to hear all the beautiful things they had to say about the course that I totally ignored the part which they kept repeating. I loved the creative side of the course, the college trips that were involved, the more practical-less theoretical part of the course, the group works, the case studies, the model making, the presentations. It was exactly what I wanted. That’s when I decided, so architecture it is. Its not just art. Its something more than that. I knew I could use my artistic skills as an added advantage. So I joined a NATA coaching centre in Kochi, which was one of the only two in Kerala back then. He taught me about the basics of architecture. The one,two,three point perspectives, composition, sciography, anthropometry, etc etc. It helped me a lot for the NATA entrance exam and I could get admitted into a college that I’ve been dreaming off. 2) What were the really good experiences in your architectural education? As someone who values friendship a lot, someone who always wanted to study away from home, I would say the best experiences in my architectural education was the crazy college trips or the “study tour” we had in each semester. Each study tour was about 10 days long and I was blessed to go to all these amazing places we’ve got in India with my friends. A lot of stories were made. Something, that I would cherish all my life. Some of the places we went to as a class were Delhi, Rajastan, Punjab, Chandigarh, Manali, Pondicherry, Auroville, Mahabalipuram, Coorg, Wayanad(Kerala), Hampi, Goa to name a few. Being someone from Kerala, which is the southern most part of

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India, it was such a good experience for me and also for my friends to see and experience totally different cultures, lifestyle, language, traditions,architecture and be able to live it in its all glory. Each trip taught us something. Each trip made us a better person. Made us more wise. Helped us to see the different sections of society. Made us realize how blessed we are. Taught us a lot of things which cannot be taught in a classroom. Making me fall in love with architecture more and more. Secondly, I also loved everything about NASA. Be it the mains, or the zonals. It was a competition that everyone prayed to get selected for. I was fortunate enough to participate in 4 Nasa competitions and even win few trophys. In fact, I headed the Reubens trophy when I was in my third year and we even won the trophy then. It was a really good experience representing the college and winning something for the same. My college had been winning the Zonals for the 5th consecutive time, and we were also the most successful college in Zone 5 when I joined college. So that pressure was always there every time a batch headed it. The seniors kept passing on that competitive mentality to the juniors and that’s what kept us going. We were proud enough win it again, for our seniors when our time came. The 5 days in another place, another college, with 1000’s of other student architects, seeing all the amazing workmanship and quality content done by other fellow student architects, is the kind of exposure we got during our college years. And I feel fortunate enough to have been selected for it. It was nice meeting a lot people, see their works, get awestruck, make friends with them who are family now for some. 3) Could you tell me about your experiences that were not so good? Apart from certain senior junior batch issues which has nothing to do with the college or the course, the only negative experience I faced was the bloody partiality. So my college was in Karnataka. Admissions were purely based on Merit. So whoever got the highest rank, got admission. Apparently, my college has been ruled by Malayalees(mallus). There were more malayalees in all the batches compared to kannadigas(that’s what people from Karnataka are called) So we’ve been hearing these derogatory comments against the Malayalees by certain faculties whenever an issue arises. And that was something we had to face throughout the 5 years, I woudnt say everyone was like that. But yeah, few faculties and heads of certain departments had said such hurtful comments to us in these 5 years.

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And during my third year of college, they made a new rule that 50% of the seats be allotted to Kannadigas, and 50%, other states. So, out of 60 seats, 30 Kannadigas were assured, and the rest had a mix of north and south Indians from Andhra, Telengana, Tamil Nadu and Kerala. Once this rule was made, there was a very evident partiality scene favouring the kannadigas.The only way we could shut their mouth was by performing better than them. We all boast about our country India as a nation with biodiversity. Unity in biodiversity is like our moto. But sometimes, the same “biodiversity” acts in the worst of ways when it comes to certain matters. I can totally understand when its done by fellow classmates because that just shows their immaturity. But the faculties or the heads stooping so low and being petty is unacceptable. Kids learn from them. 4) Do you think architectural education is expensive? What was the average cost per year incurred by you in the form of fees and other additional costs that are typically a part of architectural education? Talking in general, I feel it is expensive. Especially what the private colleges charge. I had a pretty decent fee structure compared to what a lot of my friends had paid. It was INR 48,000/- for one semester. Approx 1 lakh a year is what I paid. Where as, the bangalore college I had randomly applied to had a hefty fee structure. Around 3 lakhs per annum. And a Tamil Nadu college I had got admission in, had around 2 lakhs per semester. That’s around 4 lakhs per annum. So, compared to all these, I found mine pretty decent. Atleast for the facilities they provided. So this is basically the college fee. We dint have hostel facilities. So we all stayed in private hostels and PG’s or rented apartments and houses. That was costing us some money. 5) What is your take on the current system of architectural education and the existing inequalities? How do you think we can change it? The rich gets richer. Poor gets poorer. This is exactly what is happening in our architecture world. The course has become only for the elite class because it is not affordable to a lot of middle class students. The number of government colleges to the number of students writing NATA entrance each year is incomparable. So students are forced to join private colleges who charge very

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hefty fees from them. There has to be a legal body to regulate the fee structure for the course. That’s when we will start seeing more real talents in our nation. Currently, if youre looking at the professional field, again, it’s the richer ones who has private projects. Because of their contacts. The poor talented “topper” is working for someone and getting paid peanuts. That’s the sad reality. I feel its high time we change how this system works. Like I said, a legal body has to regulate the fee structure for all colleges. Everyone should be able to study in the college they deserve irrespective of their financial background. Seats should be allotted in Merit basis. Only a small percentage has to be left out as management seats. People should be more open to hire architects who are talented. Based on their experience and portfolio irrespective of their financial background. Else, the rich is gonna get richer and the poor is gonna get poorer.

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Part 3: Participant Consent Forms

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Kanai Shah_M.Arch Dissertation_Inequality in Architectural Education in India

Articles inside

06] Bibliography

05] Towards A New Hope

04] The Disparity & Its Implications

01] Methodology

03] The Current Scenario

02] Setting The Scene