| 000 | a | ||
|---|---|---|---|
| 999 |
_c16829 _d16829 |
||
| 003 | OSt | ||
| 005 | 20220623105141.0 | ||
| 008 | 220623b xxu||||| |||| 00| 0 eng d | ||
| 040 |
_aAIKTC-KRRC _cAIKTC-KRRC |
||
| 100 |
_916726 _aMehta, Premendra Raj |
||
| 245 | _aShould architectural education be a part of NEP 2020 ? | ||
| 250 | _aVol.86(9), Sep | ||
| 260 |
_aMumbai _bThe Indian Institute of Architects _c2021 |
||
| 300 | _a53-55p. | ||
| 520 | _aStandards without standardization is the hall mark of architectural education. It is holistic in nature, focuses on originality and creativity, believes in an evolutionary process, expects alternative answers, is people-centric and region- specific, revolves around socio- cultural resource factors, absorbs science and technology and ultimately prepares one for self-learning and self-evaluation. The world, including India, has architectural practice as a regulated profession and its education is rated as one of the most interactive education system of teaching and learning. While NEP 2020, chose to leave out medical and legal education out of its bounds, architectural education has found itself brought into it. Perhaps there was no one to highlight the beauty, peculiarity, uniqueness and lessons it can offer to other educational systems. | ||
| 650 | 0 |
_971 _aARCHITECTURE GENERAL (AR-GEN) |
|
| 700 |
_916727 _aMehta, Prakriti |
||
| 773 | 0 |
_dMumbai Indian Institute of Architects _tJournal of the Indian institute of architects :(JIIA) _x0019-4913 |
|
| 856 |
_uhttps://indianinstituteofarchitects.com/pdf/jiia/2021/Sept_2021.pdf _yClick here |
||
| 942 |
_2ddc _cAR |
||