| dc.description.abstract | The inclusion of Environmental Sustainable Design (ESD) in architectural education is an
important paradigmatic shift for contemporary architecture education, in view of growing
concerns for Energy Efficiency (EE) and Green House Gas (GHG) emissions attributed to the
building industry. Schools of architecture across the world have undertaken to incorporate
ESD as components of programmes: in specific course units; as electives; or in some cases
transformed entire programmes to place ESD at the core of the curriculum. For architecture
schools seeking recognition and validation through the CAA for instance, it is now essential
that they demonstrate inclusion, or at the very least show a move towards incorporating ESD
into the curriculum.
This paper reports on a study carried out on architectural education in East Africa. It took in
all schools of architecture in the region: Kenya (Nairobi University & Jomo Kenyatta University
of Agriculture and Technology); Rwanda (Kigali Institute of Science and Technology);
Tanzania (Ardhi University), and; Uganda (Makerere University & Uganda Martyrs University).
The study sought to review the state of architectural education in the region in order to
appreciate how architecture education is responding to the contemporary challenges and
opportunities related to ESD and EE in the education of architects. With architectural
education viewed as a primary conduit for the transmission of architectural culture, how is
architecture education in East Africa responding to these challenges and opportunities? | en_US |
