PEDAGOGIC REPOSITIONING OF CURRICULUM IN ARCHITECTURE AND CIVIL ENGINEERING EDUCATION TO MEET INDIGENOUS NEEDS
No Thumbnail Available
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Description
Inadequate provision for required Traditional Knowledge (TK) is identified as a weakness in the
educational curricula that seek to birth adequately-trained and well-motivated professionals with the
capacity to pragmatically solve local problems with indigenous technology. The focus of this paper is
to review the present curricula of Architecture and Civil Engineering courses, identify the gaps and
recommend how they can be filled. The current pedagogical approaches and curriculum contextrelevance
employed at the Architecture and Civil Engineering Departments of Covenant University
Ota, Nigeria were evaluated. Specific references were made to project-based courses that involve
architecture and civil engineering. Lectures, site visits, participatory projects and workshops were
identified as means of building the capacity of young professionals and students towards the
acquisition of the required TK and other relevant skills. It is expected that a successfully-integrated
indigenous design would connect all relevant sustainable indices of the design together at different
levels. In this way, the sustainability indices of (energy-efficient) designs, construction and
maintenance of infrastructure in the built-environment industry would not be compromised. The study
recommends the incorporation of all critical elements of traditional based curricula development for
best practices that will promote indigenous architecture and civil engineering education for future
professionals
Keywords
NA Architecture, TA Engineering (General). Civil engineering (General)