Athens Journal of Architecture - Volume 1, Issue 1– Pages 65-80

Architecture Program Accreditation:

A Pathway to Graduates International Mobility

By Sawsan Saridar Masri

Hisham Arnaouty†

The education of architects as global professionals has been one of

the priority goals of the Faculty of Architectural Engineering (FAE)
at the Beirut Arab University for many years. It is believed that
practice and education are interdependent elements of the profession
that, when integrated, enable students, educators, and practitioners
to obtain and maintain the knowledge and skills needed to enter and
fully participate in the profession, and to achieve design excellence
in service to the globalized community. Therefore, the FAE has
developed its curriculum in a positive manner to integrating of
education of architecture into practice, meeting the continuing
challenges in the era of globalization. The aim of this paper is to
evaluate the program using the validation criteria of several
architecture accreditation boards. The main prospect of evaluation
is that to achieve a satisfactory balance between theory and practice
which implies that the study program addresses the fact that
architects cannot limit themselves to conceptual analysis or virtual
projects, nor to local and regional practice of the profession.
Instead, graduates have the opportunity to reside their education at
the crossroads between human, social, and cultural values and the
technical capacities of construction of the global world.

Introduction

Architecture education in the developed countries is considered as a

fundamental corner stone for the advancement of technology and applied
sciences, and for being the basic foundation of knowledge and innovation.
Accordingly, the institutions of higher education in the Arab world should
work actively on the development of architecture education programs to keep
pace with the requirements of the labor market and the industry. This policy
must be accompanied with the improvement of the quality of architecture
education and relative outcomes.
The increasing number of universities that teach architecture led to
significant increase of graduates who are none randomly harmonious with the
needs of the labor market. Subsequently, based on this reality, architecture


Assistant Professor, Beirut Arab University, Lebanon.
†
Assistant Professor, Beirut Arab University, Lebanon.

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 Vol. 1, No. 1 Masri et al.: Architecture Program Accreditation …

education in the Arab World and in Lebanon specifically, needs to be re-

evaluated.
Most universities considered quality assurance and international
accreditation of their architecture programs as a priority. Besides, the
Federation of Arab Engineers has decided to create an Arab Council for quality
assurance and accreditation of engineering programs, including architecture
programs, within the Federation. Also the Association of Arab Universities
decided in 1999 to create a board for quality assurance and accreditation within
the association, and this decision was approved by the seventh conference of
the Arab Ministries of Higher Education held in Riyadh – KSA. In 2009,
through a UNDP project, a Quality assessment of engineering programs was
conducted based on detailed internal and external reviews of engineering
programs in 19 Arab universities (Jammal, 2011). In addition, the increased
mobility in the workspace is generating pressure to expand competencies
beyond countries.

Architecture Education in Lebanon

Lebanon is one of the countries in the world that have a high ratio of
institutions of higher education institutions relatively to the number of
population; there are about 42 higher education institutions including
universities, colleges or faculties of different specialties.
Due to the exclusiveness of architecture education for being a liberal
profession so related to the labor market and subject to the terms of
professional practice, there are only eight universities in Lebanon who teach
architecture; one public and 7 private institutions. These universities listed in
Table 1 adopt a variety of educational systems. Architecture education in
Lebanon dates back to 1943 with the first school of architecture, L’Academie
Libanaise des Beaux-Arts (ALBA), followed by the American University of
Beirut (AUB) in 1951, and 11-15 years later by Beirut Arab University (BAU)
and Lebanese University (a public institution), respectively. Later, in the last 5
decades, additional 4 private universities offered degrees in architecture: Holy
Spirit University of Kaslik (USEK) in 1978, Lebanese American University
(LAU) in 1993, Notre Dame University in 1999, and the latest Al-Manar
University of Tripoli in 2006.
Table 1 identifies also the number of architecture students registered in
2013 at these universities with a total of 5142. The total number of graduates
for the academic year 2012/2013 is 378, adding to them the large number of
graduate of those who completed their study in architecture abroad.

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Athens Journal of Architecture January 2015

Table 1. List of Universities offering Architecture Programs in Lebanon.

Year of Number of Number
launching Program Registered of
Institution
Architecture Duration students in Graduates
Program 2014 in 2013
PG.
Balamand University
Diploma
Academie Libanaise des Beaux- Arts
1943 6 years 698 27
(ALBA)
(340 Euro.
2 branches
Cr.)
American University of Beirut (AUB) BArch.
Faculty of Engineering and 1951 5 years 170 28
Architecture (174 Cr.)
BArch.
Beirut Arab University (BAU)
Eng.
Faculty of Architectural Engineering 1962 645 80
5 years
2 branches
(180 Cr.)
MArch.
Lebanese University (UL)
5 years
Institue des Beaux-Arts 1966 952 104
(300 Euro.
4 branches
Cr.)
PG.
Holy Spirit University of Kaslik
Diploma
(USEK) 1978 1327 46
6 years
Faculty of Fine and Applied Arts
(192 Cr.)
Lebanese American University
BArch.
(LAU)
1993 5 years 472 45
School of Architecture and Design
(176 Cr.)
2 branches
Notre Dame University (NDU)
BArch.
Faculty of Architecture, Arts and
1999 5 years 698 39
Design
(182 Cr.)
2 branches
Al-Manar University of Tripoli BArch.
(MUT) 2006 5 years 180 9
Faculty of Architecture and Design (168 Cr.)
Total 5142 378

This large amount of Architecture schools dispatched to the local and

regional labor market large numbers of practitioners which exceed the needs of
the Lebanese market.
Upon graduation, Lebanese architect (or architectural Engineer) has to join
one of the Order of Engineers and Architects in Beirut or Tripoli, after he/she
has been given a permission to practice the profession from the Ministry of
Labor.
Today, the number of registered architects at the Order of Engineers and
Architects in Beirut and Tripoli are respectively 6874 and 1209, with a total
number of 8056 architects. This means that Lebanon has a shockingly high
percentage of architects in its population: for every 496 Lebanese, one is an
architect. According to the graph illustrated in Figure 1, Lebanon has the
second highest ration in the world after Italy with a ratio 414 inhabitants /
architect. Portugal, Denmark, Germany, Belgium, Spain, Cyprus and Greece

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all have ratios of less than 1,000 to one (Quirk, 2014). This may explain the
reason why a large amount of Lebanese architects work or seek for job abroad,
mostly in the UAE, Qatar, and KSA. Hence, this study will include a study of
schools validated / accredited in the Middle-East and the Arab World Region.
In conclusion, this very high ratio of architects should urge architecture
schools in Lebanon to enhance competition in the already tight labor market by
assuring high quality of architectural education and insure regional and
international mobility of their graduates through accreditation of their offered
architecture programs.

Figure 1. Ratio of Architects to Inhabitants around the World (Quirk, 2014).

Architecture Program Validation / Accreditation

Accreditation is regarded as one of the key benchmarks for measuring the

quality of academic programs. Accredited programs are deemed to be of higher
quality than those which are not, thus graduate of such programs tends to be
more readily accepted by the market. Given the increasing globalization, the
architecture professions are no longer bounded to certain countries or region
but are practicing throughout the world, thus the need for accreditation arise.
The following sub-sections will identify the internationally accredited
architecture programs mainly by the RIBA, NAAB and the UIA as these
accreditation bodies to which universities in the Middle East region apply to.

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Athens Journal of Architecture January 2015

Understanding Difference between Validation and Accreditation

Throughout this study, it has been noted that the words validation and
accreditation are often used interchangeably. The International Union of
Architects (UIA) has similar definition of the 3 terms accreditation / validation
/ recognition as a ‘process which establishes that an educational program meets
an established standard of achievement. Its purpose is to assure the
maintenance and enhancement of an appropriate educational foundation’
(UNESCO-UIA, 2011a).
According to the National Architectural Accrediting Board (NAAB,
2014a), the used term is accreditation, which is defined generally as a
voluntary quality assurance process by which services and operations are
evaluated by a third party against a set of standards established with input and
collaboration from peers within the field. This U.S. model for accreditation is
based on the values of independent decision-making by institutions, the ability
of institutions to develop and deliver postsecondary education within the
context of their mission and history, the core tenets of academic freedom, and
the respect for diversity of thought, pedagogy, and methodology (NAAB,
2014a).
However, for the Royal Institute of British Architects (RIBA) there are
significant differences between the two terms. The emphasis in validation is on
outputs, particularly student academic portfolios (containing not just design
work but also examination scripts, course work etc.) assessed against the RIBA
Validation Criteria rather than teaching inputs. Hence the term validation is
used to describe the outcome oriented approach of the RIBA’s recognition
procedures, which does not only seek to measure the inputs into a course of
study. On the other hand, RIBA believes that accreditation is usually based on
a number of ‘input’ criteria, which may include the nature of the curriculum;
the quality and quantity of teaching staff; and the physical, information and
technical resources. This measurement of ‘inputs’ is normally termed
accreditation (RIBA, 2007).

International Programs validated by the RIBA

The international schools with courses recognized by the Royal Institute of
British Architects (RIBA) are 31 distributed over 16 countries as follows
(RIBA, 2014):
 14 schools in Latin America; 12 of them validated for Part 1 and Part
2, and the other 2 schools validated for Part 1 only. The First 2 schools
recognized by the RIBA are in Chile since 1991.
 6 schools in Europe; 4 of them validated for Part 1 and Part 2, 1
validated for Part 1 only, and 1 is candidate for Part1. The First school
recognized by the RIBA is in Bulgaria since 2004.
 8 schools in South Asia and the Far-East; 6 of them validated for Part
1 and Part 2, and 2 schools candidate for Part 1 only. The First school
recognized by the RIBA is in Singapore since 1968 followed by a
school in Sri Lanka since 1986.

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 3 schools in the Middle-East; 2 of them validated for Part 1 and Part 2,

and the 3rd one validated for Part 1 only which is Beirut Arab
University in Lebanon. The First school recognized by the RIBA is in
Egypt since 2004. Table 1 illustrates the detailed information of theses
validated courses in the Middle-East and the Arab World.
It can be concluded that 45% of the international architecture schools
recognized / validated by the RIBA are in Latin America compared to 10% in
the Middle-East. On the other hand, schools in the Far-East were the first to
request validation from the RIBA, and since 2004 only programs in Europe and
the Middle-East started to be RIBA validated.

Table 2. Architecture Programs that are recognized by the RIBA in the Middle
East and the Arab World
Arab Academy of Science and Technology – Alexandria, Egypt
Validated Courses:
Part 1: on completion of term 8 of BSc in Architectural Engineering and
Environmental Design (4 years full time, comprising 1 year Foundation + 3 years)
Part 2: on completion of terms 9 and 10 of the BSc program plus 4 terms of the
graduate studies program MSc in Architectural Engineering and Environmental
Design (1 year full time, plus 2 years part time)
Recognized from: 2004
Last RIBA visiting board: October 2009
Next Visit: 2014
Arab Academy of Science and Technology – Cairo, Egypt
Validated Courses:
Part 1: on completion of term 8 of BSc in Architectural Engineering and
Environmental Design (4 years)
Part 2: on completion of terms 9 and 10 of the BSc program plus 4 terms of the
graduate studies program MSc in Architectural Engineering and Environmental
Design (1 year full time, plus 2 years part time)
Recognized from:
Part 1: 2006
Part 2: 2013
Last RIBA visiting board:
Part 1: October 2012
Part 2: March 2013
Next Visit: 2017
Beirut Arab University - Debbieh, Lebanon
Validated Courses:
Part 1: Bachelor of Architectural Engineering, 5 years full time (on completion of
semester 10)
Recognized from: June 2012
Last RIBA visiting board: June 2012
Next Visit: 2017

International Programs Accredited by the NAAB

In order for a professional degree program in architecture to be accredited
by the NAAB, the institution offering this program must be accredited by one
of 6 identified regional institutional accrediting agencies for higher education

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Athens Journal of Architecture January 2015

in the U.S (NAAB, 2014a). Lebanese American University (LAU) and

American University of Dubai (AUD) are the only two universities outside the
U.S. who have been considered eligible for NAAB accreditation as they both
have institutional accreditation from regional institutional accrediting agencies
in the U.S. LAU became fully accredited since November 2009 and for five
year period by the New England Association of Schools and Colleges
(NEASC), and AUD became accredited since December 2007 by the Southern
Association of Colleges and Schools (SACS). Table 3 represents the status of
accreditation process of these two universities.

Table 3. Architecture Programs that are eligible for NAAB accreditation in the
Middle East.
Lebanese American University – Lebanon
Program: B.Arch.
Eligibility recognized from: 2012
Initial Candidacy: January 2013.
Candidacy Visit: Spring 2015
American University of Dubai - UAE
Program: B.Arch.
Eligibility recognized from: March 2013
Initial Candidacy: ---.
Candidacy Visit: Fall 2014

Institutions that are not accredited by a U.S. regional accrediting agency

may request NAAB ‘substantial equivalency’ to NAAB accredited programs.
The term ‘substantial equivalency’ identifies a program as comparable in
educational outcomes in all significant aspects, and indicates that it provides
an educational experience meeting acceptable standards, even though such
program may differ in format or method of delivery (NAAB, 2014a).
The international schools with courses substantially equivalent to NAAB
accredited programs are three: Istanbul Technical University (in 2008), Kuwait
University (in 2010) and King Saud University in Saudi Arabia (in 2013).
Other schools that applied for substantial equivalency are 30 distributed over
15 countries as follows (NAAB, 2014b):

 4 schools in Latin America; 2 in Chile, 1 in Colombia, and 1 in

Ecuador.
 6 schools in Europe; 4 in Spain, and 2 in Ireland.
 5 schools in South Asia and the Far East; 2 in India, 1 in
Philippines, 1 in Bangladesh, and 1 in Thailand.
 15 schools in the Middle East and the Arab World ; 4 in Turkey,
6 in Saudi Arabia, 2 in the UAE, 1 in Bahrain, 1 in Qatar, and 1 in
Egypt which is Arab Academy for Science and Technology, and
Maritime Transport whose program is already validated by the
RIBA (Table 4).

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It can be concluded that 55% of the international architecture schools that

are substantially equivalent or applying for substantial equivalency to NAAB
accreditation in the Middle East compared to 12% in Latin America. On the
other hand, schools in the Middle East were the first to request accreditation
from the NAAB, and the only substantially equivalent programs are in the
Middle East as well.

Table 4. Institutions that are Substantially Equivalent or Applying for

Substantial Equivalency to NAAB Accreditation in the Middle East (NAAB,
2014b).
Most Recent
Institution, Country Next Step / Visits
Activities
Istanbul Technical University, Awarded Substantial Equivalency since January
Turkey 2008
Awarded Substantial Equivalency since January
University of Kuwait, Kuwait
2010
King Saud University, Saudi
Awarded Substantial Equivalency since 2013
Arabia
Visit 2 Completed,
Uludag University, Turkey Visit 3, pending
2007
Visit 2 Completed, Visit 3, pending (Fall
University of Bahrain, Bahrain
2009 2014)
Visit 2 Completed
Qatar University, Qatar Visit 3, Pending
December, 2013
Arab Academy for Science and
Visit 1 Completed,
Technology, and Maritime Visit 2, Pending
2010
Transport, Egypt
University of Dammam, Saudi Visit 1 Completed, Visit 2, Pending (May
Arabia 2012 2014)
Eastern Mediterranean University, Visit 1 Completed,
Visit 2, Pending
North Cyprus – Turkey 2013
Yildiz Technical University, Visit 1
Visit 2, Pending
Istanbul - Turkey Completed,2013
Dar Al—Uloom University, Saudi Application
Visit 2, Pending
Arabia Received, 2014
Abu Dhabi University, UAE Initial Inquiry Counseling / Consulting
Canadian University of Dubai,
Initial Inquiry Counseling / Consulting
UAE
Effat University, Saudi Arabia Initial Inquiry Counseling / Consulting
Umm Al-Qura University, Saudi
Initial Inquiry Counseling / Consulting
Arabia
Yanbu University College, Saudi
Initial Inquiry Counseling / Consulting
Arabia
Dar Al-Hekma, Jeddah, Saudi
Initial Inquiry Counseling / Consulting
Arabia
Bilkent University, Ankara -
Initial Inquiry Counseling / Consulting
Turkey

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International Programs Accredited by the UNESCO-UIA

The joint UN Educational, Scientific and Cultural Organization
(UNESCO) and International Union of Architects (UIA) UNESCO-UIA
Validation Council for Architectural Education has been established to
recognize existing and new validation systems, and to validate study programs
offered at schools of architecture and other institutions.
In 2009, the Korean Architectural Accrediting Board (KAAB) and Japan
Accreditation Board for Engineering Education (JABEE) became the only
accrediting boards that are recognized by the UNESCO-UIA, by gaining
certification from UNESCO-UIA, Validation Council for Architectural
Education. As for the study programs validated by the UNESCO-UIA, there
are no published list available, specifically on the UIA homepage, but
according to the American University of Cairo (AUC) news, AUC architecture
program is the first in the Middle East and Africa to be granted this recognition
(American University of Cairo, 2014)

Canberra Accord on Architectural Education

The ‘Canberra Accord on Architectural Education: Recognition of
Substantial Equivalence between Accreditation / Validation Systems in
Architectural Education’ was signed on April 9, 2008 in Canberra, Australia. It
is a document by 7 accreditation/ validation boards in architectural education.
The Canberra Accord is intended to ‘…to facilitate international mobility of
graduates in architecture and contribute to improving the quality of
architectural education through benchmarking…’ between the founder
signatory authorities.
This accord does not address matters related to professional registration or
licensure.
The first initiative for this accord was in May 2006 by the National
Architectural Accrediting Board (NAAB), the National Council of
Architectural Registration Boards (NCARB) and the American Institute of
Architects (AIA). Architectural accrediting agencies from the U.S., Australia,
Canada, China, Mexico, Korea, and the United Kingdom attended the first
roundtable, as well as leaders from the Commonwealth Association of
Architects and the International Union of Architects (UIA). Canada hosted the
next Roundtable in 2007, and in April 2008 the following accreditation bodies
signed the accord:

 The Royal Australian Institute of Architects (RAIA)

 The Royal Institute of British Architects (RIBA)
 Canadian Architectural Certification Board (CACB-CCCA)
 The National Board of Architectural Accreditation of China (NBAA)
 Commonwealth Association of Architects (CAA)
 Korean Architectural Accrediting Board (KAAB)
 Comite Mexicano para la Practica Internacional de la Arquitectura
(COMPIAR)

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 Consejo Mexicano de Acreditacion de Enseñanza de la Arquitectura

(COMAEA)
 US National Architecture Accreditation Board (NAAB)

In addition to contributing to the quality of architectural education through

benchmarking, the core aim of the Accord is to recognize the increasingly
international context within which the architect now works, and to facilitate the
portability of educational credentials between signatory domains. But, because
architecture is practiced in such a constrained environment governed by laws,
regulations and rules, it is complicated to allow an immigrant architect to
practice without an intimate and proven knowledge of local conditions,
contracts, customs and ethics. For this reason professional registration – the
license to practice and call oneself an architect – is not even transportable
between the signatory countries, but it may assist professional mobility.

Comparative Analysis between Riba, Naab & Unesco- UIA Validation

Systems

Accreditation Procedures
The review of the validation / accreditation procedures of the RIBA,
NAAB and UNESCO- UIA are summarized in Table 5. This study shows that
the three boards have similar accreditation / validation process.

Recommended Architecture Graduate Attributes

According to the RIBA, the terms ‘knowledge’, ‘understanding’,
‘ability’ and ‘skills’ are used in the General and Professional Criteria to
indicate the nature of achievement required as the student progresses through
qualifications at Part 1 and Part 2.
The NAAB accreditation criteria encompass two levels of
accomplishment:

 Understanding: The capacity to classify, compare, summarize,

explain and/or interpret information.
 Ability: Proficiency in using specific information to accomplish a
task, correctly selecting the appropriate information, and
accurately applying it to the solution of a specific problem, while
also distinguishing the effects of its implementation.

As for the UIA, the capabilities that should be acquired by architecture

students during their study program are design abilities, knowledge and skills
in order to become architects that are capable of fulfilling their roles as
generalist who can coordinate interdisciplinary objectives (UNESCO-UIA,
2011b).
Table 6 identifies the accreditation / validation criteria and associated
attributes of the three bodies.

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Table 5. Comparative study between the RIBA, UIA, and NAAB from which Most Academic Institutions in the Middle-East and the Arab
World Request Accreditation / Validation for their Architecture Program.
Subject of Study RIBA UIA NAAB
Since 1924 2002 1940
Scope of  National (Only in the US)
Worldwide (applied only with countries
validation / Worldwide  Substantial equivalency for schools outside
under UIA Charter)
accreditation US
 Recognition of validation system (JABEE
Validation / Validation of architectural study programs Validation of architectural study programs of
and KAAB)
Accreditation of individual institution individual institution
 Validation of architectural study programs
system
of individual institution
 129 programs in the US
 2 programs eligible for accreditation in the
 Recognition of validation system in Japan
 48 programs in the UK Arab Region; 1 in Lebanon (Lebanese
Validated / and South Korea
 29 programs worldwide ; 3 of them are in American University) and 1 in the UAE
Accredited  No clear list of validated program but the
the Arab Region: 2 in Egypt and Beirut (American University of Dubai)
institute American University of Cairo (AUC) is
Arab University (BAU) in Lebanon  3 programs awarded substantial
the first in the Arab Region
equivalency; 3 of them in the Arab Region
(Kuwait and Saudi Arabia)
UNESCO UIA Charter for Architecture
Royal Institute of British Architects –
Accreditation Education The National Architectural Accrediting Board
Education Department, New Course
body UIA appointed lately the RIBA to manage (NAAB)
Group
the UNESCO-UIA validation procedures.

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 Formally request preliminary meeting/

discussion with RIBA Education
department  Information Base Report  Application to establish candidacy status.
 Submit validated documents (self  Scheduling a visit  Determination of eligibility.
Procedures for assessment report & course mapping) to  Report group visit  Initial candidacy visit (Architecture Program
validation / New Courses Group (NCG)  Preliminary report Report Submitted for Initial Candidacy
accreditation  NCG agrees to convene exploratory  UNESCO-UIA Regional Validation Visits)
board once first cohort completes first year Committee Report  Request for initial accreditation
 Exploratory board recommends candidate  UNESCO-UIA Council Decision  Initial accreditation visit
course status
 Visiting board recommends validation.
Period of validation 5 years 5 years 6 years
 Candidacy for initial accreditation status is
established, in which program has 2 - 6
 Outcomes of an exploratory visit: years to obtain initial accreditation
o the course is given candidate course  Initial Accreditation period, 3 Years
 Initial Recognition/Validation
status for part 1 and/or part 2 / part 3 Program is required to achieve a 6 year term
(unconditional, for 5 years)
o the course is not given candidate course for continuing accreditation in the next visit
 Conditional Recognition/Validation (for 2 Granted one of the following terms for
status
years, indicating the conditions to be met
Result delivery  Outcome of an Initial visiting board: continuing accreditation
before the next visit of the Report Group)
o the course is unconditionally validated  Six Year term
 Provisional Suspension of
o the course is validated with conditions  Six Year Term with focused evaluation
Recognition/Validation (suspension of the
o the course is not recommended for during the first 1,2 or 3 years
agreement for 1 year, indicating the
validation, but continues as a candidate  Three Years Term
conditions to be met before the next visit
course  Two Year Probationary Term
by a Report Group)
o exceptionally, the board may  Revocation of accreditation: Program was
 Refusal of Recognition/Validation
recommend removal of candidate course able to achieve a term for continuing
status accreditation during the visit after a Two-
Year Probationary Term.
 Substantial equivalency

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Table 6. Comparative Study between the Architecture Graduate Attributes recommended by RIBA, UIA, and NAAB.
RIBA2014 NAAB2014 UIA2011
GC1. Ability to Architectural Designs satisfying Realm A: Critical Thinking and Representation A. Design
aesthetic and technical requirements A.1 Professional Communication Skills A1. Creative Imagination, Innovation and
GC2. Knowledge of the histories and theories of A.2 Design Thinking Skills Design Leadership.
architecture and the related arts, technologies and A.3 Investigative Skills and Applied Research A2. Information Gathering and Critical
human sciences A.4 Architectural Design Skills Analysis
GC3 Knowledge of the fine arts A.5 Use of Precedents A3. Three-Dimensional exploration of design
GC4 Knowledge of Urban Design, Planning and the A.6 Historical Traditions and Global Culture A4. Design Solutions based on integration of
planning process skills A.7 Cultural Diversity Knowledge and Application of Skills
GC5 Understanding of the relationship between Realm B: Integrated Building Practices, Technical
people and buildings, and their environment Skills and Knowledge B. Knowledge
GC6 Understanding of the profession of architecture B.1 Pre-Design B.2 Accessibility B1. Cultural and Artistic Studies
and the role of the architect in society B.3 Site Design B.4 Life Safety B2. Social Studies
GC7 Understanding of the methods of investigation B.5 Technical Documentation B.6 Environmental B3. Environmental Studies
and preparation of the brief for a design project Systems B4. Technical Studies
GC8 Understanding of the structural design, B.7 Structural Systems B5. Design Studies
constructional and engineering problems associated B.8 Building Envelope Systems and Assemblies B6. Professional Studies
with building design B.9 Building Service Systems
GC9 Knowledge of physical problems and B.10 Financial Considerations C. Skill
technologies and the function of buildings Realm C: Professional Practice C1. Interdisciplinary Collaboration
GC10 Design Skills to meet building users’ C.1 Stakeholder Roles In Architecture C2. Professional Communication Skills
requirements within the constraints imposed by cost C.2 Project Management C3. Visual Communication Skills
factors and building regulations C.3 Business of Architecture C4. Performance Evaluation of Built
GC11 Knowledge of the industries, organizations, C.4 Non-traditional Forms of Practice Environments
regulations and procedures. C.5 Legal Responsibilities
C.6 Professional Ethics
Realm D: Integrated Architectural Solutions:
D.1 Integrative Design

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Conclusions

Through reviewing the international accreditation / validation tendencies

of architecture programs in Lebanon and the Arab World, it has been noticed
that most of them went toward NAAB accreditation. This was not the case of
BAU who selected to be validated by the RIBA. Nevertheless, BAU has the
opportunity to apply for NAAB Substantial Equivalency as the Arab Academy
for Science and Technology, and Maritime Transport in Egypt which is also
accredited by the RIBA. This will facilitate the mobility of its graduate to the
Regional market at the first level ; namely Saudi Arabia, Kuwait, United Arab
Emirates and Qatar; where most of their institutions are targeting NAAB
Substantial Equivalency.
The paper has also shown that institutional accreditation open the scope of
international mobility and programs’ accreditation.
This paper also recommends that Arabic countries should benefit from the
expertise of those countries around the world to establish their own Arab
Architecture Accreditation / Validation Board. Arab architectural education
systems need to develop their own model based on their climate and culture,
but also adapt to what is in the market.
On the other hand, it is recommended that the Federation of Arab
Engineers reviews the condition procedures, and evaluation criteria of the Arab
Council for quality assurance and accreditation of engineering programs in
order to comply with the international standards, and be eligible to join the
Canberra Accord, or be recognized by the UNESCO- UIA Charter for
Architecture Education.

Acknowledgments

Our thanks to Professor Amr El-Adawi, President of BAU, for his

incessant efforts towards quality assurance and international recognition of
BAU.

References

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Jammal, A. 2011. Engineering Education in Lebanon: Toward Quality Assurance and
Accreditation. Ideas for better Education and training for Engineers. 11 (Dec.
2011), 13-26.
NAAB. 2014a. 2014 Conditions for Accreditation - First Draft. DOI= http://www
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