ABSTRACT
Architectural education appears to be entering a profound period of flux. Colossal fee rises and the diminishing prospects for employment are now shining an interrogatory light on traditional full-time pathways. The architectural designer is constrained by the necessities of regulation and control in the building industry - bound by professional, technical, economic and contractual agreements, and duties of care to clients and the public at large. Student architecture projects are often characterized by a rich narrative content and exquisite exploratory drawing and modelling, but are also a critical distance from the reality of contemporary cities and their social and economic burdens, complexities, and constraints. Designers cultivate an active engagement with community and industry through a variety of mechanisms: design projects for the real world, consultancy opportunities, placement, and work-integrated learning. An acknowledgement and valuing of alternative and diverse models of pedagogy for architecture is critical because people also need to value alternative and diverse models of practice.
