ABSTRACT
This chapter presents the blended programme, explored through flexible learning principles, towards the formulation of design strategies for improvement and broader application at the institution and beyond. It is often overlooked that many students either work in the formal or informal sector; care for the old or the young; are parents and/or surrogate parents to siblings; live and learn with disability or chronic illness; are returning or interrupting students; and live and learn in formal or informal housing environments. ‘This non-traditional student life’ has become the norm. The architectural profession in South Africa is regulated by the South African Council for the Architectural Profession. Theoretical subjects equip students with base knowledge to formulate innovative solutions to complex problems while design tutors help them to develop design expertise through regular feedback on their work. Traditional offerings through full-time and part-time options must be re-examined to “enable both working and non-working students’ equal access to and success in undergraduate studies”.
