Global and Local Competency Requirements for Architects: The
Case of Kuwait
Dr. Yasser Mahgoub
Abstract
Globalization facilitates
opportunities for architects to work in a worldwide business environment. Architects
are increasingly finding work opportunities in countries different than their
own. Developing countries are seeking the expertise of architects and engineers
from developed countries. This has been evident in the Gulf countries since the
middle of the 20th century, when they witnessed rapid growth and
development on the hands of many foreign engineers and architects. While, there
is a enduring need to benefit from global expertise in all disciplines., there
is also a need to adhere to local cultural needs and understandings. The aim of
this paper is to identify both global and local requirements for the
development of competency evaluation system for architects. The paper surveyed
examples of competency requirements for architects’ competency in different countries.
Using the case of Kuwait
as a vehicle for discussion, this paper proposes a model for identifying global
and local requirements for the development of an objective evaluation system
for architects. These requirements should be covered in education, experience,
examination and continuing education. The paper concluded that, an objective
evaluation system of architectural competency should recognize both local and
global requirements as essential for a meaningful professional conduct.
Keywords: architecture;
professional competency, global, local, Kuwait
Introduction
Globalization facilitates
opportunities for architects to work in a worldwide business environment.
Developing countries are seeking the expertise of architects and engineers from
developed countries to improve the living conditions of their citizens. This
has been evident in the Gulf countries since the middle of the 20th century,
when they witnessed rapid growth and development on the hands of many foreign
engineers and architects. There is a continuous need to benefit from global
engineering expertise from all around the world while adhering to local
cultural needs and understandings.
The aim of this paper is to
identify both global and local requirements for the development of an objective
evaluation system for architects’ competency to work in other countries. The
questions paused by this paper are: what constitutes competency requirements
for work in another culture? what do we need to learn globally and locally?
Method
The paper surveyed competency
requirements for architects in different countries. A comparative analysis of
these requirements revealed the essential elements to be included in an
evaluation system for architects. Using the case of Kuwait as a vehicle for discussion,
this paper proposes a comprehensive model for identifying global and local
requirements for the development of an objective evaluation system for
architecture.
Globalization and Architectural Practice
The phenomenon of
globalization is itself global, that is to say, all-encompassing. It is of
course in the first instance a material or economic phenomenon, but, like all
significant civilizational developments, it also has profound cultural or
spiritual significance (Madison, 1998, p.5).
Discussions of globalization are
currently dominating the intellectual and public discourse. While some view it
as an evil trend towards dehumanization and economic domination others view it
as a multifaceted phenomenon that pauses challenges and offers new
opportunities. The architecture profession realized the impact of globalization
on its practitioners. For example, the American Institute of Architects
recognizes that:
We have actively entered into the
era of the global market. The economies of the world are interdependent.
Architects in the United States
today have domestic projects with international clients, domestic projects have
international investors and financing, and more and more architects, large and
small, are exporting their expertise and undertaking new international
projects. Work in the international market offers new opportunities to
diversify markets and seek new venues for the talents and experience of the U.S. architect.
With the new opportunities come new challenges in the areas of cultural
understanding, business practices, technical knowledge, and professional
standards. (AIA, 1998, p. 3)
The business environment for
architecture is changing worldwide. The expertise of international consultants
are being sought all over the world and they in turn seek work in other
countries. Rich and poor, developed and developing countries are exchanging
benefits from international cooperation. Developing countries are benefiting
from the expertise of developed countries while developed countries are finding
work opportunities in developing countries. This condition of physical and
virtual movement created increasing cultural contact and interaction. It
magnified differences and commonalities between cultures and created conditions
of fear of cultural homogenization and loss of identity.
This condition is considered by
many researchers as a repetitive phenomenon in the history of mankind.
Throughout history many civilizations attempted to spread their ways of living
and achievements to other cultures either by force or by choice. “The ancient
Romans established the first example of global architectural hegemony,
spreading their ideas across the empire. Rome
didn't completely suppress indigenous architectural practices of the provinces,
but Roman classicism nevertheless was the empire's ubiquitous architectural
theme, one that is still popular today.” (Lewis, 2002)
In architecture, the impact of
globalization is being compared to the impact of the international style of the
1930’s when many architects designed buildings all over the world, i.e. Le Corbusier
in India, Kahn in Bangladesh, Foster in Japan, Wright in Japan, Utzon in
Australia, etc. “The International Style was based on systematization and
standardization, mass production, economies of scale, functional logic and
aesthetic composition devoid of both ornament and sentiment. Given a similar
functional program, the design of a building in southern Asia could be similar
to one in South America . For several decades
after World War II, International Style thinking greatly influenced the design
of office buildings, schools, hospitals, laboratories and multifamily housing.”
(Lewis, 2002)
As for the engineering and
architectural professional practice, globalization has created a challenge of
interaction and working in other cultures and the exchange of knowledge,
materials, systems and expertise. Professional competence is becoming an
important issue since all countries are interested in guarantying the
competency of engineers working in their countries. Methods of competency
evaluation are being developed to insure the quality of engineers working in
the country. Continuing engineering education is also an important element to
insure that engineers and architects are always up to date regarding the
continuously changing knowledge and information in their fields of
specializations. The dissemination of information through telecommunication and
internet is creating an opportunity for professionals to stay up to date with
any advances and developments in all areas of technology, materials, systems,
etc.
The Union of
International Architects
The UIA established the
Professional Practice Commission and approved its program in 1994. The
Commission has devoted nine years of intensive study and debate in development
of the "UIA Accord on Recommended International Standards of
Professionalism in Architectural Practice" (UIA Accord, 1999) and nine
related Accord policy guidelines. The Accord contains a statement of principles
of professionalism and a series of 16 policy issues in a format of definitions
and background statements followed by policy statements. These documents were
presented to the triennial UIA Congress and Assembly in Beijing , China
As stated in the accord, the UIA
interest in establishing recommended standards of professionalism grows out of
the increasing globalization of architectural practice in part because of the
influence of the Uruguay Round of the General Agreement on Tariffs and Trade
(GATT). The GATT agreements established the World Trade Organization and the
General Agreement on Trade in Services (GATS). The GATS agreement approaches the
progressive liberalization of trade in services through the elimination of
restrictions to trade rather than through deregulation. The Council for Trade
in Services established by GATS is charged to develop measures relating to
qualification requirements and procedures, technical standards, and licensing
requirements based on objective and transparent criteria that do not in
themselves constitute barriers to trade in services. International standards of
relevant international organizations are to be taken into account in judging
conformity to this obligation.
While architecture shapes the
physical environment, it also creates the cultural heritage of a society and
thus cannot be regarded as a simple commercial commodity. Architects are
responsible for advocating the fair and sustainable development and the
cultural expression of society's habitat in terms of space, forms and
historical context. They must also serve the interest of public health, safety,
and welfare. (UIA Accord, 1999)
The Accord is an advisory
document that is the result of the cooperative endeavor of the international
community of architects to objectively establish standards and practices that
will best serve community interests, define what is considered best practice
for the profession, and express the standards to which the profession aspires.
The European Community
In August 1985, for the first
time, a group of countries came together to set down the fundamental knowledge
and abilities of an architect (Directive 85/384/EEC of the Commission of the
European Communities, 1985). These include: ability to create architectural
designs that satisfy both aesthetic and technical requirements, and which aim
to be environmentally sustainable; adequate knowledge of the history and
theories of architecture and related arts, technologies, and human sciences;
knowledge of the fine arts as an influence on the quality of architectural
design; adequate knowledge of urban design, planning, and the skills involved
in the planning process; understanding of the relationship between people and
buildings and between buildings and their environments, and of the need to
relate buildings and the spaces between them to human needs and scale; an
adequate knowledge of the means of achieving environmentally sustainable
design; understanding of the profession of architecture and the role of
architects in society, in particular in preparing briefs that account for
social factors; understanding of the methods of investigation and preparation
of the brief for a design project; understanding of the structural design,
construction, and engineering problems associated with building design;
adequate knowledge of physical problems and technologies and of the function of
buildings so as to provide them with internal conditions of comfort and
protection against climate; necessary design skills to meet building users’
requirements within the constraints imposed by cost factors and building
regulations; adequate knowledge of the industries, organizations, regulations,
and procedures involved in translating design concepts into buildings and
integrating plans into overall planning; and adequate knowledge of project
financing, project management, and cost control.
The American Institute of Architects
The American Institute of Architects International
Committee Professional Interest Area
1. General: Political/Social, Geographic, Infrastructure,
Economic/Business.
2. Cultural: Cultural Assumptions, Social and Business
Customs, Establishment of Business Relationships, Cultural Aspects of Business
and Legal Issues
3. General Business: Legal System, General Business
Regulations, Taxes
4. Architectural Practice: Professional Practice, Standard
of Care, Copyright, Methodologies, Procedures, and Processes, Scope of
Architectural Services, Owner/Architect Contract Issues, Permit Processes
5. Construction: Methodologies, Procedures, and Processes,
Code Enforcement.
The
Case of Kuwait
Architectural Professional Practice in Kuwait
Professional practice of
architecture in Kuwait
is a recent phenomenon that is a reflection of the development of architecture
in the country. Kuwait
is located on the northern corner of the Gulf and occupies an area of 17,818
square kilometers. It was a vernacular settlement overlooking the Arabian Gulf and composed of courtyard houses built using
mud brick along narrow alleys. The city was surrounded by protective walls with
several gates. The discovery of oil during the 20th century and the rapid
modernization produced by its wealth attracted global economic trends towards
it. Kuwait
went through a rapid process of modernization and cultural change started by
its first planning in 1950.
After the discovery of oil in
economic quantities during the 1930s and its exportation during the 1940s and
the immediate wealth generated by its sales, the rulers of the country
appointed the British firm, Monoprio, Spencely and Macfarlene in 1950 to
propose a plan for the development of the city of Kuwait . There were not many native architects nor workers to handle this massive
amount of work. Many architects and construction workers were brought from
different parts of the world. They were asked to design and construct all new
buildings and projects needed at that time.
The fact that most of the public buildings in Kuwait USA , and the establishment of the Department of
Architecture at Kuwait University and the graduation of its first group of
students in 2002, the landscape of the practice of architecture in Kuwait
The Professional Engineer Classification System
Kuwait Society of Engineers is
the only formal association representing engineers and architects in Kuwait . It was
established in 20 November, 1962.
In 1996 the Kuwait Society of Engineers initiated the
process of developing a formal evaluation process for engineers and architects
wishing to practice the profession in the country. The goals were, first, to
identify the engineers based on professional experience and competence and,
second, to upgrade the engineering profession by encouraging engineers to
obtain professional license through continuing learning and research.
(Al-Jassar, 2000) This process is of great importance especially that more than
2/3 of the engineers in Kuwait
are coming from foreign countries. See Figure 1 for comparison between number
of Kuwaiti and non-Kuwaiti engineers currently practicing engineering in Kuwait .
The standards for the
professional engineer in the field of architecture was based on the
“Recommended Guidelines for the UIA Accord: On Recommended International
Standards of Professionalism in Architectural Practice, Policy on
Registration/Licensing/Certification of the Practice of Architecture” (UIA
Accord, 1999, p. 2) which states that:
Registration/licensing/certification
is the official legal recognition of an individual's qualification allowing her
or him to practice as an independent architect, associated with regulations
preventing unqualified persons from performing certain functions. Given the
public interest in a high-quality, sustainable built environment and the
dangers and consequences associated with the construction industry, it is
important that architectural services are provided by properly qualified
professionals in order to provide adequate protection for the public.
The Regulations for the Classification
of Engineers was adopted by Kuwait Society of Engineers in June 2002 (KSE,
2002, pp. 5-6). It classifies the engineers as follows:
1. An Engineer: is a candidate holding a Bachelor in
Engineering or architecture from a recognized university. .
2. A Professional Engineer is a candidate that passes the
required examinations and satisfies one of the following requirements:
a. Four years of documented practical experience after
graduation.
b. A Masters or Doctoral degree in
Engineering followed by at least one year of documented professional
experience.
3. A Consultant Engineer is a candidate that
passes an interview with the special committee and satisfies one of the
following criteria:
a. A Professional Engineer with fifteen years
of documented professional experience after graduation.
b. A Professional Engineer holding a Masters
degree in Engineering and ten years of documented professional experience after
the degree.
c. A Professional Engineer holding a Doctoral
degree in Engineering and five years of documented professional experience
after the degree.
During the
preparation of the Professional Engineer classification requirements it was
suggested by the author that continuing education should be considered a
required component along with experience and examination to complete the 3E’s
approach but the suggestion was not adopted by the committee at that time.
The Professional Engineer
Examination in the field of Architecture
The
establishment of Professional Examination in the field of Architecture in Kuwait was a
major step towards evaluating the competency of architects practicing in the
country. The exam is similar in format and content to the Architect
Registration Examination (ARE) offered by the National Council of Architectural
Registration Boards (NCARB) in the USA . The first part currently
offered is composed of the following sections: 1) pre-design and programming,
2) professional practice and ethics, 3) general structure and lateral force, 4)
materials and building systems, 5) construction documents and services, 6)
local building regulations, and 7) practical experience.
The format
of the first part questions is multiple choice questions. Besides text books
and references, the questions are compiled from several sources including: governmental
agencies, academic institutions, private offices, and practicing architects. A
second part will be offered in the future and will include other sections
related to design problems such as: building and space planning, site analysis
and planning, and building technology.
In order
to prepare the candidates for the examination, Kuwait Society of Engineers in
association with the Office of Consultations and Career Development of the
College of Engineering and Petroleum at Kuwait University offer a continuing
education course that introduces the candidate to the purpose and nature of the
exam and covers important topics related to the situation of Kuwait.
A Model for Objective Evaluation of Competence for Architects
The model
proposed by this paper recognizes that the basic elements of architectural
competency are: Education, Experience, and Examination. It emphasizes the need
to understand global and local requirements for evaluating competency of
architects to work in other cultures. Global Requirements include; the ability
to work and communicate effectively with professionals in different parts of
the world and understand global trends and conditions that affect the
professional practice. Awareness of global advances in science and technology
in different parts of the world is a basic requirement. Local Requirements
include; the ability to interact and cooperate locally with other architects
consultants, understand specific local culture and social requirements, and the
application of local building codes and regulations. Figure 2 illustrates the
model proposed by his paper.
Continuing
education has an important role in enabling professionals to be up to date
regarding recent advances in architectural research, construction technology,
leadership and management skills; new technical skills; design methods, and
materials. Through different types of continuing education in architecture;
conferences, workshops, symposia, short courses, public lectures, enrichment
programs, and noteworthy events, professional should be able to acquire
important knowledge and expertise in both local and global issues.
Conclusions
Globalization
pauses new challenges to the architectural profession. It facilitates
architectural professional practice to cross national borders and countries.
Architectural education should recognize this challenge and develop its
curriculum to educate architects to work globally. Global and local requirements
should be realized in courses and curriculum development. An international
board for accreditation of architectural programs should be established to
ensure the quality of education of architectural programs. An international
architectural competency examination should be established with two main
components: first, international competency component and, second, a local
competency component. Continuing education has an important role in developing
the breadth and depth of the body of knowledge that the profession depends on.
Information and communication technology is instrumental in achieving this
goal. This paper proposed a model for developing a competency in the
architecture profession. The model recognizes the basic elements of
architecture competency; education, experience, and examination and put
emphasis on continuing education as an instrumental tool to realize global and
local requirements.
References
1)
American Institute of Architects
(1998) International Practice Checklist, Second Edition 1998, International
Committee Professional Interest Area, The American Institute
of Architects , Washington , DC
2)
Al-Jassar, A. and
Al-Dakhel, A. (2000) The Development of a Classification System for the Gulf
Professional Engineer, The 5th Gulf Engineers Convention. Oman . 18-20
February, 2000.
3)
Commission of the European
Communities (1985) Directive 85/384/EEC of the Commission of the European
Communities.
4)
Kuwait
Society of Engineers (2002) Engineers Classification System in Gulf Countries:
The State of Kuwait .
Approved by the Administrative Council of KSE meeting 8/2002, 3/6/2002.
5)
Lewis, R. (2002) Will
Forces of Globalization Overwhelm Traditional Local Architecture?, Washington Post,
November 2, 2002.
6)
Madison McMaster University
7)
Union
of International Architects (1999) Recommended International Standards of
Professionalism in Architectural Practice Accord. Adopted June, 1999.
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