Abstract:

Arhitecture is a widespread studying and working environment, so that requires an extensive vision and knowledge background. It is known that, in some parts of the world, preparation for architectural education, at least for design education, begins in secondary or high schools. In Turkey, except from technical high schools, students take no special course about technical drawing, basic design knowledge or etc. either in secondary or in high sechools. In only technical high schools, students learn technical drawing, but aim of high schools is educating students for professional life, so very few students continue their education in universities. Under these sircumstances, architectural education in Turkey, is compressed within four years for most of the students, in undergraduate level.

Because of being such a widespread studying area, quantitively, there are lots of and detalied programme requirements (educational outcomes) according to architectural education. Consequently, architecture students have to demonstrate high performance to complete such an intensive programme. In spite of this challenging conditions, besides its ideal phylosophy, The Bologna Declaration defines the total work-load of the students in higher education system, no matter what profession it is. This is a paradox for Turkey, as application of The Bologna Declaration in higher education system is mandotary by the law, since 2011. In this paper, both acreditation in architectural education and compliance with The Bologna Declaration in higher education system of Turkey will be explained in general, and İstanbul Kültür University, Department of Architecture in particular.

Keywords:

Accreditation, Architectural Education, Design Education, Bologna Declaration.