Architecture is a key human activity; throughout the history it has defined the relationship of the civilisation to the greater world, and formed our habitat. Quality and comprehensive education in architecture forms the basis for the profession’s due direction towards its valid position in the society and the influence over the environment we live in.
The work of an architect should be seen as a professional occupation which is also a service to the society – rather than an artistic expression of an individual. A general knowledge of the terminology and issues of humanities and sciences allows, in combination with artistic and presentation skills, the architect to grasp the issues of today in a creative and responsible way, encompassing also the way in which the landscape, energy and natural resources should be used. The call for a quality and sustainable living has refocused the attention of architects away from the character of individual buildings and to the effective and efficient composition and functioning of the whole – towards urban planning, shaping of the landscape, conservation, revitalisation of existing built-up areas, etc.
Education in architecture also plays an essential role in defining problems, forging long-term strategies and developing the legislative framework, making investment decisions and in communication with interest groups, institutions and sectors. An architect should not only be able to present the products of their work in a comprehensible manner, but also to participate in the raising of awareness of its purpose, values and parameters.
The number of students admitted for the first year of study is planned at 60; in the following years, the number is not projected to rise. As in other schools of architecture, the instruction takes the form of ateliers where theoretical and practical courses are taught. In order to be efficient and effective, a studio of architecture or crafts requires a teacher with good authority and an adequate size of the student body (max. 15–20 students).
Fewer students in a studio should allow for an individual approach in tutoring, presentations and seminars, in project evaluation by means of external critique; it also makes for easier organisation of excursions, workshops and exhibitions. Furthermore, smaller groups can promote everyday contact of students, who will also be better oriented in academic events and find it easier to discuss and work either in teams or individually within the school. All this ultimately will help in building of a creative and stimulating atmosphere.