Pakistan
Architectural
Lack of trained faculty
Rwanda
Architectural
Scarcity of advanced teaching experts
Restricted use of technology
Financial inability of institutions to purchase teaching and learning tools(Books, production software etc...)
Limited access to funding for research and curriculum development
Redundant course material and gap between industry standards and education outputs
Surveying
Lack of training colleges
Lack of qualified trainers
Lack of practical training facilities
Lack of involvement in training by private sector
A need of law amendment
Architectural
The relevance of traditional methods of teaching in Architecture, and certain existing course offerings are being questioned in regard colonial undertones and Africanism.
An increase in the structuring of courses around Sustainable Development Goals is essential.
Planning
Diversity is not in place, not just town and regional planning skills needed a more multidisciplinary approach is need
Collaboration amongst the schools can be improved
Engaging with data and different methodologies of reearch
Spatially referenced data and digital data
Curriculum needs to industry aligned and internships for practical experience needs to in place
Architectural
Paraprofessionals are trying to establish their selves as fully qualified professionals.
Planning
Difficulty to attract high performing students
Less availability of modern teaching/ training facilities
Planning
Too much concentration on planning theory due to lack of financial resources to enable students to attend practical training
Lack of resources to train lecturers in more specialized courses within the planning regime
Planning education is only offered at University level to enable students to graduate with degrees. Other institutions for diplomas and certificates are not available
Lack of resources to enable graduates from universities to attend post graduate courses after they have acquired their first degrees
Planning
Accreditation
Ability for graduates to secure jobs in planning
Surveying
Depressed economy
Lack of knowledge of the professions by potential students
Architectural
The value of architectural education when comparing the cost (fees) of tuition; the added cost (material, printing, etc, ); versus the pay off at the end (low salaries)
The rise of workplacebased learning: part time courses; courses based in practice; apprenticeship (no tuition fees)
Is the business model of the majority of practices sufficiently ethical to appeal to a graduate population which has increasing concerns around climate change, sustainability, social inclusion and diversity and proportionate approach to profit
Is there sufficient architecture being built? Is the work ambitious enough in its scope to appeal to those entering the profession, who embrace great design?
Engineering
Gender gap in take-up of civil engineering at all levels.
Reform of apprenticeship systems and technical and vocational qualifications at RQF Levels 3 to 5 is being hampered by lack of capacity at the IFATE and DFE and increasing bureaucratisation.
Declining FE funding is reducing capacity across England, and the apprenticeship levy system drives employers to take on fewer apprentices at expensive higher levels rather than addressing skills gaps at Level 3
The political drive to reduce tuition fees risks reducing funding in the HE sector
South Africa
Sri Lanka
Tanzania
United Kingdom
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The 4 skills systems of England, Scotland, Wales and NI are diverging making comparability for employers who work across the UK problematic.
Planning for climate change and rapid urbanisation