ATS unveils the new era of education
Al Tayer Stocks (ATS) recently successfully delivered an ambitious project (42 Abu Dhabi) by 42 Group and the Abu Dhabi Department of Education and Knowledge (ADEK). The site is located in the heart of the Mina Zayed warehouse district. The construction commenced in April 2020 (during the pandemic) and was completed in January 2021.
This innovative 42 Coding School’s peer-to-peer education model makes it one of the most unique coding schools. They have revolutioniSed learning through their unique gamified learning system where you need to progress through 21 different levels over 3 years, gaining experience points along the way. As you progress to newer and more challenging levels, you’ll master new skills, complete side quests, and unlock achievements. This facility is part of the 42 global networks, a global network of over 20 coding schools globally.
Architects from inter-disciplinary design practice, BDP designed a mix of comfortable learning areas and connected technology workspaces in an industrial warehouse environment, to construct an ideal place for students to think critically, work in groups and create.
While all businesses were in crisis during the pandemic, ATS once again proved that they could undertake a project of this nature with a particularly demanding programme. Anthony Milne, Operations Manager and the management of ATS commented: “If there is a will there is a way and they will do whatever it takes to deliver this project, which was delivered from ground to full fit-out in nine months with exceptional execution.”
The project is a one-story level, that consists of a computer lab, lecture theatre, staff area, and a silent room. It is 40,000sqft.
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Rethinking Education – Design Middle East
How the curriculum will change at design institutions in the post-pandemic world education, by Sanjay Batheja, co-founder and director, Capital University College
In recent years, the interior design industry has witnessed a spike in its international business. The sector as a whole has gained prominence, opening pathways for future designers with exciting opportunities. As per reports, the global market is set to reach $157 billion by 2027, with a growing CAGR of 7.8%. In line with this, it is natural for higher education institutions to witness a rise in students who aspire to pursue this as a successful career. However, since the coronavirus outbreak, the education division has been expected to change their teaching style, delivery and even its curriculum to best fit the rapid changes and make students more resilient to these challenging times. This column will explore some potential changes higher education institutions may bring about to train future designers of this industry.
Focus on educators
Considering how rapidly the industry is evolving, there has not been a significant rise in professionals who are equipped to teach and train interior design students. Additionally, the pandemic has further fueled this challenge leading educators to incorporate pre-requisitions that will add value to the lessons taught, thereby, making it more impactful and meaningful. In line with this, colleges and universities that teach these programs focus on hiring educators who have field experience apart from high academic qualification. Furthermore, they must possess excellent communication skills and be well-informed about the latest developments in the industry to channelize the students in the right direction.
Taking the sustainable route
This pandemic has enabled us to rethink our daily life choices and inculcate better practices. This holds true even for the design industry where educators are now looking at adding a module or topics that create awareness of sustainable designs. During the lockdowns, people have been cooped up in their homes where many have smartly transformed small places into multipurpose spaces. Starting from the design element to incorporating aspects that will save energy and their utility bills, students must have the capability to create spaces that are disaster-proof, sustainable and establish safety as a priority. The curriculum could potentially focus on subjects that allow students to design spaces that have increased comfort, health and safety requirements and a sustainable construction/ maintaining method.
Design: A process, not a product
Although creative spaces can be envisioned by one, it takes a whole team to successfully attain the final product. Yet, many of the design schools focus on teaching design as a product rather than a process. Therefore, the new education system for interior design must encourage the necessity of teamwork and allow students to participate in e-platforms for networking and gaining vast knowledge. Apart from this, the curriculum must emphasize on healthy criticism, appreciation and building an information-sharing platform for its students. Furthermore, the curriculum must also delve into managing the client’s finances – both in terms of spending and earnings as these are some important traits of a successful interior designer.
Practical training
In times like this, students are expected to be more efficient and be well-informed of industrial developments. Aspiring designers are expected to be self-sufficient and manage multiple roles as a designer. Gone are the days when an interior design was only handling a set number of tasks, today they are likely to handle many job roles along with overseeing the entire project. This means that students must have the skill-set to multitask and have a realistic approach towards fulfilling their client’s expectations. In the current times, it is no longer just about academia but also about the practical experience students can gain from these design courses. Therefore, the programs must take a practical route where students can indulge in real-time projects and work under industry experts to better understand the world of design.
Although it is not possible to entirely predict how the industry may evolve in the near future, we can certainly make our future designers more capable and equipped to handle these unprecedented times by giving the right balance of aspiration and reality while honing their academic knowledge.
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thejamjar launches curated art education programmes
Exploring the idea of ‘Reflection’ in the first term, thejamjar’s Young Artist Programme (YAP) for ages 7 to 10 starts on 30 September and prompts children to contemplate their positioning within their surrounding environment through art. Creating a series of artworks over the period of six weeks, this extracurricular programme will teach students about art history and major art theories and techniques such as collage, acrylics, and multimedia.
Meanwhile older kids ages 11 to 18 can engage in a similar programme dubbed ‘Teen Art Mentorship’, inviting young creatives to tackle a personal project through independent work on a series of pieces in various mediums. These include an ‘Unspooky Halloween’ for the Kids Acrylics sessions for ages 6 to 10, ‘Glimpses in Gouache’ for the adults Watercolour Techniques classes and ‘Decay in Art’ for the adults Acrylics, where attendees are prompted to re-think what beauty is and can be.
For little ones, kids and adults who prefer to push their creativity one class at a time, thejamjar continues to offer lessons in Acrylic Techniques, Watercolour Techniques, ThetaHealing and more, this time inspired by all things autumnal. These include an ‘Unspooky Halloween’ for the Kids Acrylics sessions for ages 6 to 10.
Speaking about YAP, thejamjar teacher Tilika D’Souza says: “The Young Artist Programme is one of our most anticipated programmes each year. It teaches children about art while developing critical thinking. We want students to come out of it believing in their own ideas and because each module runs over six weeks, the bond we develop with the students is always unique and powerful.”