In this study a critical assessment is undertaken of the methods employed for the selection of beginner students for purposes of admission to studies in architecture. The study employs mixed methodologies that include studies of literature and archival sources, a national survey, heuristic analysis and critical reflection.
A brief overview of education in architecture and its development in South Africa introduces the study. The admission procedures and assessment tools employed for the selection of beginner students into systems of architectural education internationally is investigated through the analysis of case studies and published surveys. The lack of available information on the subject necessitated that a national survey be undertaken so as to determine how and by what means assessment tools are employed by schools of architecture in South Africa for the selection of students for admission to studies in the discipline of architecture. The findings of the survey are critically examined so as to establish an understanding and framework of local practice.
In the thesis the final focus is on the academic informants, procedures, assessment tools and outcomes for the selection of beginner students for admission to the Department of Architecture, University of Pretoria. This case study covers three consecutive episodes that span the forty-five years up to and including the 2016 academic year in order to critically assess, reflect upon and make pertinent and informed recommendations as to current procedures both specifically for the institution as well as nationally and internationally.