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The institute offers a five years degree program, recognized by the Council of Architecture, under the aegis of the University of Mumbai . It course is divided into two parts, Part - I and Part - II. The Part I of the course is marked by the University exam in the end of the third year and the Part II culminates with the Design Dissertation and a term of practical training. The undergraduate program i.e. both Part I and Part II has got recognition by the Commonwealth Association of Architecture. The following paragraphs details out the course objective and the course structure.
Over the past few years, the KRVIA has seriously debated the agenda and methods for the construction of a course in Architectural Education in our particular context. This has led to important shifts in the objectives and the directions of the course.
KRVIA recognized that the practice of Architecture must be conceived as a field of production of architectural thought, the drafting of policies and their implementation for practice. There seemed to be a distinction between these fields, which we realized had been the cause of crisis in the field of architecture - especially in the field of education. Engaging with these forces has become increasingly the agenda of the latter years of a student's education in KRVIA.
We began to question and rearticulate the role of the architect - which bases itself on the realization that an architects' creation is enmeshed within the frameworks of collective systems which we need to understand rigorously and methodically.
KRVIA realized that the aegis of the Mumbai University under which we practice is a necessity as a conceptual framework as it shields and protects us from narrow interests that might overturn the institute. It also strengthens and reinforces the academic space where a body of knowledge can be created and disseminated, informing the discipline of architecture.
The belief within the nationalized education system for Architecture is that the course curriculum requires a singular structure under the authorities controlling technical education in the country. This needs to be immediately deconstructed.
The above realizations have led to certain directions in which the institute has conceived the education of architecture.