Role of the academic curriculum in the development of the basic learning outcomes (knowledge - skills – capabilities) of the architect using the method of currere

Basic learning outcomes play an important role in giving students the general academic profile that determines the characteristics of the academic program outcome. The research problem is formulated, which is the lack of clarity about the role of the academic curriculum in the development of the basic learning outcomes of the architect in particular. Based on the foregoing, the research has tackled the development of basic learning outcomes (knowledge-skill-capability) for the architect in particular, using the method of Currere that is approved globally in the development of academic curricula and vocabulary (knowledge - skill - capacity) for the purpose of developing the efficiency of the academic outcome. The research adopted a descriptive analytical method using the method of Currere. The results of the research include a diagnose of a number of gaps which were based on reviewing the vocabulary of the course according to the need for it or its compatibility with the academic description of the graduate engineer or the academic outcome. Furthermore, the research determines some conclusions that showed the shortcomings of the academic curriculum and the reality of the practice, as well as the research has recommended with a set of recommendations that maximize the compatibility between the outcomes of the academic program and the requirements of the labor market.


Introduction
The rapid and successive changes in the areas of architectural education and its relationship to the labor market in the world in general and in Iraq in particular have influenced the formulation of the academic curriculum with its vocabulary school in general and in all engineering, social competencies and others as well. In view of the foregoing, there was a need to review the academic outcome characterization (architect), which determines the efficiency of its performance in the reality of the practice through the development of the academic curriculum as the basic input of the academic program.

Academic curriculum
The academic curriculum is a distinguished and organized set of courses that lead to the granting of the academic degree associated with this program (Bachelor, Diploma, Master, etc.) [1]. It is having been also defined by Hameed as the most effective means of learning that provide a translation for philosophies and educational policies into a reality fact. Through the academic curriculum, development plans to increase the options available to people to live a life free of ills are supported. Further, to acquire and get the resources to have a decent life, and through the curriculum [2,3]. The Arab Universities Union has defined the curriculum as a distinguished and organized set of courses that lead to the granting of the academic degree associated with this program (Bachelor, Diploma, Master, etc.) [4]. It is a group of educational experiences designed in the framework of planning ahead to achieve educational and educational goals with the intention of helping Learners on the overall growth in all aspects of personality by creating educational and academic institutions within the framework of goals, content, activities and methods of teaching and evaluation [5].

Learning outcomes
Learning outcomes are the outcome of the learning process, which is delivered to the learner -which the institution wishes to achieve through specific educational activities and knowledge, as well as assessment methods that measure the extent to which these results are achieved [6]. Rizko has also defined it as phrases that describe what the learner should know and able to perform. Students are expected to complete such outcomes at the end of their studies for a specific curriculum or course of study. Learning outcomes are of great importance to all parties involved in the educational process or are the basic information and concepts that the student must acquire when completing the academic program until graduation. [7,8]. In addition, some literary studies have shown several definitions of learning outcomes, such as the study of the student's expected ability to do a work as a result of an educational activity. American Association of Law Libraries has defined it as the knowledge, skills and tendencies acquired as a result of an educational activity. Moreover, it is a practical application of how knowledgeable the learner is or what will be able to do as a result of this activity. They are defined by Adam as what is expected from the students/learners to be able to do as a result of the conclusion of the unit/curriculum or a qualification. It is one of the essential foundation blocks in the transparency of educational systems. Based on the above, we find that learning outcomes are divided into two parts; target learning outcomes, which are the knowledge, skills and abilities that are acquired through the curriculum, and actual learning outcomes, which are actually required in the labor market that is based on the employment of architect [9]. The learning outcomes associated with the architect are divided into the knowledge, skills and capabilities as follows:

3-1 Knowledge
Knowledge is the basic information and concepts that a student must acquire when completing the academic program until graduation. The elements that characterize the engineer are his knowledge of facts and concepts. Knowledge represents the database of the professional engineer [10,11]. Knowledge is linked to the knowledge material needed by the student according to pure theoretical lessons such as theory and history of architecture, design methodology, building services, and other theoretical lessons such as architectural design lessons, construction of buildings and others [12].

3-2 Skills
Skills represent the tools used by the architect to invest knowledge in order to accomplish a particular work according to his behavior [13]. These skills are cognitive skills [9]. Professional and practical skills [14] and general skills: [15].

3-3 Capabilities
Capability is the behavior that will guide knowledge and skills to achieve a specific goal and what this behavior includes such as personal values, attitudes, interests and personal tendencies [13]. Since man is born with certain abilities and talents that vary from one person to another. Therefore, some abilities and talents, some inherent and the other acquired, must be available in the individual to become an architect. The most obvious capabilities and talents of the personality of architectural qualities must be the logical capacity, creative artistic skill, scientific and professional capabilities, and administrative capacity, which affect the professional performance of the architect and meet the requirements of his profession [16,17].

Architect
The architect was defined according to French law as a translation of the French word "Architect", which means the professional entrusted with the design, drawings and models for the establishment, maintenance, decoration and supervision of the proper implementation. [9,18]. The architect at the linguistic level is a name derived from "yueamar", and at the professional level is determined in three basic pillars: the achievement of the benefit and the building function -the achievement of durability and strength of construction -the beauty of formation [14]. Maamouri has also defined the architect as the person whose ideas and thoughts overlap in the life of every human being on earth; he is the one that form the empty in which the individual lives [19,20].

Method of Currere
In an article entitled "Method of Currere", Pinar suggests that the method can be addressed through four moments or steps (regressive -progressive -analyticalsynthetic) [13]. Method of Currere was first known and defined when the concept of the method of Currere in linguistics in 1970s, when Pinar and other curators developed the term Currere based on the Latin source of the word "curriculum", which means run the course, that is, the management of the course. For "Currere", it means (track-run-trip) . The concept of the method of Currere was conventionally defined by a number of researchers; as it is defined by Pinar as (Currere), is a time self-reflection with a temporal and conceptual nature, and aims to create a developmental perspective over time and between concepts, and from another point of view, what is conceived over time is presented. In the hope of exploring the complex temporal and conceptual relationship through performing that, it is an endless form of curriculum that includes a framework for thinking about the curriculum vitae that ultimately forms the individual's understanding of oneself in our democratic society. Madeleine R. has defined (currere) as a reflective cycle where thought is reflected on itself and thus regains its will, namely, "understanding life by going backwards, living looking forward" [21]. The method of Currere was used to evaluate a number of literary studies from outside the field of architecture. As for the field of architecture, one foreign study for the development of the architectural program for the master stage, entitled "Becoming an Architect: Narratives of Architectural Education," was conducted through the evaluation of the participant (academic outcome) of the program has tackled the same idea. Therefore, the academic program inputs are developed represented in the architectural academic curriculum through four moments (regressive -progressive -analyticalsynthetic). Such four moments represent four approaches (Curriculum -narrative approach -Anthrax curriculumparticipant leadership approach), which are a reflection of the experience of the participant (the academic outcome) in the practical reality of the labor market, through the stories of real or imaginary express the past and future vision of the participant. In addition, they are an analysis of his experience at the present time, and accordingly, through a synthetic process of the previous three moments, the participant gives his vision of coevaluate and develop the architectural academic curriculum, and this is done through the words and the text and its interpretations.

Four Moments/Steps of the Method of Currere
Method of Currere is a systematic method consisting of four steps or moments that depict temporal and reflective movements in the study of the actual practice in the labor market ((1) regressive, (2) progressive, (3) analytical, and (4) synthetically moment). In the regressive moment, the living individual experience is the data source [22]. In the progressive moment We now turn to the future, reflecting the retrograde echo as "the future of the present in the sense that it is the present of the past , Based on Pinar's idea that the future affects, in complex ways, present and present, to understand the future, one must think of the future at present, because "the future exists in the same sense as the past" [15,24,25] . In the analytical moment We have now reached the analytical moment, examining the present through a more reflective exercise. In this step, participants begin to integrate the effects of social, cultural and institutional factors on their current situation [16,27]. In the synthetically moment This moment is the main source of analyzed data. Here, we ask the participants to review the three ideas they have already created during the process, and although this phase is separate from experience, it is still a material experiment [23,26]. These four moments and their literary approaches will become the reliable source for us to collect the information of the participants in this study and to present a vision regarding the compatibility of the outputs of the academic program with the requirements of the labor market by reviewing the curriculum vitae of the practicing engineer, What you get from the academic academic program of competence (knowledge, skills and abilities) qualify him to work in line with the needs of the labor market, and imagine the future by telling a fictional story about the architectural profession and the relationship of the architect, and analyze the relationship of free to practice with His current career, which represents the third moment of Corrier, and finally the collection of the previous images in one image represents the participant's vision to evaluate the inputs of the academic program (curriculum in its own vocabulary) as a feedback to draw the features of the architect of the future.  No new information has been added to my fifth phase 8. Conclusions on the results of the currere approach to the development of the academic curriculum 8-1 Regressive moment 1-Dedication of a large amount of time to complete the curriculum of the architectural course, such as the number of hours devoted to this subject within the curriculum, as well as the number of hours spent by the student outside the official working hours, as indicated by the participants. 2-Devoting a time to the formal aspects of the designs much more than the time devoted to study the nature of events and jobs in those projects. 3-The architectural academic study was characterized as indicated by the participants of the vocabulary such as architecture, environment, lighting, acoustics and building systems by superficiality and simplicity. 4-The participants pointed out the ambiguity about the architecture of the first stage and the fact that they began to understand architecture as a profession from the third stage and others in the fourth stage of the study of the architectural academic study.

8-2 Progressive Moment
1-Participants stressed the importance of awareness and depth in studying the technological potential in design and construction. 2-Participants pointed to the need to be aware of the inputs of the concept of competition in architecture and at all levels of design, operational, technical, consulting, etc. 3-Awareness of the problems of housing and urban environments. 4-Emphasize that the BIM system in the five grades as the most black and important practices.

8-3 Analytical Moment
1-Emphasize the need to be a graduate student in accordance with the requirements of the reality of the practice of technological aspects and construction or planning and skill of communication with customers and also mechanisms of integration with other engineering specialties. 2-Request for the adoption of mechanisms designed to produce designs for houses or commercial buildings to be environmentally friendly (BIOFILIC DESING). 3-The need to examine the site work before and during the process of construction of various projects.

8-4 Synthetically Moment
1-Participants pointed to the need to highlight disciplines in the architectural study in view of the progress in all areas related to the design of buildings.
2-Adoption of modern and specialized software because of its importance in achieving accurate results and direct and real. 3-Emphasize the important role that lighting receives as the element that distinguishes the internal and external spaces -at night. 4-Developing the mechanisms of critical thinking among students and different stages of the study in order to achieve the goal of the classroom and the least time and effort.

Recommendations
1-To review the architectural academic program of the departments of architecture in local universities in terms of compatibility with the requirements of the local and global architectural labor market. 2-To emphasis on the relationship between the requirements of the labor market and the qualifications of the outcomes of the academic program as a prescription for the benefit of this academic product. Graduates or engineers are effective in providing the society with the potential to improve the reality through their integration with the requirements of the labor market. 3-To review some of the vocabulary of the premises and learning outcomes as representing the inputs of the academic program in line with the scientific development, especially in the technological aspect in all aspects of public life. 4-To promote an important set of skills that is the ability to analyze and activate the skills of critical thinking which in turn may result in reducing the unnecessary content of the course.