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Bare House

Contemporary Mongolian Art

Volunteering

Where to go? What to do?
Boloormaa gives her view on what International Volunteers ought to think about before going to Mongolia - she suggests where she thinks they might be most useful, and explains a little about her work with Voluntary Service Overseas in Mongolia.



More about my time in Mongolia
Detailed report and story

2010

The Bare House exhibition in Pori ended in early September, and the works are on their way back to the contributors or into storage, pending a future exhibition.

The publication for the 2009 Vienna Symposium, 'Along the Great Wall, China and Mongolia' with a paper on this UB architect-teacher-training project, is to be published in the near future.

Paljas Talo - Bare House

(Bare House English - scroll down)

Blogi kertojan vuosi elävät Ulaanbaatar toiminut arkkitehti opettajien kouluttajana

Valitut tuo esiin,
Näkymät
Labyrintti
Pyörätuolin Tour
Kestävä matkailu
Live Projektit
Osallistumiskeinojen

Gregory Cowan, Pori 2010

Bannerit alla esillä Porin varten Bare House tehdä viime viestissä Mongolian. Sanat 2008 valmistunut, overlaid minun valokuvat kaupunkimaisema kaupungin muodostavat joukon "postikortteja" päässä Ulan Bator, tehty Ulan Batorissa vuonna 2010

Kaupunkisuunnittelu on jonkinlaista kehitystä
1 - Olemme hyvin, työtä
2 - kesä on tulossa Mongoliassa, lämpenee on mukava
3 - Aion tehdä töitä puolella, vauva on kunnossa
4 - huhtikuun rakennustyöt alkavat Mongoliassa mielestäni
5 - se siitä, hyvin, bye

Porin Taidemuseo Exhibition Catalogue (pdf)

This blog, exhibited Summer 2010 in Pori, Finland, narrates the year living in Ulaanbaatar working as architect teacher trainer (2007-2008).

selected highlights are;

Outlook
Labyrinth
Wheelchair Tour
Sustainable Tourism
Live Projects
Participatory Methods

Gregory Cowan, Pori 2010

The banners, like the one above, exhibited in Pori for Bare House (link below), carry a recent message, in Mongolian. The words of a 2008 graduate, overlaid on my photographs of the urban landscape of the city, form a set of 'greeting postcards' from Ulaanbaatar, made in a printing shop in Ulaanbaatar in May 2010

(bare house, bare street)
Urban design is a kind of development
1- we are fine, working
2- summer is coming in Mongolia, warming up will be nice
3- I will do some work on the side, baby is fine
4- from April building work will begin in Mongolia I think
5- that's about it, well, bye

Pori Art Museum Exhibition Catalogue (pdf)

Bare House - exhibition Pori, May 2010

Exhibition curated by Annu Wilenius in Pori

Banners, Drawings, Installation and Highlights of the year-long
'nomadologist' blog
including:
Live Projects
Participation
Sustainable Tourism
and
wheelchair tour of Ulaanbaatar streets

What will be the future for nomadic peri-urbanism in Ulaanbaatar?

Along the Great Wall (Vienna) : цагаан хирэм дагуу

In May 2009 I presented this project and my work - and some lessons learned from it- at the symposium, Along The Great Wall: Architecture and Identity in China and Mongolia - at the kind invitation of Vienna University of Technology. Photos of the symposium are here, and the University may publish the proceedings.

learning from Ulaanbaatar

My purposes in Ulaanbaatar (2007-2008) were mainly to train architectural teachers, to teach students, to encourage the use of English, and to support the development of the Mongolian association of architects. My experience of professional development in Mongolia was very slow and incremental compared to my experience elsewhere.

I was often approached to work with community and activist groups in Ulaanbaatar,
and the college’s entrepreneurial approach created interesting architectural projects, despite needing to work within difficult constraints. Two ‘live’ studio projects – for Eco-Houses and a Childrens Camp – presented opportunities to study architectural processes of site analysis and brief development.

Over the year I was there, I believe the teachers enhanced their understanding about accessible and energy-efficient construction, about principles of project management, like time management and team planning, about site analysis and project planning, about organising client meetings and briefings, and about researching and writing architectural programme briefs for projects.


It will be a real challenge for these teachers - and for the association of architects in Mongolia - to continue to develop these processes.

In two live projects – ‘Sanzai Eco-houses’ and ‘Yarmag Children’s Camp’- newly trained
architects (like Mr, Lhkagvaa and Mr. Gursed) and architecture students aimed to incorporate participatory practice in their design projects, consulting with clients, and exploring options for site analysis.

Questions raised in an outside analysis of these processes by students at Sheffield University
included, for example;
How is traditional architecture valued by clients and designers of such projects, in the development of these peri-urban areas?
Can traditional Mongolian Gers still be considered an effective option for rapid-deployment, sustainable, informal settlement?
These researches are now being pursued locally by Purev-Erdene Ershuu at MUST and by Michael Fuerst, with the technical support of the international agency GTZ.

There are many lessons to be learned from the issues of peri-urban settlement in Mongolia, and further suggestions could be made on which issues could be further explored in future work on architecture in development being undertaken in Mongolia.

architect teacher trainer

Related:
Vienna University of Technology Comparative Architectural Research
Sheffield Lines of Flight (workshop), Alternative Architectural Praxis
London Met MA Architecture of Rapid Change and Scarce Resources
UCL Building and Urban Design in Development
Oxford Brookes Centre for Development and Emergency Practice
Kingston Design for Development

Informal Architectures, Participatory Practices

Supreeya Wungpatcharapon of PhD research group Lines of Flight at Sheffield University (and Doina Petrescu) arranged that I present Seminar 09 there: Informal Architectures and Participatory Practices

architectural education... of rapid change and scarce resources

[architekturausbildung ... der schnellen aenderung und maengelden mitteln]





Story: Lumen

see course visit:
London Met MA Architecture of Rapid Change and Scarce Resources

Highlights

In short, staff "...developed their understanding about Accessible and Energy-Efficient construction, about Project Management principles, like time management and team planning, about Site Analysis and Architectural Project Planning, how to organise client meetings and briefings, and how to research and write architectural programme briefs for projects."
(see Change - 434 words)

The stated project aims were
"to:
1. Support and develop the skills of teachers in the college
2. Teach architecture to architecture students
3. Cooperate on development of the architecture and construction professions in Mongolia
4. Encourage teachers and students to learn English as a tool for professional development
5. Assist in the developing the architecture profession.."
(see the Report -1929 words)

CTC (pictures)

Nomadologist milestone

Upon arrival at Pudong Airport, I will have completed my journey from London to the 'Far East', via Ulaanbaatar, which started in July last year. Travelling by train halfway across the world has been a great personal and developmental journey.

The year working on architectural education in central Asia, and learning about and practicing 'international development' is fresh in my mind, and I do not yet know what it will all mean in the long term. I have seen some interesting job opportunities and been offered work on an RIBA project for a week. A new research project on public space in London also caught my attention. I am thinking about how to bring my experience to bear in my future work, and have promised to report reflections on this to VSO one year hence.

"You have achieved nothing" - the farewell from the drunken Director of the college on the day before I left - still irks me, although I know it was meant 'ironically'. I was pleased that an experienced and highly capable Mongolian colleague, someone who is at arms length from the college, has kindly undertaken to translate the final report and my 'significant change' story. But the language alone will not convey the messages of the report to the 'stakeholders'. Understandably, they will be reluctant to consider the implications of sustained investment- much needed time planning, staff development and pursuing processes of organisational change, as they are busy in the everyday life of teaching (and administering) in a growing college, and finishing construction of the new college building.

Correspondents and colleagues have recently written to me and supported the blog project and I look forward to seeing what can come from it. As I leave for a visit to my birthplace, I am reading 'Wolf Totem', a novel about Mongolia which brings ancient layers of animal myth and nomadic practices into focus. With my recent experience I am able to continue learning more about the sedentary and nomadic ways of life and survival.

Accessible, Mobile in China

After passing paralympian tourists circling the Forbidden City (pic) on my bicycle in Beijing, I am in Shanghai, a city of 15-20 million whose sheer population density prompts amazing adaptations for mobility of the most diverse modes of transport of goods through the city. The subway system is incredibly complex and the bicycle seems to be for traffic experts, so I have been riding in taxis, trying to comprehend this city's 'urbanatomy'. I visited the Urban Planning museum (Youtube) with its enormous model of Shanghai. The form and the presentations are mostly spectacular, but I wonder about the real cultural processes of renewal, regeneration and 'development' here. I thought perhaps I might take to the river, for another perspective.

After leaving landlocked Mongolia, I have also just read, on Tour Watch, of some soon-to-be published "Waypoint - Backstrom" Principles for accessible maritime architecture, and it reminded me of architects' role in widening the accessibility of environments, not only on land in the developing world but also on water. I enjoyed sailing on the Swan River on my last visit to my home town Perth, where I will visit again this month.

Excerpt from the Waypoint - Backstrom Principles:
1) Begin with Universal Design
The principles of Universal Design are an essential element of seaworthiness. Assumptions of the abilities (physical, mental, or sensory functionality) of crew or passengers as constant over time in any single individual or uniform throughout the population of owners and users of the watercraft throughout its lifespan are to be questioned.

2) Design for Self-Sufficiency
Watercraft are the insertion of a terrestrial into a maritime environment. Pay attention to both social sustainability (Universal Design) and environmental sustainability (green design).

3) Design for Extraordinary Conditions
Maritime practice traditionally assigns clearly-defined shipboard roles and responsibilities. Design assumptions follow. Assumptions about the abilities (physical, mental, or sensory) of the idealized role-holder as they are designed into products, spaces, and practices may prove to be disastrous in emergency situations.

4) Design for Modularity and Revision
While a core tenet of Universal Design is that the design be sufficient "without special or separate design" the frequency of maintenance necessary for watercraft, especially in a saltwater environment, leads to frequent opportunities for upgrade to accommodate the range of abilities in crew and passengers.

5) Design for Seamless Intermodal Transfer
Sophisticated and efficient systems have been developed to load and unload watercraft, haul them ashore, or transport them.

- see Tour Watch
more information:
The Rolling Rains Report
Dr. Scott Rains, Consultant, San Jose, CA srains@oco.net ,
Sherri Backstrom, Director Waypoint Yacht Charter Services
sherri@waypointcharter.com
4648 Lakeway Drive Bellingham, WA 98229

After Mongolia, I have again been appreciating bicycles - a simple and ingenious form of urban transport ;
Some links -
Recently featured in AJ, The Architects Journal
Alex Moulton, creator of Moulton Bicycles a favourite of Reyner Banham and Norman Foster and
Improving London's Bicycle Spaces - an ideas competition
and from Banff's Art Centre; Art on a Bicycle
Songbike - Touring Banff on a bicycle

Forbidden City

I read some of Master Chu's 'homilies for families' while in UB, preparing for China. Recently, arriving in Beijing, I also read this, cited in Sidh Sintusingha's noteworthy editorial musings for Architects for Peace; "The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well." (Olympic creed, Pierre de Coubertin) At AfP I also read great news of Sonya Redman's (UNSW) Berkeley Essay Prize win for 'Shaping Identity and Place in Australian Indigenous Housing'.) I read about the list of schools participating in the World Architecture Festival, originally billed as the 'ten of the world's best'. I don't quite understand the criteria for this little league table when I see the list; Bartlett, University College of London (UK); Hafencuty Universitat (Germany) -sic; School of Design and Environment (Singapore); Ravensbourne College (UK); Kazan Architectural University (Russia); Escuela Técnica Superior de Arquitectura de la Universidad CEU San Pablo (Spain) (..six schools, not ten...)

Anyway, I am glad I didn't come to Beijing for the Olympic Games, but I feel like I have fought well for the past year, albeit in a far less glamorous way. The city seems relaxed in the calm after the games and in the lead up to the paralympics. I even feel slightly guilty for enjoying the effortless architectural informality of the labyrinthine Beijing Hutongs. In my mind I have been trying to compare them to the ger districts of Ulaanbaatar... Meanwhile I have been to see the Ancient Architecture Museum in Beijing, and the spectacular 'Birdsnest' Stadium, photographed across a highway. I feel 'philosophical' about the year in Mongolia and have made my first speaking appointment to talk about it near Perth on the first of October.

I have realised the old city and the new city of Beijing are at loggerheads, as I experienced while circumnavigating an enormous city block 'under renewal' on foot - in order to get to the beautiful Ancient Architecture Museum, walled deep inside the super-block. Using the internet here makes for another wearying experience, waiting for the many filters and firewalls to check through every site I request. I'm going back to the Hutongs.

Significant Change

Architect Teacher Trainer; Small, Significant Change

In the VSO placement with the Mongolian Construction Technology College, development occurred in small but hopefully valuable ways. I was consulted relatively autonomously by the Mongolian Construction Ministry, Mongolian Wheelchair Citizens (МТИХ), World Vision (Bayankhoshuu), and the Gender Centre for Sustainable Development in the 8th Khoroo. But the two live architectural projects we undertook collaboratively in the college, in Sanzai and Yarmag, provided the most concrete opportunities for training architect teachers. The work can potentially have a long term impact with the existing teachers - Bolormaa, Tsenguune, Ariunaa, Hashbayar - and new teachers, Lhagva and Gursed (with their students Delger-Dalai and Tumen Od). The former developed their understanding about Accessible and Energy-Efficient construction, about Project Management principles, like time management and team planning, about Site Analysis and Architectural Project Planning, how to organise client meetings and briefings, and how to research and write architectural programme briefs for projects.

I feel confident that with support from the college, the teachers, Bolormaa, Tsenguune, Ariunaa, and Hashbayar will be able to continue the training we commenced over the past year in
- teaching research,
- languages for internationalisation,
- CV clinics, and
- internet based tools (flickr, blogging, google earth, wikipedia)
apploied to architectural and construction education.

Teachers Bolormaa and Tsengel-Oyun assisted in training with Suvdmaa (English teacher) and Bolortsetseg (Architect teacher) from the Technical and Technology College (TTC) in comparatively mapping degree curricula respectively of MCTC and TTC. This will develop ownership of architecture degree curricula in Ulaanbaatar which will need major reworking in the coming years. The latter college has recently applied to work with VSO. I would strongly encourage these people to continue to work together on professional development, and in future to extend their knowledge to develop the Mongolian Association of Architects.

New teachers have been recruited to MCTC and these will need guidance and encouragement in their professional development from the above trained teachers. I recommend the staff continue to work with Rob van Waardenburg VSO and that new consultants or volunteers will continue the professional development work for which the college and teachers should have ownership and be proud.

The college has been building a new five storey classroom building in the 21st district, with students labouring as practical trainees. The directors and architects agreed in January - among other suggested design and safety improvements - to make the basement and first (ground) levels wheelchair/barrow accessible by ramps. Access to construction and architectural education will not only be physically improved in this case, but also a process has begun for more participative and inclusive building design and college management.

Tsambagarav

As a reward for enduring a year in Ulaanbaatar, we made a trip to see Tsambagarav in Mongolia's Altai mountains in the remote west. Flying in to Khovd over the mountains, I read Sunand Prasad's piece about the UIA (International Union of Architects) and remembered that my Mongolian colleagues (Dagshigdorj et al of the Mongolian Association of Architects) visiting UIA Turin had declined an invitation to attend a RIBA reception in my stead - at a beautiful 16th century Palazzo there. Thinking of their reluctance reminded me of my work, my final report in progress and exit interview on the 27th.

After driving by jeep past the impressive snow-capped Tsambagarav (4400m) to stay in a Khazak Mongolian family Ger, I noticed the family's work programme. Six hours of each day - 5am-8am and 5pm-8pm - spent milking thirty yaks for about 100 litres of milk, from which they make various cheeses, curds and yogurt. Yak wool/hair and crafts supplement the income from the milk products. I enjoyed the evening meal "five fingers" of dried and boiled yak meat mixed with pasta sheets just made by a ten year old girl. Delicious yoghurt followed. By the light of a single solar powered lamp in the Ger, I flicked through the letters of RIBA Journal, reading Iain Borden defend the Bartlett, then a review of "Instant Cities".

After giving the farmer host and his saddle a lift to a valley where he thought he might find his horse, we travelled north and stayed a night with another Khazak family in a Ger by a river near Altantsogs village, where thirty goats were milked once a day to produce 18 litres. While I was relaxing in the ger, a farmer slaughtered a goat outside the door and then unexpectedly brought it in to hang in our ger for butchering. A slightly threatening old man - a drunken Khazak relative - argued with me in Mongolian that Australia had been part of Germany. (In vain I painstakingly distinguished Austria from Australia)

Staying in Olgii town centre's 'Green Garden' Ger Park with its delightful gardens provided an opportunity to unwind. It was the farthest point from UB. Reconvening in our ger with two German trans-Mongolia cyclists we had earlier seen climbing Tsambagarav, two Spanish cyclists (project) from the Turkish restaurant and a backpacking English kindy teacher from UB joined in for a little spontaneous party.

Slow Travel

After arriving by train from London to Ulaanbaatar a year to the day before starting this blog entry, I was reflecting on slow travel, slow food, slow development and slow tourism in Mongolia. After the exhausting return from Arkhangai 'Art Camp' on a jolting 11 hour bus ride from Tsetserleg, it was a joy to take the night train to Erdenet, shortening the bus trip to Lake Hovsgol. Our cabin mate Gankhuyag turned out to be a (hearing) Mongolian Sign Language teacher. After wandering around Erdenet (10km from the station), we waited four hours for the bus to Mөrөn at the market and took the 15 hour journey. Somewhere by a roadside, as we took a 'comfort stop' in the green mountains by a river, a man on a bicycle held a fish aloft by his ger. I walked over and he showed me his catch of large trout and smaller fish, cleaned and silky to touch. Hours passed in the darkness until we (25 passengers and driver) stopped for 'Tsiuvan' (noodles) at a 'Guanz' eatery with one solar powered bulb. Everyone dozed on the bus rocking through the night, the fat brown farmer next to me leaning on me and nodding off to sleep.

After dawn in Mөrөn, we had a shower at a Batgaal's Ger guesthouse "5-8-7" and lay down for a couple of hours. Later we shared a car with two French tourists, mother and daughter, to Khatgal at the edge of Lake Khatgal. We borrowed bicycles from some local lads. Looking for air for a tyre at the local petrol station, it being a hand-pump affair, the proprietor (of 25 years) took me to her ger nearby, and her husband improvised a way of inflating the tyre.

In the past year I have gained a lot of experience of slowness. Speaking Mongolian has been a slow but rewarding process, but in the countryside slowness is emphasised: seeing the simple and slow way food is often hand-reared and prepared, seeing each joint of boiled mutton apportioned among a party, feeling every bump and creek crossing on the roads, boiling each cup of river water for tea. The hot shower at "5-8-7" was operated by the guest house owner, who boils a pot of water over a fire, then pours it into a tank on the roof of the shower house, mixing it to the right temperature.

XanaduArt Camp with "Blue Sun"

I arrived as requested at dawn at the 'Art Studio' in an apparently abandoned building in the industrial west of UB. No one stirred until 7am. Then, while waiting until after 9am for our departure, three of us made a foray to the abandoned Khotsh Bank nearby, and charmed the guard, as he awoke, and gave us a secret tour of this intriguing building, with gallery and sports hall.

The details of the Arkhangai tour became clearer as two Russian ''Пургон" jeeps with drivers appeared and fifteen of us set off toward Khar Khorin in Ovorkhangai. An itinerary was produced, then verbally modified. After camping by the river in Khar Khorin and visiting Erdene Zuu monastery, we drove to Suvragakhairkhain, Chandmanikhairkhain, and the beautiful Tovkhon Monastery. Before camping by a river, a sheep was procured from a family and prepared. I drew, most others painted, sketched, sang and smoked.

Gradually, over three days, we progressed from eating the blood filled intestines and "Гийдэс" of the sheep to various other boiled, smoked, and barbecued parts of the sheep, culminating around the campfire one evening, as leader, Mashbat, presented each person by name with a selected named joint of meat. I somehow followed in Mongolian.

After we reached Tsetserleg, the province centre, I spent a day alone drawing the monastery and other buildings there, and the next morning, began the 11 hour bus ride over dirt racks pitching and jolting my way back to UB.

Going Bush

This coming week I will join a group of Mongolian Artists from the Blue Sun group, and my two previously mentioned visiting collegues, on an 'Art Camp' in Arkhangai.

Машбат, Далх-Очир, Бат-Зориг, Бат-Холбоо Од-Гэрэл, Ганбаатар, Энхболд, Бадраал, Орхон, Авид, Өсөх Баяр, Анхцэцэг and Магнай with Ana and Annu, will be my travelling companions in two Russian Пургон jeeps over 2200km.

After a long discussion about food and accommodation today, the financial arrangements seem clearer. Машка jokes about 'communism'. But many aspects of the trip remain "sketchy". Have sketchbook, will travel - watch this space.

Report

In my role as architect teacher trainer at the Mongolian Construction Technology College, from 18.08.2007 to 28.08.2008, (VSO placement number 784033) the agreed project aims were to;
1. Support and develop the skills of teachers in the college
2. Teach architecture to architecture students
3. Cooperate on development of the architecture and construction professions in Mongolia
4. Encourage teachers and students to learn English as a tool for professional development
5. Assist in the developing the architecture profession

Key Dates
20 Aug Began Language training and In-Country training/orientation
24 Sep Began work at College
27 Sep Architecture Staff Meeting 10 staff attended
16 Nov Staff Continuing Professional Development training CPD 1; postponed
07 Dec Staff Continuing Professional Development training CPD 2; 13 staff attended
14 Jan Architecture Subject Curriculum Development, Prof. Dagshigdorj
18-20 Feb State Construction College assisting Asia-Pacific Accreditation annd Certification Council (APACC) accreditation submission
June- Curriculum analysis workshops
July- Participatory Teaching Methods Training for staff, several attended
January-August; Live Projects, with two teacher trainers, two architect teacher trainees and four students
Eco-Houses Selbe Khadad Sanzai and
Conference-Hotel-Childrens Camp Yarmag
August- Art Camp Arkhangai with several Mongolian professional artists
and recreational leave in Huvsgul, Khovd, and Ulgii

In order of the above aims, the main outcomes are described as follows;

1. Support and develop the skills of teachers in the college;
(Коллэжийн Багш нарын ур чадвар, арга барилыг дээшлүүлэх сургалт, сэминаруудыг зохион явуулах) see Mongolian below.

Working with staff at the college, Rob van Waardenburg VSO construction adviser and teacher trainer had prepared the college very effectively before my arrival. Working in coordination with Rob, my aim of supporting the teachers' development was continually pursued through the year, including during most of the summer recess, and some progress was achieved. I worked within and also beyond the MCTC; I collaborated with and assisted MUST, State Construction College ("4-zam"), Darkhan Orgoo, Darkhan Vocational Training Centre, and the Technical and Technology College (UB), and advised the Construction Ministry on Human Resource Development in construction.

The strongest participants in my work with MCTC were G. Ariunaa, D. Bolormaa, Tsengel-Oyun (Tsenguune), new teachers Gursed and Lkhagva, and co-director / counterpart Hashbayar. Prof. Dagshigdorj, a senior teacher and member of the architecture profession who initally showed interest in working together with me later had very limited time and interest, and teachers Densmaa and Enkhtungalag found limited time for developing their professional skills. Seminars and informal training sessions for staff were held in December, January, February, March, April and also July, with attendances between one and twenty people.

For example, training was held for teachers in using the Internet as a research tool for finding teaching materials e.g. in the English language. Some techniques discussed were taken up by Tormandakh, Enkhbold and Enkhzaya (Venturi VVH text analysis) Training was continued with English teachers, developing teaching materials for English teaching. English teachers Enkhzaya, Enkhbold und Boloorma successfully facilitated the staff training with my support on Fri 7 December. Enkhzaya developed her skills quickly and in February gained a better paid job at the state construction college.

In early June I arranged a joint training seminar on course structures between our college and the Technical and Technology College architecture teachers. This was useful in mapping the courses and analysing the subject teaching components streams and continuity, opening the possibility for architecture teachers to gain an overview of the curriculum and undertake curriculum development.

From January to August a 'live project' approach was adopted, to run three real ('live') architectural design projects with a multi-disciplinary group of staff in a team;
i. World Vision Bayankhoshuu,
ii. Eco Houses in Selbe Khadat, Sanzai (Sukhbaatar District) and
iii. Conference Hotel Childrens Resort in Yarmag (Bogd Uul)
These projects were a good way to support and develop skills of teachers and construction professionals, and to train train new architecture teachers ursed and Lkhagva. Although the first project was initially well organised, the consultant Myagmarsuren's work was not used effectively and the partner NGO unable to continue.

The latter two projects, for private developers, were pursued with a delicate balance between a traditional 'pattern book' approach to drafting service and a more participatory and investigative approach to professionally developing the work teams, by exploring up to date site analysis and design generation methodologies, which take into account environmental awareness, universal accessibility, and client options and feedback cycles. In these projects, Ariunaa, Bolormaa and Tsenguune helped train newly qualified architecture graduates Gursed and Lkagva as team leaders, with students Delger-Dalai, Tumen-Od, Uyanga and Tumen-Gerel. Hashbayar assisted the live project financially and logistically. All participants learned a great deal about process in architectural design, and improved energy efficiency / ecological sustainability, accessibility, effective site analysis and architectural programming were all broached.

2. Teach architecture to architecture students - especially Diploma students completing in 2008.
(Архитэкторч мэргэжлээр суралцаж буй оюуутнуудад архитэкторын хичээл заах)

The architecture three year bachelor course curriculum was analysed early in the placement and it was discovered that the structure, similar to all such courses in Mongolia, is primarily technical and lacking in cultural design and synthetic- design studio- live project approaches typical of international undergraduuate building design and 'Part 1' courses.

Within the limitations of the technically oriented curriculum, assessment means were discussed and it was agreed examination and attendance might be complemented with more assignments, workshops, excursions etc as assessable knowledge indicators. Participatory teaching methods were felt lacking in the college, and a series of workshops on these were held with Tsenguune and Bolormaa, who I recommend should help to train the 25 newly recruited teachers due to commence in September.

The architecture final year diploma students I supervised gained some benefit, although their attendance and committment levels were erratic and insufficient. Diploma students Nerentsetseg, Oranbileg & Khanburged all failed to attend agreed lesson appointments and I helped others, particularly Gursed and Lkhagva and their studio colleagues. The local 'canon' of teaching materials (eg Neufert Architects Data, Russian Edition 1965) was identified in November as requiring revision and updating, however experienced staff (Prof Dagshidorj, who advised on Bat Od. 2005 rev 2007) expressed reluctance to review the canonisation of this textbook. The use of the Mongolian accessibility norm MN 31.101.04 and Construction Ministry expertise (Mongolian Energy Efficient and Accessible Pattern School - with GTZ) were resisted or ignored by staff. Relevant new literature (Bat Od. 2005 rev 2007, Ching 2006, internet based resources etc. - some in Mongolian, some in English and German) were introduced, and dynamic young staff showed interest in developing material based on K. Do et al 2006, as well as local senior Mongolian students' work, and the College's own live projects. Two graduates, Lkhagva and Gursed began training as architect - teachers.

3. Cooperate on development of the architecture and construction professions in Mongolia -
(Тус сургуулийн хамтран ажиллагч байгуулаг түүншүүдэд зөвлөгөө өгөх )

After initially working with Professor Dagshigdorj, establishing a context from his senior architect perspective, I also met some other professionals (Amgalan Sukhbaatar, Munkhzhul Choiljiljav, Purev-Erdene Ershuu) and gained an appreciation of the outlook of newer practitioners of architecture in Mongolia. In November I met with a representative board member of the Mongolian Association/Union of Architects, Purev-Erdene Ershuu, lecturer and architect, at the Centre for Architecture and Design Research. This Centre had been in involved in a conference called The Current Situation of Ger Area in Ulaanbaatar City in 2007 which suggests some research activity and international collaboration on Urban and architectural development in Mongolia. However the Mongolian Association/Union of Architects, or architectural association of Mongolia, would not cooperate with Prof Dagshigdorj's idea of holding a meeting, nor was it able to provide any information about the need to develop the association. Colleagues in the fields of Contemporary Art, International Development, Disability Rights, Health, and Non-Government Organisations Sectors concurred that there was difficulty contacting or working with any Mongolian Association/Union of Architects, or association of Mongolian architects. I offered to provide international introductions and to support developing means of extracurricular professional development for Mongolian architects Prof Dagshigdorj, E. Purev-Erdene, N. Tormandakh and others.

In the recent UIA (International Union of Architects) meeting apparently to be attended by Dagshigdorj and others from Mongolia, my invitation arrange a meeting with RIBA delegates at a reception there was declined. RIBA also recently became more closely involved in the UIA system of international validation of architectural education.

As I advised the Mongoian Construction Ministry in December, I would encourage the Mongolian Architects Association to build its profile for professional development for Mongolian professionals, and to internationalise to serve the advancement of the profession in Mongolia.

4. Encourage teachers and students to learn English as a tool for professional development -
(С Д М багш оюуутнуудын англи хэлий мэдлэгийг дээшлүүлэхэд дэшжиж ажиллах)

Teachers and colleagues with whom I worked regularly benefited, including many national volunteers attending the English Speakers' Club, informally established with English Teacher volunteer Ruth Powell at the University of Humanities and my building neighbours' children, whom I taught English lessons voluntarily over twenty weeks.

The college administrators, directors and many teachers exclusively using Mongolian did not find time or interest to make use of the encouragement in English language usage. One first year (female) student called Lkhagva attended an English Walk and Talk in November at Chinggis Khuree with volunteers from the University of Humanities, and encouraged others to come to some lessons at the college. She also presented the walk and explained her motivation to learn English to teaching staff and college vice-director Hashbayar. I would like to see this kind of activity encouraged in the college, as the previous online and book-based Staff English training has been ineffective. Although senior staff Prof. Dagshigdorj and his assistant architect Enkhtungalag, like the college directors, do not show interest in using spoken English, many staff such as G. Ariunaa, D. Bolormaa, Tsengel-Oyun have developed advanced skills in spoken English, and there is potential for new teachers Gursed and Lkhagva, and college co-director / counterpart Hashbayar.

Conclusion; Small, Significant Change

Following some consulting with the Construction Ministry, World Vision and the Gender Centre for Sustainable Development in the 8th Khoroo, where counterparts did not benefit from participation, the live architectural projects (Sanzai and Yarmag) provided the most concrete exercise in the placement in terms of training architect teachers. This work will potentially have a long term impact with the existing teachers - Bolormaa, Tsenguune, Ariunaa, Hashbayar - and new teachers, Lhagva and Gursed (and in future maybe Delger-Dalai and Tumen Od?) The former learned about Accessible and Energy-Efficient construction, about Project Management principles like time planning, about Site Analysis and Architectural Project Planning, and how to organise client meetings and briefings, and how to research and write architectural programme briefs for projects.

I strongly encourage the teachers Bolormaa, Tsenguune, Ariunaa, and Hashbayar to continue the training we commenced over the past year in
- teaching research,
- languages for internationalisation,
- CV clinics, and
- internet based tools (powerpoint, flickr, blogging, google earth,wikipedia)
for architectural education.
Bolormaa and Tsenguune assisted in training Suvdmaa (English teacher) and Bolortsetseg (Architect Teacher) from the Technical and Technology College (TTC) in comparatively mapping degree curricula respectively of MCTC and TTC. The latter college has recently applied to work with VSO. I would strongly encourage these people to continue to work together on professional development and in future extend their skill sharing to the Mongolian Association of Architects.

I understand that about twenty new teachers have been recruited to MCTC and these will need guidance and encouragement in their professional development from the above trained teachers. I hope that the staff will continue to work with Rob van Waardenburg VSO and that new consultants or volunteers will continue the professional development work for which the college and teachers should have ownership and be proud.

The college, with labour of students as practical trainees, has been building a new classroom block. The directors and architects agreed in January - among other design improvements - to make the basement and first (ground) level wheelchair/barrow accessible. This approach to widening access to construction and architectural education is literal as well as setting the tone for more participative and inclusive college management.

Mongolian version

translation by courtesy of Ch. Munkhzul
note - special Mongolian font characters are missing

Томилолтын эцсийн тайлан (гар бичмэл)

ВСО-гийн 784033 тоотын дагуу, архитектор багш сургагч х_н намайг 2007.08.18-аас 2008.08.28ны хооронд Монгол Улсын Барилгын Технологийн Коллеж(МУБТК)- д томилж ажиллуулахдаа доорх зорилтуудыг хэрэгж__лэхээр харилцан тохиролцов:
1. Коллежийн багш нарынур чадварыг х_гж__лэхэд туслах
2. Архитектурын оюутнуудад архитектурын хичээл заах
3. Монгол Улсын барилга архитектурын мэргэжлийг х_гж__лэх зорилгоор хамтран ажиллах
4. Мэргэжлээ дээшл__лэхэд тус болж чадахуйц англи хэлний чадвар эзэмш__лэхэд дэм _з__лэх
5. Архитектурын мэргэжлийг х_гж__лэхэд туслах

Гол чухал _др__д
8-р сарын 20 Хэлний болон орон нутагт хийх сургалтаа эхлэв
9-р сарын 24 Коллеж дээр ажлаа эхлэв
9-р сарын 27 Архитектурын тэнхимийн уулзалт 10 х_нтэйгээр
11-р сарын 16 Тэнхимийн CPD 1 хойшлогдов
12-р сарын 7 Тэнхимийн CPD 2 хойшлогдов
1-р сарын 14 Архитектурын сэдэвт хичээлийг Дагшигдоржтой хамт
2-р сарын 18-20 State CC assisting APACC accreditation submission
6-р сар Хичээл т_л_вл_лт_нд д_н шинжилгээ хийх семинар
7-р сар Сургалтын арга барил семинар
1-8-р сар; Бодит Т_сл__д, Эко хаус Сэлбэ Хадад Санзай ба Бага хурал –Буудал –
Яармаг дахь Х__хдийн зуслан
8-р сар Архангай дахь урлагийн групп болон Х_всг_л, Ховд, _лгийг__р хийсэн аялал

Дээрх зорилтоос гарах _р д_нг доорх байдлаар тайлбарлавал:

1. Коллежийн багш нарын ур чадвар, арга барилыг дээшл__лэх сургалт,
ВСО-гийн ажилтан барилгын багш, сургагч Роб Ван Ваарденбург намайг ирэхээс _мн_ коллежид маш олон з_йлийг амжилттай хэрэгж__лж амжсан байв. Робийн хамтаар, багш нарыг х_гж__лэхэд туслах зорилго б_хий _йлс маань б_тэн жилийн турш, тэр дундаа зуны турш идэвхтэй _ргэлжилж зарим нэгэн амжилтыг дагуулсан билээ. Миний бие МУБТК- той хамтран ажиллахын сацуу ШУТИС, Барилгын Коллеж, Дархан _рг__, Дарханы Мэргэжлийн Сургалтын Т_в, Техник Технологийн Коллеж,УБ болон Барилгын яаманд Барилгын салбар дахь Х_ний Н__цийн Х_гжилд з_вл_г__ _гч, тусалж байв.

МУБТК-д хийсэн ажилд маань хамгийн их оролцож байсан х_м__с бол Г. Ариунаа, Д.Болормаа, Цэнгэл-Оюун(Цэнг__нээ), шинэ багш нар болох Г_рсэд, Лхагва, дэд захирал / хамтрагч Хашбаяр, ахлах багш буюу Монголын Архитекторуудын Эвлэлийн гиш__н профессор Дагшигдорж эхэн _едээ надтай хамтран ажиллах х_сэлтэй байгаагаа хэлж байсан хэдий ч хожим нь цаг болоод сонирхлын хувьд багасч хувирсан юм. М_н багш Дэнсмаа болон Энхтунгалаг нарт __рсдийн мэргэжил ур чадвараа х_гж__лэх цаг тун бага олдсон. Ажиллагсдад зориулсан семинар, мэдээллийн сургалтууд Арванхоёр, Нэг, Хоёр, Гурав, Д_р_в болон Долдугаар саруудад нэгээс хорин д_рв_н х_ний оролцоотойгоор зохиогдов.

Жишээлбэл энэх__ сургалтыг, багш нар хичээлийн холбогдолтой Англи хэл дээрх материалуудыг интернэтээр хайж сургах зорилготой зохион явуулсан. Зарим нэг арга барилуудын талаар Т_рмандах, Энхболд, Энхзаяа нартай ярилцсан. Уг сургалт маань Англи хэлний сургалттай холбоотой материалуудыг сайжруулах зорилгоор Англи хэлний багш нарт зориулж зохиогдсон. Англи хэлний багш Энхзаяа, Энхболд ба Болормаа нар Арванхоёрдугаар сарын 7-ны Баасан гаригт зохиогдсон сургалтыг амжилттай явуулах н_хцлийг б_рд__лж _гс_н байгаа. Энхзаяа __рийнх__ мэдлэгийг маш хурдан дээшл__лсэн б_г__д Хоёрдугаар сар гэхэд Улсын барилгын коллежид сайн цалинтай ажил олж авсан билээ.

Зургадугаар сарын эхээр, курсын б_тцийн талаар манай коллеж болон Техник Технологийн Коллежийн архитектурын багш нарын хооронд хамтарсан сургалт зохион явуулсан. Хичээлийг тоймлох, заах арга барилын талд д_н шинжилгээ хийх, _ргэлжл__лэх, хичээлийн програмыг ер_нхийд нь ойлгож авах бололцоо _гч, хичээлийн х_т_лб_р__дээ боловсронгуй болгоход нь тусалж _гсн__р__ их ач холбогдолтой байв.

Нэгээс Наймдугаар саруудад “бодит т_с_л” хийх оролдлого маань хэрэгжиж гурван бодит ('амьд') архитектур дизайны т_слийг олон янзын х_м__сээс б_рдсэн багуудтай хамтарч хэрэгж__лсэн. __нд:

i. Баян хошуун дахь Дэлхийн з_н,
ii. (СБД__ргийн) Сэлбэ, Хадат, Санзай дахь Эко Хаусууд
iii. Конференс зочид буудал, (Богд уул) Яармаг дахь х__хдийн зуслан
Эдгээр т_сл__д нь багш нар болон барилгын мэргэжилтн__дийн ур чадварыг х_гж__лж, дэмжихэд их тус болсон б_г__д залуу багш нар болох Г_рсэд, Лхагва нарын хувьд сургалт болсон. Эхний т_с_л маань зохион байгуулалт сайтай байсан боловч з_вл_х Мягмарс_рэнгийн ажил идэвхг_й б_г__д т_нш ТББ _ргэлжл__лж чадааг_й юм. Хувь х_м__сээс зохиосон дараагийн хоёр т_с_л бол

Дараагийн хоёрыг хувь х_м__с зохион явуулахдаа з_вх_н зураг зурж _йлчилдэг уламжлалт аргыг багаар ажиллахдаа талбай дээрээс цаг тухай б_рд хийсэн д_гнэлтээ задлан шинжилж, байгаль орчинг анхаарч, захиалагчийн боломжийг харгалздаг, н__ц бололцоондоо тулгуурладаг, олон янзаар ашиглаж болдог технологуудыг ашиглах оролдлого хийдэг орчин _еийн арга хоорондын тэнцвэрийг олсон т_сл__д болсон.

__нд Ариунаа, Болормаа, Цэнг__нээ нар оролцож шинэ т_гсс_н архитекторуудад тусалж багийг ахалсан б_г__д оюутан Дэлгэрдалай, Т_мэн-од, Уянга, Т_мэнгэрэл нар оролцсон. Хашбаяр бодит т_с_л санх__гийн болоод материаллаг байдлаар тусалсан юм. Б_гд л архитектурын явц, эрчим х_чний хэмнэлттэй, экологийн хувьд тэнцвэр б_хий, олон талаар ашиглаж болдог, _р д_нтэй талбайн д_н шинжилгээ ямар чухал болох талаар ил__ сайн ойлгож архитектурын програмыг б_гд сайжруулах талаар суралцсан.

2. Архитектор мэргэжлээр суралцаж буй оюуутнууд, тэр дундаа 2008 онд дипломоо авах оюутнуудад архитектурын хичээл заах
Архитектурын бакалавр зэрэг олгох 3 жилийн сургалтын х_т_лб_рт д_н шинжилгээ хийхэд миний хугацааны эхэн _е зориулагдсан б_г__д эндээс би нэгэн з_йлийг ойлгож мэдсэн юм. __р__р хэлбэл, Монголд баримталж байгаа эдгээр ижил т_стэй курсууд б_гд адилхан голдуу техникийн сургалт б_г__д соёлын дизайн, синтетик дизайн, студи буюу амьд бодитой т_с_л хэрэгж__лэх оролдлого хийдэг бусад олон улсын жишиг б_хий их сургуулийн дээд боловсролын _ндсэн шатны сургалтаас энэ тал дээр нэлээд дутмаг болох нь харагдсан.

Техник талаа баримталдаг сургалтын програмын хязгаарлалтаас болоод д_гнэх утгыг ярилцаж, шалгалт, оролцоо зэргийг ил__ олон тест, семинар, экскурс зэрэг мэдлэг сорисон з_йлсээр баяжуулж авах нь з_йтэй болсон. Сургалтын арга барил коллеж дээр дутмаг байгаа тул хэд хэдэн семинарыг Цэнг__нээ, Болормаа нартай хамтран явуулж, цаашид тэднийг шинээр ажилд орсон 25 багшид 9-р сард хичээл эхлэхэд туслаарай хэмээн захисан.

Миний удирдаж байсан архитектурын т_гс_х курсын оюутнуудтай ажиллахад тустай з_йл олныг мэдэрсэн ч гэлээ тэдний оролцоо, амлалт нь х_ндхэн байсан юм. Дипломын ангийн оюутан Наранцэцэг, Уранбилэг, Ханб_ргэд нар хичээлд суугааг_й б_г__д бусад нь ялангуяа Г_рсэд, Лхагва болон группын гиш__дэд тусалсан. Сургалтын материалын хуулбар _.х Ньюферт Архитектурын _г_гд_л, Орост 1965 онд хэвлэгдсэн) -ыг Арваннэгд_гээр сард хийсэн ба эргэж шинэчлэх, сайжруулах хэрэгтэй байсан ч туршлагатай ажилтнуудын з_гээс __рчл_х х_сэлг_й болохоо илэрхийлсэн юм.

Монгол Улсын норм MN 31.101.04 ба Барилгын Сайдын экспертиз (Монголын Эрчим Х_ч Хэмнэлт Ашиглалтын Сургууль - GTZ). Холбогдох шинэ номууд (Бат од 2005, 2007, Чинг 2006, интернэтийн материал. – зарим нь Монгол хэл дээр зарим нь Англи, Герман хэл дээр)- ыг танилцуулсан б_г__д эрч х_чтэй залуу багш нарт К.До 2006 болон Монголын ахлах оюутнуудын хийсэн ажил, бодит т_сл__дээр материал бэлдэх нь сонирхолтой байсан. Хоёр т_гс_гч Лхагва, Г_рсэд нар архитектор-багш болох сургалтаа эхлэв.

3. Монгол Улсын барилга архитектурын мэргэжлийг х_гж__лэх зорилгоор хамтран ажиллах
Анх эхлээд Профессор Дагшигдоржтой хамтран ажиллаж байх _едээ т__ний ахлах архитекторын _зэл санаанд _ндэслэсэн ойлголт б_хий байсан бол м_н саяхан мэргэжлээ эзэмшсэн х_м__стэй уулзаж(С_хбаатарын Амгалан, Чойжилжавын М_нхзул) архитектурын боловсролыг туршигч шинэ х_м__сийн талаар ил__ х_ндэтгэлтэй хандах бодол т_рс_н юм. Арваннэгд_гээр сард би Архитектур, Судалгааны Т_вийн лектор, архитектор, Монголын Архитекторуудын Ассоциацийн т_л__л_гч болох Эрш__гийн П_рэв Эрдэнэтэй уулзсан юм.

4. Conclusion; Small, Significant Change

4. Мэргэжлээ дээшл__лэхэд тус болж чадахуйц англи хэлний чадвар эзэмш__лэхэд дэм _з__лэх

Х_м__нлэгийн Ухааны Их Сургуулийн Англи хэлний багш, сайн дурын ажилтан Рут Паулийн санаачлагаар Англи хэлээр яригчдын Клубыг албан ёсны бус байдлаар __сгэн байгуулсан б_г__д __нд маш олон багш нар м_н __рийн х_слээр олон х_м__с ирсний дотор манай байрны х_рш__д зэрэг х_м__с байсан ба би тэдэнд ойролцоогоор хориод хичээл орсон юм.
Коллежийн удирдлагууд, захирлууд болон бусад олон багш гэх мэт байнга Монгол хэлээ ашигладаг х_м__ст цаг буюу сонирхол бага байснаас тэд Англи хэлийг хэрэглэх талдаа тун идэвх муутай байв. Нэгд_гээр курсын нэг \эмэгтэй\оюутан Лхагва Арваннэгд_гээр сард Чингис Х_рээнд Х_м__нлэгийн Ухааны Их Сургуулийн сайн дурынхантай хийсэн Англи хэлний Алхаа ба Яриа сэдэвт арга хэмжээ зохиогдоход оролцож коллеж дээр болсон бусад хичээл__дэд бусдыгаа уриалан оролцуулсан юм. М_н тэрээр явцын дунд __рийнх__ Англи хэл хэрхэн сурч байгаа талаараа багш нар болон коллежийн дэд захирал Хашбаяр нарт тайлбарлаж _гс_н. Багш нарт зориулсан англи хэлний онлайн болон номоор заах _мн_х сургалтууд идэвхг_й байсан тул коллежид иймэрх__ _йл ажиллагааг дэмжиж идэвхтэй хэрэгж__лээсэй гэж би туйлаас х_сэж байна. Хэдийгээр ахлах профессор Дагшигдорж болон туслах Энхтунгалаг нар коллежийн захирлуудын адилаар ярианы Англи хэлээ сайжруулахыг хичээж байгаа нь харагдааг_й ч __р олон багш ажилтнууд тодруулбал Г.Ариунаа, Д.Болормаа, Цэнгэл-Оюун нар __рсдийн англи хэлийг дээд т_вшний хэмжээнд сайжруулж чадсан б_г__д Г_рсэд, Лхагва м_н коллежийн туслах захирал хамтрагч Хашбаяр нарт цаашдаа маш их бололцоо бий нь харагдсан юм.

Д_гнэлт: Маш бага боловч чухал __рчл_лт
Барилгын Сайд, Дэлхийн З_н ба 8-р хорооны Тогтвортой Х_гжлийн Жендерийн Т_в зэрэгтэй з_вл_лдс_н ажил маань аль аль талдаа ач холбогдол муутай байснаас д_гнээд дараачийн удаад архитектор багш нарыг сургах зорилготой хичээл__дийг ихэнхдээ бетоны сэдвээр архитектурын бодит т_с_л маягаар явуулсан. Энэх__ ажил нь хуучин ажиллаж байсан багш нар болох Болормаа, Цэнг__нээ, Ариунаа, Хашбаяр болон шинэ багш нар Лхагва, Г_рсэд(ирээд_йд магадг_й Дэлгэрдалай, Т_мэн-од нар ч оролцох байх) нарт маш удаан хугацаанд _р шимээ _г_х боломжтой. Хэрэгж__лж болох б_г__д Эрчим х_ч хэмнэсэн барилга, талбай дээрх цагийн менежментийн зарчим, Т_слийн менежментийн аргууд, Архитектурын т_с_л т_л_вл_лт, захиалагчтай хийх уулзалт, анхны танилцуулга зэргийг хэрхэн зохион байгуулах, т_слийг архитектурын талаас хэрхэн д_гнэж бичих зэрэг тухай энд заасан.
Би хувьдаа багш Болормаа, Цэнг__нээ, Ариунаа, Хашбаяр нарыг _нг_рс_н нэг жилийн хугацаанд доорх салбаруудад явуулсан сургалтаа _ргэлжл__лээсэй гэж х_сэх байна. __нд:
- Сургах арга барилын судалгаа
- Олон улстай харьцах зорилгоор хэлээ судлах
- CV клиник \намтараа хэрхэн бичих аргуудыг сурах\
- Архитектурын боловсролтой холбоотой мэдээллийг интернэтээр (powerpoint, flickr, blogging, google earth, Wikipedia зэрэг вэб сайтаас) хайх чадвар эзэмших.

Болормаа болон Цэнг__нээ нар Техник Технологийн Коллежийн багш Сувдмаа(Англи хэлний багш) болон Болорцэцэг(Архитектурын багш) нарт МУБТК ба ТТК-ын зэрэг олгох хичээлийн х_т_лб_рийг харьцуулан системчлэх талд тусалж байсан. С__лээр коллеж ВСО-той ажиллах х_сэлтээ _гс_н. Би эдгээр х_м__сийг мэргэжлийн т_вшинд онцгой анхаарч ажиллаасай гэж зоригжуулж буй б_г__д ирээд_йд __рсдийн ур чадвараа нэмэгд__лж, т__нийгээ Монголын Архитекторуудын Ассоциацтай хуваалцаасай гэж х_сэх байна.
Миний ойлгосноор бол МУБТК шинээр 20-иод багш ажил авч байгаа гэсэн тул тэдэнд дээр дурдсан багш нар маань мэргэжлээ сайжруулж х_л__ олоход нь тус болоход хэрэгтэй. Багш ажилтнууд цаашдаа ВСО-ийн Роб Ван Ваарденбург болон шинэ з_вл_х, сайн дурын ажилтнуудтай хамтран ажиллахаа идэвхтэй _ргэлжл__лж __рсдийн мэргэжилд улам сайжирснаар коллежийн эзэд байх б_рэн итгэл бий болж мэргэжлийн хувьд бардам алхаж чадна байх.

Коллежийн оюутнууд дадлага хийх зорилгоор талбай дээр __рсд__ ажиллан шинэ анги барьж байгаа гэсэн. Захирал болон архитекторууд дизайныг сайжруулах зорилгоор нэгд_гээр сард зоорийн болон нэгд_гээр давхрыг тэргэнцэр орж болохоор хийх шийдвэр гаргасан. Энэх__ оролдлого нь барилга болон архитектурын боловсролд хандах хандлагаа сайжруулж байгаа хэрэг т_дийг_й коллежийн менежментийг ил__ идэвхтэй, оролцоо _нд_ртэй болгоход _ч__хэн ч атугай хувь нэмэр болж байгаа явдал юм.

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