Planning Education to Planning Practice Workshop
RTPI Planning Education Policy
Sue Percy
RTPI Director:- Membership, Education and Lifelong Learning
15th January 2008
Context
The RTPI’s New Vision for Planning making of place and
mediation of space Spatial Planning The essential idea of:-
critical thinking about space and place as the basis for action or intervention
Need to reflect this in the education of professional planners
Education Commission 2003
Increase the supply of an effective cadre of planners & technical support
Recognise the growing global & international context for planning & the internationalisation of education
Create & foster an educational continuum – an escalator
Support & enhance the value of planning courses
Promote inclusivity, opportunity and flexibility
Education Commission 2003
Support the development of skills, knowledge and competencies of practitioners throughout their working lives
Three phases:- Initial Planning Education APC Lifelong Learning
Initial Planning Education
The First Phase
Basis of planning education An understanding of spatial planning (breath) Understanding of an area of specialism (depth)
Delivered through Combined courses Spatial and specialist courses
Undergraduate entry and postgraduate entry Including intensive 12 month, 180 credit pg courses Bursaries from CLG Uplift in recruitment and calibre for Master Degrees
From inputs to outcomes
Shift from specifying input requirements To outputs of planning education based on
competencies Courses assessed against Learning Outcomes
The ‘Why’ not just the ‘How’ questions Accredited courses should develop knowledge and
understanding of e.g.:- Legal & institutional frameworks; decision making; making
recommendations; demonstration of effective research & appraisal skills; acquisition of generic & discipline skills; appreciation of design; understanding of social, economic and environmental contexts; ethics & values ….
Planning Schools
RTPI accredits 26 planning schools
111 accredited courses
3390 students
A Partnership Approach to Accreditation
A new approach to accreditation – Partnership Boards
A partnership between RTPI, Planning Schools and professional practice
Have both scrutiny and developmental functions
Meet once a year minimum Accreditation for new schools and schools
progressing towards PBs
Assessment of Professional Competence & Licentiate Membership
Second phase of planning education –graduates of accredited courses
1337 Licentiates More structured, supportive route More rigorous test of competence Reflective assessment of own practice Use of detailed log book to record professional
experience Professional Development Plan Access to a mentor Detailed written report
Lifelong Learning
The third phase Continual enhancement of skills,
knowledge and competencies through a planners professional life
But also it is about attitude, commitment and reflection
A driver for change for the benefit of the individual, organisation and society
Needs commitment from not only the individual but also their employer
Learning Partnerships
Aimed at employers of Planners including interdisciplinary practices
Benchmarking & promoting best practice in training & development
Communicates high standards of professionalism to clients, stakeholders and the public
Benefit employees by assisting with training, development & CPD
Benefit employers by promoting excellent practice, benefiting recruitment & retention
But we need employers to engage
Future Work & RTPI Commitment
We are committed to up-skilling the planning profession and positioning planning as the key developmental profession
Having an education model that supports this aim
Review of all three phases of planning education
Key question - Is Planning Education Fit for Purpose?