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?