Planning Education to Planning Practice Workshop RTPI Planning Education Policy

1. Planning Education to Planning Practice WorkshopRTPI Planning Education Policy Sue Percy RTPI Director:- Membership, Education and Lifelong Learning 15th January 2008

2. 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 Context

3. 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

4. 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

5. 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

6. 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 ….

7. Planning Schools • RTPI accredits 26 planning schools • 111 accredited courses • 3390 students

8. 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

9. 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

10. 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

11. 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

12. 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?