Yesterday, Wednesday 8 February 2023, the ARB launched Tomorrow’s Architects, a major public consultation on comprehensive reforms to the education and training of architects. This three-month consultation invites architects, educators and students to share their views on ARB’s proposals.
ARB’s reforms would see the regulatory framework change from the current approach of prescription, where they approve what is going to be taught, to one of accreditation, where they will review what has been learnt. Their current approach (aligned with the RIBA’s Part 1, 2 and 3) will be replaced with a requirement for only two accredited qualifications covering learning and practice outcomes, aiming to support flexibility and widen access to the profession.
RIBA President Simon Allford said
“We welcome this consultation, and we will be making a considered response that will reinforce the concerns we have raised with ARB. We also urge our individual members to respond – we must take this once-in-a-generation opportunity to ensure that changes to our world-renowned architectural education system benefit everyone.
Over the last decade, RIBA has been actively championing initiatives that encourage new models for architectural education; in our Education Review 2015, The Way Ahead 2021, and the RIBA Education White Paper 2023. It’s imperative that new models of education facilitate a truly inclusive profession - we need to remove the barriers and we do not believe this goes far enough.
Our view was confirmed a few weeks ago when RIBA hosted an Away Day on education and practice where we heard from students, educators, practitioners, and the ARB. We heard of the financial challenges to the funding of education, the accumulated debts of students but also of new ways into the profession. We learned much that reinforces most of RIBA’s thinking on the provision and validation of architectural education.
Personally, I am a fan of the architectural degree – as a good general degree and a springboard to a host of different careers. Looking ahead, whilst recognising the success of the classic degree and diploma route, I would like to see a structure that allows students to qualify within five years – allowing them to select from a combination of apprenticeships, degrees, masters, and earn and learn courses (the latter to be offered by schools and Teaching Practices). At present, I do not see much change – the ARB accreditation model does not allow the new courses we are supporting to create a more accessible and open and representative profession. Nor does it speed things up. We need to support courses that recognise and reinforce the need for core skills and competencies, but also the essential requirement to equip the next generation to create ever-evolving and appropriately different models of practice. Students need to both acquire core skills and have the imagination to adapt them to help the profession respond to and define an uncertain future – the architects of tomorrow will face different challenges to those of today’s curriculum.
As stated in our Education White Paper, the RIBA has already undertaken a significant review of the curriculum. Our Themes and Values for Architectural Education, outlined in The Way Ahead, were developed to provide a useful framework for Schools of Architecture to address shortcomings. We recommend that the ARB adopt these overarching Themes and Values for Architectural Education and lay out an appropriate breakdown of core competences and skill sets under each. This would align the two systems, which must be a shared objective.’’
ENDS
Notes to editors:
- Media contact: Ruby.OShea@riba.org
- The Royal Institute of British Architects (RIBA) is a global professional membership body that serves its members and society in order to deliver better buildings and places, stronger communities and a sustainable environment. Follow @RIBA on Twitter for regular updates.
