Delivering Planning Education Now and in the Future Ruth Richards London South Bank University

Influences on Planning Education Higher Education Funding Council; Quality Assurance Agency; prospective students; employers; current students; professional bodies; government policy; and the university

Higher Education Funding Council distributes money to universities and colleges for higher education teaching, research and related activities monitors the financial and managerial health of universities and colleges ensures the quality of teaching is assessed provides guidance on good practice. As the main funder of HE they are a key partner for all Universities

Quality Assurance Agency QAA mission is to “safeguard the public interest in sound standards of higher education qualifications and to inform and encourage continuous improvement in the management of the quality of higher education” Defines academic standards generally and for specific subjects via Benchmark Statement Those for Town & Country Planning were agreed in 2002, but new benchmarks currently under consultation (February 29 th )

Key Elements of Benchmarking Statement It establishes: the defining principles of planning Key knowledge and understanding Planning skills Transferable Skills It sets standards for threshold, average and excellent students Applicable to degree level students only

Key Elements of curriculum Knowledge: causes and processes of change; planning practice; planning debates Planning Skills: research and investigation, analysis and evaluation; problem solving; design skills Generic Skills; preparing and presenting information; numeracy; IT; critical reflection; group working; time management; negotiation; taking initiative; being able to exercise original thought See: benchmark/honours/tcp.pdf

RTPI Accreditation Sits alongside University regulations Establishes different set of requirements, learning outcomes, standards Universities must meet these in order to be accredited Generally quite onerous to ensure that professional standards are met Positively enhances the student experience Developed through discussions with both practitioners and educationalists

University Quality Assurance Standards set by University to ensure that all programmes meet strict quality requirements Different requirements at different levels Quality is monitored via external examiners, student feedback via course boards and unit evaluation Academic Regulations – sets pass marks, progression rules, awards etc Quantity of study regulated via credits and levels

Other University Influences University structures – few stand alone Planning Schools Available resources Student numbers Research funding and expertise

Employers, Prospective & Current Students Key to maintaining a viable and attractive course Diversity in content, delivery, emphasis Employer desire for “oven-ready” planners Practitioners on Partnership Boards and external examiners Practitioner input to teaching Student feedback on effectiveness of individual units as well as over-all course

Conclusions Very wide range of existing influences on planning education Future will see further changes particularly in the interaction between employers and universities Tension between the need to provide education and training which is more appropriate within the workplace