The initial report researched the current funding position and proposals in the pipeline for changes, the existing offerings in the UK and elsewhere for part time architectural education, and the present accreditation arrangements. Discussions were held with ASSA members and with representatives of the RIBA and ARB. Three potential models were suggested as possible for introducing more flexibility and part time structuring for pre-registration education:
Partially linear, concentric rings representing the existing stages to registration.
Fully non-linear, a 'cloud' of requirements prior to registration.[pp3-8]
Gateways to the profession should be more flexible, up to the point at which registration is approved: learning and evidence should be acceptable from a variety of sources. This would release the existing Part 1 degrees to become more of a 'liberal' architectural education, with the equivalent of the current Part 2 courses delivering more of the technical material for those whose ambition is to register as professional architects. [p9]
Since the context of the current arrangements and any future changes includes institutions external to the schools, it was then recognized that changes to them would also be desirable:
• Accreditation: QAA should be sufficient benchmarking for the RIBA or ARB, without further accreditation processes to burden schools. [p10]
• Registration: Should depend upon providing evidence to ARB from any source, rather than depending upon success in specified accredited university degrees. Passing the Part 3 is the true gateway to the profession.
• Evidence for registration: should be able to include any HE credits and accreditation for work-based learning (WBL) (probably administered by HEIs). Work-based learning should be properly credited by HEIs. [pp10-13]
• Practices which take in aspiring registrants should be approved as Teaching Practices and should be suitably recognized/rewarded. [p14-16]
Proposals for further action:
• High-level lobbying of RIBA/ARB and QAA on changes to accreditation and registration systems.
• Develop detailed proposal for an 'Approved Teaching/Training Practice' accreditation system.
• Develop some exemplar WBL credited units with one or more schools and practices.
|Publication status||Unpublished - 2003|